ESSENTIAL

SCIENCE STAGE 7
FOR CAMBRIDGE SECONDARY 1
Essential Science for Cambridge Secondary 1 directly supports the Cambridge
Secondary 1 Science curriculum framework, enabling learners to tackle the
Checkpoint test and to reach their full potential. Designed to deliver engaging
ESSENTIAL

SCIENCE 7
support and encouragement, it is an ideal title for EAL learners.

S TAG E
This Workbook directly supports learners in consolidating their knowledge.
● Fully prepare for exams – comprehensive coverage of the course
● Develop advanced skills – practical activities extend performance
● Progress to the next stage – clear language support eases the transition to
14-16 study

FOR CAMBRIDGE SECONDARY 1

Empowering every learner to succeed and progress

Complete Cambridge syllabus match

Comprehensive exam preparation
Reviewed by subject specialists
Embedded critical thinking skills
Progression to the next educational stage

Also available:
978 1 40 852058 1 978 1 40 852078 9

WORKBOOK

Ann Fullick | Kevin Lancaster | Mike Wooster

Richard Fosbery | Viv Newman | Roger Norris | Editor: Lawrie Ryan
How to get in contact:

1 web www.oxfordsecondary.com/cambridge
email [email protected]
tel +44 (0)1536 452620
fax +44 (0)1865 313472 Oxford excellence for Cambridge Secondary 1

852065 Essential Science Cambridge Secondary 1 Stage 7 WB.indd All Pages 15/09/2016 12:25
 Contents
Introduction v Exercise 3 Testing paper towels 36
Exercise 4 Testing electrical conductivity 37
Unit 1 Biology 1 Exercise 5 How strong is your carrier bag? 38
Exercise 6 Testing carrier bags 39
Chapter 1 Living things 1 Chapter 7 Acids and bases 40
Exercise 1 Characteristics of life 1
Exercise 1 Extracting an indicator from
Exercise 2 Respiration in people 2
beetroot 40
Exercise 3 Organs in plants 3
Exercise 2 What indicator is in the code? 41
Exercise 4 Organs of the body 4
Exercise 3 The chemical nature of
Exercise 5 Plantimals 6
common chemicals 42
Exercise 6 Comparing skeletons 8
Exercise 4a What is the best antacid? 43
Chapter 2 Micro-organisms and disease 10 Exercise 4b Some extra antacid 44
Exercise 1 How quickly do bacteria Exercise 5 What is in toothpaste? 45
reproduce? 10 Chapter 8 The Earth 46
Exercise 2 Cells and microbes 12
Exercise 1 Identifying rocks 46
Exercise 3 Using decomposers 13
Exercise 2 When do you get big crystals? 48
Exercise 4 The Black Death 14
Exercise 3 Rock words 49
Exercise 5 Disease in animals and plants 16
Exercise 4 What is the structure of the
Chapter 3 Habitats and environment 17 Earth? 50
Exercise 1 Ecology 17
Exercise 2 Where do woodlice prefer Unit 3 Physics 51
to be? 19
Exercise 3 Biomass and rearing chickens 20 Chapter 9 Energy transformations 51
Exercise 4 Why grow a winter coat? 22 Exercise 1 Ideas about energy 51
Exercise 2 Useful energy transfers 53
Chapter 4 Variation and classification 24 Exercise 3 Sankey diagrams and
Exercise 1 Matching the pairs – animals 24 efficiency 55
Exercise 2 Plants and plant variety 25 Exercise 4 Electricity and energy:
the future 57
Unit 2 Chemistry 27 Exercise 5 Energy words 59
Chapter 5 Solids, liquids and gases 27 Chapter 10 Forces and their effects 60
Exercise 1 The particles in solids, liquids Exercise 1 What are forces and friction? 60
and gases 27 Exercise 2 Balanced forces 63
Exercise 2 What state are you in? 28 Exercise 3 Gravity and weight 64
Exercise 3 Melting point of a substance Exercise 4 Stretching, squashing and
using a cooling curve 29 density 65
Exercise 4 What is cool about a cooling Exercise 5 Floating, sinking and forces at
curve? 30 work 68
Exercise 5 States of matter 31 Exercise 6 Force words 70
Exercise 6 What happens when a solid
Chapter 11 The Earth and beyond 71
dissolves? 32
Exercise 7 Have you found the key? 33 Exercise 1 The Earth and the Sun 71
Exercise 2 The Moon 74
Chapter 6 Material properties 34 Exercise 3 The Sun and the planets 75
Exercise 1 What does it mean? 34 Exercise 4 Beyond the planets 78
Exercise 2 Can you match the use to the Exercise 5 Models of the Solar System 81
property? 35 Exercise 6 The Earth and beyond 82

iii

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 Welcome to Science for Cambridge Secondary 1!
Stage 7 Workbook
Using this Workbook
This ‘write-on’ workbook contains fun, interesting and challenging
exercises to help you to develop the skills you need to do well in
science. It is divided into exercises that support the topics in the
Stage 7 student book, and is arranged in the same order. You will
find that looking back at the student book helps you to complete the
exercises.
Your teacher can set these exercises as homework or as in-class
activities. Your teacher may ask you to work alone, or in pairs or
groups. For some exercises, your teacher may ask you to report back
to your class on what you found out.
There are simple instructions at the start of each exercise, and a clear
description of what the exercise will help you learn. There is space
for you to write your answers and for your teacher to mark your work Teacher feedback
and give you some advice and feedback. Your workbook becomes a
record of your progress.
Exercises or questions marked with a rosette icon are not part
of the core curriculum, so will not be tested as such in your
Progression or Checkpoint test. They have been included to assist
your understanding of core topics or prepare you for topics in a
subsequent stage.
Your teacher will be able to find suggested answers to the exercises
on their Teacher’s CD.

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 Chapter 1 Living things
Exercise
Characteristics of life
1 Student Book Topic 1.1

All living things have the same characteristics. Complete this crossword to remind you what they are!

2
Clues
7
Across:
1 The process of making and
removing waste products.
6 The process of responding
to changes in the 1 4

environment.
Down:
5
2 The process of getting and
staying bigger. 3

3 The process of making more 6

of the same, producing
offspring.
4 The process by which living
organisms take in or make food.
5 The process of changing the
position of all or part of the
body.
7 The process of getting energy
from food, often using oxygen.

Teacher feedback

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 Exercise
Respiration in people
2 Student Book Topic 1.2

Living organisms respire to get energy from their food. They often use oxygen
to break down their food. They produce carbon dioxide and water as waste
products. Getting rid of this carbon dioxide is called excretion.
If you pass carbon dioxide through a colourless liquid called limewater,
the limewater turns cloudy white in colour. This is a good way to show
respiration is taking place.
Teachers in two different schools set up demonstrations to
show their students that they respire. They use limewater.
School A used the apparatus in Figure 1. School B used the
apparatus in Figure 2. The limewater turns
cloudy white

Mouthpiece Figure 1
(student breathes in and out
through the mouthpiece)
Glass tubing Rubber connector
Air

Air breathed
out
Stopper

Flask A Flask B

Limewater
Figure 2

1 What do you think will happen in the demonstration in Figure 1?

2 What do you think will happen in the demonstration in Figure 2?

3 Look at both sets of apparatus very carefully. Then copy and fill in the table
below to describe the advantages and disadvantages of the two experiments.
Experiment 1 Experiment 2
Advantages
Disadvantages

Teacher feedback

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 Exercise
Organs in plants
3 Student Book Topic 1.3

This exercise will help you to remember the different parts of a plant.
Colour in this diagram of a plant. In each labelling box, fill in the name of the
organ and explain what it does for the plant.

The structure of a plant

Teacher feedback

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 Exercise
Organs of the body
4 Student Book Topic 1.4

The organs of the human body carry out lots of important jobs. It is a good idea
to know where some of the most important organs are found.
Copy the diagrams of the organs of the body from this page onto a sheet of
paper. It is a good idea to trace them so you get them the right size! Colour the
diagrams in and cut them out.
Then stick each of the organs into the right place on the body outline on the next
page and label them.

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 1 Living things

Teacher feedback

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 Exercise
Plantimals
5 Student Book Topics 1.5, 1.6 and 1.7

This exercise helps you to think about the differences between animal and plant cells.

A Flagella
Flagella Nucleus

A
Nucleus

Chloroplast B
Chloroplast

A The flagella are used to move the whole organism around. For something so small,
it moves quite quickly.
B Chloroplasts mean that these organisms can make their own food.
Euglena and Chlamydomonas

These little organisms are rather puzzling. They only have one cell. This cell has to do
all the jobs expected of a living organism.

1 Look at the cells of Euglena and Chlamydomonas carefully. List the features you
can see which help to tell you they are living organisms.

2 Are Euglena and Chlamydomonas animals or plants? You are going to try and
decide. First think about what makes up a typical animal cell and a typical plant
cell and then fill in the table below.

Structures found in all cells Structures found in animal cells Structures found in plant cells

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 1 Living things

3 Now look again at Euglena and Chlamydomonas. Are they animals, or plants,
or should they be put in another kingdom all of their own? What do you
think?

4 Explain your choice.

Teacher feedback

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 Exercise
Comparing skeletons
6 Student Book Topic 1.8

In this exercise you will think about how different parts of the skeleton are adapted to their purpose.
A person’s skeleton is suited to the way of life of a human. If you look at the skeletons of other vertebrates
you can see that in many ways they are all similar. This is because all skeletons carry out the same
functions of support, protection and movement. However, in other ways skeletons are very different.
The differences in the size and shape of the bones are usually linked to the way the animal lives.

1 Your skeleton does three main jobs. What are they?

2 Look at this diagram of a human skeleton and label

the following bones:
• skull
• collar bone
• shoulder blade
• humerus
• breast bone
• ribs
• backbone (vertebrae)
• pelvis
• thigh bone
• knee cap
• shin bone
• wrist bones
• finger bones
• ankle bones
• toe bones

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