bull Heat a beaker of waterbull Take a leaf and place it in the hot water for 1
minute to soften itbull Place the leaf in hot ethanol until the leaf loses
its colourbull Rinse the leaf in hot water to soften itbull Place the leaf on a white tilebull Test the leaf with iodine solution
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
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60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
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copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
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Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
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Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
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15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
2
April 06 2012
Food in plants
make their own
photosynthesis
air
water
carbon dioxide
light energy
nutrients in soil
How plants grownotebook
3
April 06 2012
What types of food groups do you know
Plants make food
write your answers here
Protein
Starch
Fat
Minerals
How plants grownotebook
4
April 06 2012
Carbohydrates - Starch
What do you know about starch
Starch
carbohydrateturns iodine purple dark blue
Storage of energy
How plants grownotebook
5
April 06 2012
How to test for starch in a leaf
bull Heat a beaker of waterbull Take a leaf and place it in the hot water for 1
minute to soften itbull Place the leaf in hot ethanol until the leaf loses
its colourbull Rinse the leaf in hot water to soften itbull Place the leaf on a white tilebull Test the leaf with iodine solution
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
3
April 06 2012
What types of food groups do you know
Plants make food
write your answers here
Protein
Starch
Fat
Minerals
How plants grownotebook
4
April 06 2012
Carbohydrates - Starch
What do you know about starch
Starch
carbohydrateturns iodine purple dark blue
Storage of energy
How plants grownotebook
5
April 06 2012
How to test for starch in a leaf
bull Heat a beaker of waterbull Take a leaf and place it in the hot water for 1
minute to soften itbull Place the leaf in hot ethanol until the leaf loses
its colourbull Rinse the leaf in hot water to soften itbull Place the leaf on a white tilebull Test the leaf with iodine solution
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
4
April 06 2012
Carbohydrates - Starch
What do you know about starch
Starch
carbohydrateturns iodine purple dark blue
Storage of energy
How plants grownotebook
5
April 06 2012
How to test for starch in a leaf
bull Heat a beaker of waterbull Take a leaf and place it in the hot water for 1
minute to soften itbull Place the leaf in hot ethanol until the leaf loses
its colourbull Rinse the leaf in hot water to soften itbull Place the leaf on a white tilebull Test the leaf with iodine solution
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
5
April 06 2012
How to test for starch in a leaf
bull Heat a beaker of waterbull Take a leaf and place it in the hot water for 1
minute to soften itbull Place the leaf in hot ethanol until the leaf loses
its colourbull Rinse the leaf in hot water to soften itbull Place the leaf on a white tilebull Test the leaf with iodine solution
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
6
April 06 2012
X XXXXXX XXXXX
Ethanol
LeafX XXXXXX XXXXX
HEAT
Testing a leaf for Starch
1 2
WARNING ETHANOL IS FLAMMABLE DO NOT USE THE BUNSEN WITH ETHANOL NEAR IT
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
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April 06 2012
How plants grownotebook
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April 06 2012
How plants grownotebook
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April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
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April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
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April 06 2012
Sc1 Skills
What do we know about scientific method
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April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
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April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
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April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
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April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
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April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
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April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
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April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
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April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
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April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
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April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
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31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
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April 06 2012
Concept Cartoonsexe 69
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42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
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45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
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April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
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April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
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54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
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April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
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April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
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April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
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59
April 06 2012
capillary action in stems
A B C D
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April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
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April 06 2012
And finally the leaf
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63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
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64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
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April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
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April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
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April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
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68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
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69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
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72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
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April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
7
April 06 2012
Iodine Solution
TileLeaf
Iodine Before
Iodine After
Brown orange purple dark blue black
Test for Starch
A positive test is when the iodine changes colour as a result of the presence of starch
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
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April 06 2012
How plants grownotebook
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April 06 2012
How plants grownotebook
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April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
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April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
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April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
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April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
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April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
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April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
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April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
8
April 06 2012
An example of a leaf test
After iodine solution is added to the leaf the following may be observed
Where are the positive results
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
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You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
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copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
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Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
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Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
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15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
9
April 06 2012
Plenary
What was the purpose of putting the leaf in
a) boiling waterb) ethanol
Homework
Write a brief summary of your experiment today What did you find out
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
10
April 06 2012
Air and plantsObjective
bull To know how oxygen and carbon dioxide affect plant growth
Read the following text and discuss the answers in groups Be ready for class discussion
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
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50
60
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80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
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etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
11
April 06 2012
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
12
April 06 2012
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
13
April 06 2012
The following experiment can be set up to show what happens when a leaf only has certain elements available
What do you think the results of a starch test will be for each leafGive reasons for your answers
Leaf A will produce a positive negative becauseLeaf B will produce a positive negative becauseLeaf C will produce a positive negative because
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
14
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch sunlight energy
chlorophyll
Summary
Leaves produce starch when they are exposed to light water and carbon dioxide
Or is there more
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
15
April 06 2012
Plants also give out a gas when the photosynthesise
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
16
April 06 2012
Investigating gas production by plants
You are going to investigate how light affects the rate of gas production in pond weed
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
17
April 06 2012
Sc1 Skills
What do we know about scientific method
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
18
April 06 2012
Prediction Hypothesis
Fair test Apparatus
Method Safety
Results Conclusion
Evaluation
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
19
April 06 2012
Prediction Should relate two factors and state what happens to one if the other is changed
Hypothesis The science facts you know related to the topic
Fair test How you make sure you only change one factor
Apparatus What basic hardware you used
Method Bullet points of what you did
Safety Basic lab rules
Results What you found out in a clearly presented way
Conclusion What you results show relating to any patterns
Evaluation How you could do your investigation better
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
20
April 06 2012
Factors (also called variables)
bull Independent variables
bull Dependent variables
What do you understand by the following terms
This is usually what we choose to test
This is what changes as a result of us changing the independent variable
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
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Attachments Page 1
How plants grownotebook
21
April 06 2012
Examples Pendulum
bull Independent variables
bull Dependent variables
length of string
time taken for swing
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
22
April 06 2012
acid water sodium thiosulphate
Rates of reaction
bull Dependent variables
bull Independent variables
1 concentration of acid
2 temperature of chemicals
time taken to react
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
23
April 06 2012
Prediction - linking dependent and independent variables
If changes then will happen
If independent variable changes dependent variable will result
Think about the examples we have looked at Now write a prediction for the pondweed
bull Independent variable = light intensity
bull Dependent variable = gas production (bubbles of gas)
Examples
If the length of the string increases then the time taken for the swing will increase
If the concentration of the acid increases then the time taken for reaction will decrease
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
24
April 06 2012
If the light intensity increases then the time taken for gas to be produced will decrease
Check your prediction against mine
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
25
April 06 2012
Hypothesis This is your chance to shine
What topics do you need to coverHow much detail
Write a paragraph of 3 - 4 sentences that explains what you know about
What food plants makeWhat things plants need to make their own foodHow we can test this food is present
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
26
April 06 2012
Example hypothesis
Plants store their food as starch In order to do this they need sunlight energy water and carbon dioxide The leaves absorb carbon dioxide and water and store the starch We can test for the presence of starch by using iodine solution which will turn dark blue purple if it is present
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
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You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
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copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
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Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
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Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
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15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
27
April 06 2012
Fair tests
water sodium thiosulphate
temperatureconcentration
surface area
stirring
volumes ofreagents
acid
What should we do to make a fair test
How do we make this a fair test for the pondweed
Change only one factor at a time
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
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Attachments Page 1
How plants grownotebook
28
April 06 2012
Method How much detail should you include
Write 2 methods
Method 1 - short 5 steps
Method 2 - detailed 10 steps
How much do you really need to sayWhat is necessary in a method
We all know how to make a sandwich So if I said to you that I wanted a method on how to make a cheese sandwich how much detail would you use
bull Take 2 slices of breadbull Butter the breadbull Add cheesebull Put the slices togetherbull Serve
bull Walk to the kitchenbull Wash handsbull Take bread bull Open bagbull Take out 2 slicesbull Place on clean work surfacebull Use 2g of butter for the breadbull Add 5 g cheesebull Put slices togetherbull Serve
Do I need all of these stepsWhich ones are useful Why
Detailed methods are good but only if the right details are added
How plants grownotebook
29
April 06 2012
Apparatus
2-D neat diagrams frac12 of a pageUse sharp pencil and a ruler
How much information should you include
How plants grownotebook
30
April 06 2012
Safety
What are basic safety rules in the lab
How plants grownotebook
31
April 06 2012
Results
What do want to showWhat should a good results section contain How many results do I needDo I need repeats and average numbers
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
33
April 06 2012
dependent variable
independent variable
Light intensity
bubble count
x
y
0 100
35Hints for a good graph
bull If you cant remember the axis labels X is a-cross so put it on the axis that goes across
bull Start at 0 for each axisbull Use regular intervals for your scalesbull Choose a scale that is easy to readbull Look where the independent variable goesbull Try to use the whole page to draw your graph
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
34
April 06 2012
Light intensity (units)
Bubble count
0 1 2 3 4 5 6 7 8 9 100
5
10
15
20
25
30
35
Rate of photosynthesis
estimating missing values
What do you notice about my line of best fit Is it straight WhyDoes it go through all the points Why not
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 4 Mar 5-131 PM
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Attachments Page 1
How plants grownotebook
35
April 06 2012
Conclusion
What do the results show
My results show that
Evaluation
As homework you need to write up the investigation and also explain what you could do to make further improvements to your investigationYou should include details such as
Could you have investigated another factor other than lightHow could you make your results more reliable (better)
For example
My results show that as light intensity increased the rate of bubble production in pondweed increased At a light intensity of 0 there were no bubbles produced whereas at light intensity of 10 there were 33 bubbles
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-16
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
36
April 06 2012
What is the gas that is produced
What gas relights a glowing splint
Oxygen
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
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Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
37
April 06 2012
So the word equation for photosynthesis is
carbon dioxide + water starch + oxygensunlight energy
chlorophyll
Plants produce starch and oxygen for carbon dioxide and waterThey use sunlight energy to do this in the chloroplasts that contain the green pigment chlorophyll
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Page 2 abr 6-1652
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Page 60 May 15-1017
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Attachments Page 1
How plants grownotebook
38
April 06 2012
Pop quiz
Take a piece of paper put your name on it and answer the following questions
1) What food does a plant make
2) Name the substance we use to test for the food in a leaf
3) What colour does this substance turn if the food is present
4) Why do we use hot ethanol in the leaf test
5) Name the process by which a plant makes its own food
6) Name two of the elements that are found in carbohydrates
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
39
April 06 2012
Biomass
Objectives
Know bull How plants use sunlight energy to make their foodbull The increase in food results in increased biomassbull How roots absorb water and minerals
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
40
April 06 2012
Starter
The material in the bags represents an ecosystem The material was collected and you need to weigh it
You need to decide what the biomass of the ecosystem is
What will you do
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 40 mar 26-1741
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Page 44 Mar 28-812 AM
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Page 53 Apr 2-220 PM
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Attachments Page 1
How plants grownotebook
41
April 06 2012
Concept Cartoonsexe 69
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Page 37 abr 6-1824
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Attachments Page 1
How plants grownotebook
42
April 06 2012
What does a plant cell contain
How much water does a cell contain
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
43
April 06 2012
Chloroplasts
What do they do
They use sunlight energy to convert carbon dioxide and water into starch and oxygen
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
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Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
44
April 06 2012
Biomass
What other substance do cells contain (Hint 70)
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
45
April 06 2012
Biomass
Dry wet
In groups write down as many advantages of recording the biomass in an ecosystem for each of the following
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
46
April 06 2012
Plenary
Read the section on Biomass on page 16
Discussion (page 17)
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
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Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
47
April 06 2012
Transporting water
Objectives
Know
bull Water and minerals are absorbed through root hairsbull How water is transported to the leaf
Key words
water molecule root hair celladaptation capillary actionabsorb adhesioncohesion transpiration
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
48
April 06 2012
Investigating transpiration in a leaf
You are going to investigate what factors allow water to pass through a leaf the fastest
As time is short I will show you what to do and afterwards you can explain what happened
During the course of the lesson you will need to make some measurements every 15 minutes
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Page 60 May 15-1017
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Attachments Page 1
How plants grownotebook
49
April 06 2012
Some basic facts
bull Leaves have small holes that allow water to pass out of thembull The water passes out and is replaced by water from the
stem This is called transpiration
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
50
April 06 2012
top side of leaf
We are going to see what happens when we cover the surface of a leaf
What could we do to test which surface(s) allow water to pass through them
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
51
April 06 2012
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4variables
independentdependent
Fair test
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
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Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
52
April 06 2012
How to cover the leaf
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
nail polish
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
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weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
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Page 7 Apr 27-0936
Page 8 abr 6-1705
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Page 26 abr 6-1743
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Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
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Page 47 Mar 13-230 PM
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Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
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Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
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Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
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Attachments Page 1
How plants grownotebook
53
April 06 2012
water level
Set up the potometer as shown and record the level of water every 15 minutes
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 26 abr 6-1743
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Page 31 Apr 19-239 PM
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Page 35 mar 12-1706
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Page 37 abr 6-1824
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Page 39 Mar 13-220 PM
Page 40 mar 26-1741
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Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
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Page 46 Mar 23-1154 AM
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Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
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Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
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Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
54
April 06 2012
Results How can we combine the 4 sets of results
Time (minutes)
Water passed through leaf (ml)
Test
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
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Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
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Page 17 Apr 16-1128 AM
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Page 26 abr 6-1743
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Page 28 Apr 19-229 PM
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Page 32 Mar 21-854 AM
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Page 34 Mar 13-206 PM
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Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
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Page 47 Mar 13-230 PM
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Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
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Page 57 Mar 13-235 PM
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Page 60 May 15-1017
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Page 73 mar 26-1816
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Attachments Page 1
How plants grownotebook
55
April 06 2012
Results
Time (minutes)
Water passed through leaf (ml)
1 2 3 4
Test
1
2
3
top side covered
bottom side covered
no sides covered
both sides covered4
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
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Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
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Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
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Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
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Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
56
April 06 2012
Conclusion
What do your results show
My results show that water passed through leaves in test numbers Water did not pass through test numbers This shows that water will pass through
which side allows water to pass through the leaf How do you know
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
57
April 06 2012
Look at the diagram of this root hair
Describe ways in which water is able to pass easily into this cell
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
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weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 34 Mar 13-206 PM
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Page 37 abr 6-1824
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Page 40 mar 26-1741
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Page 43 Mar 13-227 PM
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Page 53 Apr 2-220 PM
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Page 71 mar 12-1759
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Page 73 mar 26-1816
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Attachments Page 1
How plants grownotebook
58
April 06 2012
root hair cell
Ways in which a root hair cell is adapted to allow water into the plant
Thin wallsLarge surface area
Many of them
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
59
April 06 2012
capillary action in stems
A B C D
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
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Attachments Page 1
How plants grownotebook
60
April 06 2012
Capillary action
cohesion - same type of particles sticking to each other eg water to water
adhesion - different types of particles sticking to each other eg water to glass
adhesion
cohesion
Why dose the water go so high in thin tubes
Think Gravity
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
61
April 06 2012
Water transport in plants
Xylem
Phloem
The xylem transports water from the root hairs to the leaves
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 39 Mar 13-220 PM
Page 40 mar 26-1741
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Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
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Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
62
April 06 2012
And finally the leaf
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
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Page 12 Mar 5-256 PM
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Page 15 abr 6-1721
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Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
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Page 24 Apr 19-222 PM
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Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
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Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
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Page 66 mar 26-1841
Page 67 Mar 13-239 PM
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Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
63
April 06 2012
Plenary
Taboo
In two teams you have to describe the key word without using the words on the list
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
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Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
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Page 17 Apr 16-1128 AM
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Page 26 abr 6-1743
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Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
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Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
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Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
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Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
64
April 06 2012
Key word adhesion
Taboo words
water moleculesstickxylemstem
Key word cohesion
Taboo words
water moleculessticktogetherxylemstem
Key word root hair
Taboo words
water moleculescell wallabsorbplantroot
Key word capillary action
Taboo words
water moleculescell walladhesioncohesionstem
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 60 May 15-1017
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Page 63 mar 26-1829
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Page 73 mar 26-1816
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Attachments Page 1
How plants grownotebook
65
April 06 2012
Key word xylem
Taboo words
water moleculescell walladhesioncohesionstem
Key word absorb
Taboo words
water moleculescell wallroot hair cell
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
66
April 06 2012
Now try making some more taboo cards form things you have learned so far in Plants and food
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
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Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
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Page 17 Apr 16-1128 AM
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Attachments Page 1
How plants grownotebook
67
April 06 2012
The structure of the leaf
Objectives
Be able to
bull Use the microscopebull Describe the structure of the leafbull Describe how water moves from root to leaf
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
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copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
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Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
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Page 26 abr 6-1743
Page 27 Apr 19-225 PM
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Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
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Page 49 Apr 2-208 PM
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Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
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Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
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Attachments Page 1
How plants grownotebook
68
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis
stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
69
April 06 2012
Cross section of a leaf
upper epidermis
lower epidermis stoma (stomata)
spongy mesophyll
pallisade mesophyll
guard cell
vascular bundle
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Page 2 abr 6-1652
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Attachments Page 1
How plants grownotebook
70
April 06 2012
Skill sheetspdf
Looking at stomata
What is the role of the stomataHow do they achieve this
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 39 Mar 13-220 PM
Page 40 mar 26-1741
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Page 42 Mar 13-221 PM
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Page 53 Apr 2-220 PM
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Page 63 mar 26-1829
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Page 71 mar 12-1759
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Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
71
April 06 2012
Water transport in plants
You should be able to explain how water travels in a plant from root to shoot
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 40 mar 26-1741
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Page 71 mar 12-1759
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Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
How plants grownotebook
72
April 06 2012
Creative writing
Write 12 of a side of A4
You are a water molecule
Describe your journey as you travel through the plant from the soil to the leaving the leaf
Key words to mention
root hair cell spongy mesophyllxylem air spacescohesion adhesionevaporate water moleculecapillary action guard cellvascular bundle stomata
Transport of waterpdf
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
73
April 06 2012
Plenary
Quiz Block busters
R
AC
X
P
G
S
BP
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
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Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
How plants grownotebook
74
April 06 2012
Make a summary of this chapter from page 22
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
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Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
Attachments
Skill sheetspdf
Transport of waterpdf
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Microscopes are very delicate pieces of equipment They are easy tobreak and expensive to mend You must be very careful when usingone Make sure you carry it around properly and never touch theglass of the lenses
Looking at your slides
Looking closer
7 To look at cells in more detail you need to use a highermagnification Turn the lenses until the middle lens is pointingdown at the stage
8 Turn the fine focusing knob to get a clear picture
1 Skill sheet 1Using a microscope
light goes intoyour eye
eyepiecelens
clip to hold slidein place on thestage
mirror or light source(depends on type ofmicroscope)
objective lenses of differentstrengths (makethings look bigger)
stage
focusingknobs
1 Turn the lenses so that the shortest lens (one with the lowest number) is pointing down at the stage
4 Before you look down the microscope move the lens nearest the slide down until it is just above the slide
5 Look down the eyepiece and slowly turn the focusing knob so that the lens moves away from the slide
2 Place your slide on the stage Hold it in place with the metal clips
3 Arrange the lampmirror so that light shines up through the hole in the stage
6 Carefully focus until you get a clear picture
Take care Ifyou hit the
thin glass slideswhen you focus themicroscope they willbreak
Never use amicroscope wherethe Sunrsquos rays couldreflect off the mirror
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
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The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
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Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 62 Mar 13-238 PM
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Attachments Page 1
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A magnifying glass makes small things look larger It magnifiesthings The magnifying glass in the picture makes things look twiceas large A one penny coin is 2 cm across so through the magnifyingglass it will look 4 cm across
The magnification is lsquotimes 2rsquo We write this as 2 Magnifying by 2is the same as multiplying the size by 2
2 cm 2 4 cm
Microscopes work in the same way They magnify things more than amagnifying glass does How well you can see things through amicroscope depends on how large it makes them look This dependson the magnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means the lens makes thingslook 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
2 Skill sheet 2Magnification
10
1
1
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A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
prevview
nextview
UP-SKILL
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weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
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Page 18 Apr 16-1129 AM
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
A microscope makes small things look much larger It magnifiesthings How well you can see things through a microscope dependson how large it makes them look This depends on themagnification of the microscope lenses
1 Look closely at the eyepiece lens or the objective lens You shouldbe able to see a number like 10 on it This is the magnificationit gives A magnification of 10 means it makes things look 10 times larger
2 Look again at both lenses and write down the magnification ofeach lens They may be different
3 Now multiply the two numbers together For example
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscopersquoslenses You can write it as 40
The objective lens makes things 4 times larger and then theeyepiece lens makes them 10 times larger again making 40 times larger in total
4 Look again at the objective lens This can usually be changed togive different magnifications Often there are three lenses
A microscope may have three objective lenses 4 10 and 40
With an eyepiece lens of 10 you get a total magnification of40 100 and 400
5 If a cell was 01 mm wide and you looked through a microscopewith a total magnification of 40 the cell would look 4 mm widethrough the microscope
6 It is possible to measure the size of objects under the microscopeby measuring the size of the field of view This is the diameter ofwhat you can see at a particular magnification
Place a slide with a scale on it (like a tiny ruler) under themicroscope and focus on it Count up how many divisions youcan see This is how wide the field of view is
If each division was equal to 02 mm and you could see 6 divisions then the field of view would be 12 mm wide
Remember The field of view is different at differentmagnifications The more you magnify something the less of ityou can see in the same area
3 Skill sheet 3Microscope magnification
10
10
4
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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nextview
UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
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Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
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Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
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Page 54 Apr 2-229 PM
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Page 60 May 15-1017
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Page 63 mar 26-1829
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The World Wide Web (Internet) is a very useful source of information but to make sureyou get only the information you really want you must ask yourself these questions beforeyou start
One of the best ways is by using a search engine Choose the one that works best for you and keep its address in your favourites folder
Describe the information you want really carefully Think of at least three words that will describe what you are looking for For example ifyou want to find out about the atmosphere on Mars try the wordsMars planet and atmosphere
A search engine will display the names of any websites or pages containing any of the words that you have used for your search But you will only want pages containing all the words you have listed
There may be a menu that allows you to specify what you want itto match
Otherwise use the word lsquoandrsquo So you would use Mars and planet and atmosphere to make surethe search engine looked for all the words
Anyone can put information onto the Internet so you need to be careful about what you choose to read A page written by NASA will be very reliable for information aboutplanets but might be too complicated NASA For Kids would besimpler to understand
Sometimes people put information that is silly or incorrect on their web pages Youshould always try to avoid sites with the words lsquoalternativersquo lsquoaltrsquo or lsquounofficialrsquo in theiraddress Remember you must choose the sites with care and do not believe everythingyou read on the Internet
Never use information in your work that you do not understand Always read the information carefully and then answer yourquestion in your own words Copying someone elsersquos work couldland you in a lot of trouble and not only with your teacher
Always remember to lsquosurfrsquo sensibly and safely Never give your e-mail address or passwordto anybody on the Internet without first checking with your teacher
4 Skill sheet 4Web searches
Yahooligans Yahoo Alta Vista HotBot Google
Wherecan I find the
information I amlooking for
How can Imake sure thesearch engine
finds what I amlooking for
How can Imake sure thesearch engineunderstands
me
Howcan I use theinformation I
get
Whatshould I do withthe information
Select a search method Intelligent default An extract phrase match Matches on all words (AND) Matches on any word (OR)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
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Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
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Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
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Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
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Page 48 Apr 2-203 PM
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Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Choosing the right type of chart or graph
Ask yourself lsquoWhat is the input variablersquo
If it is a number that can have any value helliplike 12 48 79 168
hellip then you want a line graph
If it is has values helliplike red green blue
or tall medium shortor January March April
hellip then you want a bar chart
Which way round
That is easy The input variable (the thing you change) goes along the bottom and the outcome variable (the thing you measure) goes up the side
Bar charts look like this Line graphs look like this
Lines of best fit
When you are drawing a line graph do not join the crosses Instead look for the patternThe line of best fit should show the pattern The pattern can be a straight line or a curve
The pattern looks like a The pattern looks like a curvestraight line
5 Skill sheet 5Drawing charts and graphs
Remember give the graph a title label the axes if there are units put
them on the axes make sure each point
is in exactly the rightplace
Variables likethis are continuous
variables
Variables likethis are discontinuous
variables
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimes
times
times
times1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
1
2
3
4
5
6
252015105Time in days
Len
gth
of
roo
t in
cm
timestimestimes
times
times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Bar charts
Using the bar chart you can tell that there are 6 red cars 2 blue cars 4 green cars
3 black cars and 5 cars of other colours that there are 20 cars altogether (by adding up all
the bars)
Line graphs
If there is a pattern to the line graph then there is a relationshipbetween the input variable and the outcome variable
Using graph A you can tell that as the time increases the distance increases the straight line slopes upwards the slope of the line stays the same when the time increases by 5 s the distance
always increases by about 10 m
Using graph B you can tell that as the time increases the distance increases the curve slopes upwards the slope increases as the time increases at the beginning when the time increases by 5 s
the distance increases by about 25 m at the end when the time increases by 5 s the
distance increases by about 20 m
Using graph C you can tell that as the time increases the speed decreases the straight line slopes downwards the slope of the line stays the same when time increases by 5 s the speed
always decreases by about 10 ms
Using graph D you can tell that as the volume increases the pressure decreases the curve slopes downwards the slope decreases as the volume increases at the beginning when the volume increases by
5 m3 the pressure decreases by about 20 Pa at the end when the volume increases by 5 m3
the pressure decreases by 2 Pa
6 Skill sheet 6Interpreting graphs
1
2
3
4
5
6
red blue green black other
Nu
mb
er o
f ca
rs
Colour
times
times
timestimes
times
times0
10
20
30
40
50
60 A
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
sB
times
times
times
timestimes
times0
10
20
30
40
50
60
0 5 10 15 20 25
Time in seconds
Dis
tan
ce i
n m
etre
s
C
times
times
times
times
times
times
0
10
20
30
40
50
60
0 5 10 15 20 25
Spee
d i
n m
s
Time in seconds
D
timestimes
times
times
times
0
10
20
30
0 5 10 15 20 25
Pre
ssu
re i
n P
a
Volume in m3
times
40
times times
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
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14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
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15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
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Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
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What makes good results
There are several things that help make good results Taking enoughreadings in an investigation taking your readings to a suitable number ofdecimal points and using good measuring instruments will all help you getreliable precise and accurate results Letrsquos look at each of these things inmore detail
Reliable results
Your teacher has probably suggested sometimes that you should repeatyour experiment a few times to get several readings for each value of theinput variable
For example if you are pulling shoes with weights in them to investigatefriction you might pull the shoe five times for each weight and record theforce reading
Then you need to take an average of all five readings to get an averagereading by adding them up and dividing by the number of readings Any value becomes more reliable the more readings are taken for it
Precise results
Whenever you are taking readings you need to decide how precisely to read the measuring scale This means to how many decimal points to take a reading There are two things to consider here how precise to be and what is most suitable for the thing you are measuring
Janersquos readings are more precise but Johnrsquos readings are precise enough for foot size
Accurate results
When you use measuring instruments you need to make sure they work well If you use a forcemeter that has been overstretched it will always have a reading on it even when there is no weight on it The forcemeter in the diagram will always give a reading that is one newton more than the actual weight
To be accurate your instruments must work well You should check they work and if necessary adjust any instruments to zero if possible
7 Skill sheet 7Good results
Irsquomtaking my readingsof foot length to thenearest centimetre
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
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copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
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Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
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How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
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Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
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Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
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Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
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Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
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What are variables
When you do an investigation there are usually many factors to considerwhich may affect your results These factors are called variables Someexamples are time distance speed weight mass different metals or acids
In science you need to make sure that your investigation looks at just twovariables at a time so you can see how they affect each other Below are fivesteps to help you decide what variables you are going to work with in aninvestigation
1 Name all the variablesImagine you decided to investigate shoe soles and friction What are all thevariables that might affect the friction of shoe soles They are
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going toinvestigate You need to choose just two variablesFor example you could look at how the weight of the shoe affects the forceyou pull it with to make it move
3 Decide what you are going to changeNow you need to decide which of the two variables you are going tochange This is the input variable (or independent variable)In the example you would choose to change the weight of the shoe byputting weights in it such as 100 g 200 g 300 g etc
4 Decide what you are going to measureThe other variable is the one you are going to measure This is the outcomevariable (or dependent variable)In the example you would measure the force you need to pull the shoewith at each weight using a forcemeter
5 Decide what you are going to keep the sameFinally you need to keep all the other variables the same if you can to makesure the investigation is a fair test This means that you need to decide onvalues for all them
In the example you would need to use the same surface all the time thesame slope and not introduce any lubricant such as water You need toinclude these values in your plan
8 Skill sheet 8Variables
weight of the shoe the type of surface the shoe is in contact with surface area of the shoe the lubricant such as water between the sole and the slope the shoe is on the surface
the force with which you pull the shoe
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Class 7Z is very noisy and careless They never listen to whatthe teacher says Here is a picture of them in the lab
Make a table like the one below
1 Identify the different safety hazards there are in this lab Thereare at least 17 of them to find Write them in the left-handcolumn of your table
2 Explain why each action is a hazard in the middle column3 Explain what they should do to make it safe in the right-hand
column
9 Skill sheet 9Safety in the lab
Hazard Why is it dangerousWhat should bedone instead
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10 Skill sheet 10Hazard symbols
Symbol Stands for
Highlyflammable
Catches fireeasily
Ethanol Keep away from flames
Corrosive May destroyliving tissues(eg skin andeyes) oncontact
Sodiumhydroxide
Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Toxic Poisonous ndash can causedeath eitherby swallowingbreathing inor absorptionthrough theskin
Cyanide You will not be using anytoxic chemicals
Harmful May havehealth risk ifbreathed intaken internallyor absorbedthrough theskin
Petrol Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
Irritant Not corrosivebut can causereddening orblistering ofskin
Bleach Wear eye protectionDo not swallow or spillon skinWash off skin immediatelyWipe up spills
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You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
You should carry out a risk assessment on any activity you planUse your risk assessment to decide what safety precautions should be taken then writethem downShow your safety precautions to your teacher before you begin
1 Does everyone in your group follow the safety rules
Check that everyone in your group understands the safety rules
Check that everyone in your group has agreed to follow the safety rules
2 Are you using chemicals
Check that the chemicals are suitable for pupils of your age
Look at the hazard symbols on the chemicals Decide on and record suitablesafety precautions
Agree to wear eye protection
Agree to wash off any chemical that comes in contact with your skin
Agree to wipe up any spills that occur Report spills to your teacher
Check with your teacher how to dispose of the chemicals
Agree to wash your hands after handling chemicals
3 Are you heating anything
Agree to wear eye protection
Decide how to hold the object to be heated (tongs test tube holder or tripod)
Think about how to heat chemicals (for example do not point the open end ofboiling tubes and test tubes at yourself or others)
Make sure there is a heatproof mat for hot objects
Check all heated objects have cooled before touching
Plan to report all burns to your teacher and follow the first aid advice you are given
4 Are you cutting anything
Agree to treat sharp edges with respect
Agree to report any cuts to your teacher
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure
Plan to arrange the equipment safely on your table
Agree to report all breakages immediately
11 Skill sheet 11Risk assessment
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
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nextpage
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UP-SKILL
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
12 Skill sheet 12Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
The Bunsen burner is attached to a gas supply by rubber tubing
The gas is lit using a match or a splint
1 Place the Bunsen burner onto a heatproof mat
2 Attach the rubber tubing firmly onto a gas tap
3 Close the air hole completely
4 Put on your eye protection
5 Light a splint
6 Turn on the gas tap Quickly light the gas with the splint Once a flame appears from the Bunsen burner move
your hand away quickly
7 Turn the collar to get the correct flame for the experiment
8 Always leave the air hole closed when you walk away from theBunsen burner
Lighting a Bunsen burner
Wear eye protection
barrel
air holecollar
base gas in
12 Skill sheet 12
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Different flames are needed to heat different types of substances
The diagram below shows which flame should be used for heating solid substances and liquids with a Bunsen burner
The diagram also shows the flame which must be left on when the Bunsen burner is not being used This flame is called the safety flame It looks yellow
If the flame is too big adjust the gas at the gas tap
Heating solids
When you are heating solids in test tubes hold the test tube with a test tube holder near the
top of the tube heat at an angle as shown in the diagram do not point the tube towards anybody heat the tube for a short amount of time and check
to see if anything is happening keep heating a little longer each time and keep on checking
Heating liquids
When you are heating liquids in boiling tubes fill the boiling tube no more than a third full use a boiling tube holder or clamp the tube heat at an angle as shown in the diagram do not point the tube towards anybody watch the liquid carefully and if it starts to boil remove the tube from the flame
13 Skill sheet 13Heating substances
yellowflame
air holeclosed
This is known as a safetyflame and must notbe used for heating
substances
This flame can be usedfor heating most substances
and it is always used forheating liquids
This is the hottest flameand is used to heat solids
The hottest part of theflame is just above the
blue cone
very palepurple flame
air holehalf open
roaringflame
blue cone
air holefully open
Wear eye protection
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 2
14 Skill sheet 14Laboratory equipment
Name ofapparatus
beaker
test tube
filter funneland filter paper paper
funnel
tripod
gauze
Drawing Diagram
paper
funnel
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 2 of 2
Name ofapparatus
mat
Bunsen burner
teat pipette
measuringcylinder
spatula
Drawing Diagram
heat
14 Skill sheet 14Laboratory equipment (continued)
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
15 Skill sheet 15Word equations
Word equations are used to show chemical reactions
You start with hellip You end up with hellip
methane oxygen rarr carbon dioxide water
The substances you start The substances you end upwith are put on the left with are put on the right
A plus sign is put between Again a plus sign is putthe substances between the substances
These substances are These substances arecalled reactants called products
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Stored energy is shown using a box
The words in the box tell you where the energy is being stored what type of energy is being stored
Energy being transferred is written on an arrow
The arrow tells you where the energy is coming from and where it is going
The words tell you what type of energy is being transferred
Devices that transfer energy but do not store it are shownbetween arrows Sometimes the energy is changed from one type toanother in a device
Energy transfer diagrams can branch They can show morethan one energy transfer
This energy transfer diagram shows energy being transferred into a tree during photosynthesis the tree storing the energy the energy being released during burning
16 Skill sheet 16Energy transfer diagrams
Strain energyin a stretchedelastic band
Chemicalenergy in
the battery
Gravitationalenergy in the
skydiver
light energy
electrical energy
movement (kinetic) energy
sound energy
heat (thermal) energy
electrical energycooker
heat (thermal) energy
light energySun
heat (thermal) energy
light energy
Chemicalenergyin tree
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
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UP-SKILL
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weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
How to connect it
An ammeter is used to measure the current through a circuit in amps To measure the current through a circuit you must include the meter so that the current will flow through it
Here is a circuit with a lamp a battery and a switch
How to read it
There are two types of ammeter you might use ndash digital and analogue
Digital meters have a digital number display so they are easy to read But when you are using one you must make sure you have switched it to the right scale
Look at these scales and readingsA reads 652 100 6520 amps because the dial is set to 100
Analogue meters have a pointer You have to decide what each mark on the scale means then decide where the needle is pointingLook at these scales and readings
17 Skill sheet 17Reading an ammeter
the current flows from to inside the ammeterIf you connect it the wrong wayround there will be a ndash sign here
RETEMM
A
01
+009
110
10010A
A
mA
RETEMM
A
01
006520
110100
10A
A
mA
RETEMM
A
01
000048
110100
10A
A
mA
3210
4 5 67
Amps
321
0
4 5 67
8
Amps
1
20
Amps
1
20
Amps
Here is the same circuit with the ammeter connected tomeasure the current through the circuit
A reads B reads
C reads D reads E reads F reads
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
prevview
nextview
UP-SKILL
weblink-14
weblink-15
weblink-16
weblink-17
weblink-18
weblink-19
SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
Page 1 Mar 5-119 PM
Page 2 abr 6-1652
Page 3 Mar 5-125 PM
Page 4 Mar 5-131 PM
Page 5 Mar 5-155 PM
Page 6 Apr 27-0937
Page 7 Apr 27-0936
Page 8 abr 6-1705
Page 9 Mar 5-136 PM
Page 10 Mar 5-253 PM
Page 11 Mar 5-252 PM
Page 12 Mar 5-256 PM
Page 13 abr 6-1709
Page 14 abr 6-1718
Page 15 abr 6-1721
Page 16 Mar 5-257 PM
Page 17 Apr 16-1128 AM
Page 18 Apr 16-1129 AM
Page 19 abr 6-1723
Page 20 Apr 19-207 PM
Page 21 Apr 19-209 PM
Page 22 Apr 19-214 PM
Page 23 Apr 19-218 PM
Page 24 Apr 19-222 PM
Page 25 Apr 19-239 PM
Page 26 abr 6-1743
Page 27 Apr 19-225 PM
Page 28 Apr 19-229 PM
Page 29 Apr 19-237 PM
Page 30 Apr 19-238 PM
Page 31 Apr 19-239 PM
Page 32 Mar 21-854 AM
Page 33 Mar 21-828 AM
Page 34 Mar 13-206 PM
Page 35 mar 12-1706
Page 36 abr 6-1814
Page 37 abr 6-1824
Page 38 mar 26-1747
Page 39 Mar 13-220 PM
Page 40 mar 26-1741
Page 41 Mar 16-1118 AM
Page 42 Mar 13-221 PM
Page 43 Mar 13-227 PM
Page 44 Mar 28-812 AM
Page 45 Mar 13-228 PM
Page 46 Mar 23-1154 AM
Page 47 Mar 13-230 PM
Page 48 Apr 2-203 PM
Page 49 Apr 2-208 PM
Page 50 Apr 2-206 PM
Page 51 Apr 2-210 PM
Page 52 Apr 3-1035 AM
Page 53 Apr 2-220 PM
Page 54 Apr 2-229 PM
Page 55 Apr 2-229 PM
Page 56 Apr 2-232 PM
Page 57 Mar 13-235 PM
Page 58 mar 26-1807
Page 59 Mar 13-236 PM
Page 60 May 15-1017
Page 61 Apr 15-1324
Page 62 Mar 13-238 PM
Page 63 mar 26-1829
Page 64 mar 26-1831
Page 65 mar 26-1837
Page 66 mar 26-1841
Page 67 Mar 13-239 PM
Page 68 Mar 13-243 PM
Page 69 Mar 13-243 PM
Page 70 Mar 13-241 PM
Page 71 mar 12-1759
Page 72 Mar 13-250 PM
Page 73 mar 26-1816
Page 74 Mar 13-252 PM
Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Reading information from a graph pointIn the same way as you plot graph points you can read information from agraph point which is already plotted for you ndash the process is just reversed
Reading information between and beyond graph pointsIt is possible to read information from a graph that has not come directlyfrom measurements in an investigation This can be between two points orbeyond the points plotted on a graph Such information is part of thepattern or relationship between the input variable and the output variable
Here are two examples
This is how you can predict values that are bigger than those measured inan investigation
18 Skill sheet 18Reading from graphs
Start at the point you want to read marked with a cross on the line
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the graph point shows that when the time is 10 seconds the distance is 20 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Start from a point on the line (between two crosses) for which you want the information
Read down the grid to the axis along the bottom and read off the value from the scale (input variable) Write the value down
Read across the grid to the axis up the side and read off the value from the scale (outcome variable) Write the value down
In this graph the line shows that when the time is 8 seconds the distance is 15 metres
0
10
20
30
40
50
60
0 5 10 15 20 25Time in seconds
Dis
tan
ce i
n m
etre
s
Continue the graph line at the same angle as it is plotted but with a dashed line
Choose a point on the dashed line whose value you want to know
Read off the input and outcome values as aboveIn this graph the dashed line shows that when the time is 30 seconds the distance would be 60 metres
0
10
20
30
40
50
60
70
80
0 5 10 15 20 25 30 35
Time in seconds
Dis
tan
ce i
n m
etre
s
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
We think that hellip
The arguments for are hellip
Our research shows that hellip
On the other hand hellip
The information supporting this can be found hellip
We have seen that hellip
The evidence clearly points to the conclusion that hellip
22 Skill sheet 22Writing frame Debate
Introduction
Unit A Cells
Unit B Reproduction
Unit C Environment and feeding relationships
Unit D Variation and classification
Unit E Acids and alkalis
Unit F Simple chemical reactions
Unit G Particle model of solids liquids and gases
Unit H Solutions
Unit I Energy resources
Unit J Electrical circuits
Unit K Forces and their effects
Unit L The Solar System and beyond
Skill sheets
1 Using a microscope
2 Magnification
3 Microscope magnification
4 Web searches
5 Drawing charts and graphs
6 Interpreting graphs
7 Good results
8 Variables
9 Safety in the lab
10 Hazard symbols
11 Risk assessment
12 Lighting a Bunsen burner
13 Heating substances
14 Laboratory equipment (2 pages)
15 Word equations
16 Energy transfer diagrams
17 Reading an ammeter
18 Reading from graphs
19 Writing frame Research
20 Writing frame Plan an investigation
21 Writing frame Report an investigation
22 Writing frame Debate
MENU
HELP
prevpage
nextpage
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SMART Notebook
Transport of water through a plant
You are going to explain how water travels from the root of a plant to the leaf and then out into the air
Use the key words to explain the process You may want to write this as though you are a water molecule or the plant
Key words (I have helped you with some of the tenses)
water molecule absorb absorbed absorption
capillary action adhere adhering cohere cohering
evaporate evaporating spongy mesophyll
root hair cell xylem vascular bundle air space
guard cell
SMART Notebook
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Attachments Page 1
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Be an excellent researcher
When you use any resources such as books CD-ROMs and theInternet you will often find a lot more detail than you were lookingfor You donrsquot have to use it all In fact it is better to use lessinformation but use a small amount of research properly
Try not to write down things that you donrsquot understand Ask for helpif you need it Look for something else you do understand on thesame subject Most importantly write in your own words theinformation you are presenting from your research
The topic I am researching is hellip
19 Skill sheet 19Writing frame Research
Questions I need Answers Extra details Sourceto answer are
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
The aim of this activity is to hellip
I am trying to find out hellip
What I think will happen is hellip
I think this will happen because hellip
I am going to need hellip
For safety reasons I will hellip
I will set up my equipment like this hellip(attach any diagrams of lab equipment)
Fair testing is important so the things I will keep the same are hellip
During the activity I will look for hellip
I will count hellip
I will measure hellip
The number of measurements I will take is hellip
I will repeat my experiment to hellip
20 Skill sheet 20Writing frame Plan aninvestigation
copy Harcourt Education Ltd 2003 Catalyst 1This worksheet may have been altered from the original on the CD-ROM Sheet 1 of 1
Title hellip
Obtaining evidence
The aim of this activity was to hellip
Firstly I hellip
Then I hellip
My reason for doing this was hellip
Finally I hellip
Presenting the results(attach your tables and graphs)
Considering the evidence
I have found out hellip
What I thought would happen was hellip
If I compare my results with my prediction I can see that hellip
My graph shows that hellip
This is because hellip
Evaluating
I found it easy to hellip
Although it was hard to hellip
My results hellip
A more accurate way of doing this experiment would be hellip
