Revision Guide Sue Hunter GALORE Lore [AN HACHETTE UK GOMPANPhoto credits 23 () © kik -Fotolin p23 (e) © andreanita—Fotoliscom PrapeRtert hasbeen made to trace al copyright holders but if any have been inadvertently overlooked he Publishers wl be pleased to make the necessary arrangement at thelist opportu. Carraiy grey effort as been made to ensure that website adeses are correct at ime of going topes, Scare ark cannot be held responsible forthe content of any website mentioned inthis book It sorree ves Bossble to ind 2 relocated web page by typing inthe address ofthe home page fora webste int Uk. ‘window of your browser. Hachette UX’ policy is to we papers that are natural renewable and recyclable products and made fm ‘wood Etown in sustainable forests The logging and manufacturing processes are expected to contern cs the environmental regulations ofthe country of eign, |SBN:978 1 4719 49237 (© Sue Hunter 2016 Published by Galore Park Publishing Ltd, ‘an Hachette UK Company Carmelite House 50 Victoria Embankment london Ec4y opz won galoreparkcouk Impresionnumber 10987654 year 2020 2019 resis refereed. Apart rm any us permitted under UE copyright law opt ofthis publation may be reed hreamite in any frm aby any means lectin o mechanical inudngphotocrying snd asta ed tn ay infomation storage and erie system, without prmasion tng han ee stations by integra Software Services, Ld Typesetin inca Printed in india ‘catalogue record forth tes avalabe om the Bish LibraryContents and progress record Use this page to plot your revision. Colour in the boxes when you feel confident with the skill and note your score and time for each test in the boxes. Topics in italic are not included in the ISEB 11+ examination. @ How to use this book 5 1 ) working scientifically ee] © A:Variables and questions .. © B: Units, measurement and working safely © C:Testing © D:Recording results 1:Tables and bar charts © E: Displaying results 2: Plotting graphs © F: Interpreting graphs .. co eS Setting the scene: Life processes . A: Green plants: Structure and growth B: Green plants: Nutrition and life cycle .... : Feeding relationships and adaptation D: Habitats. E: Human impact on the environment F: Animal life cycles .. H: Evolution and inheritance I: Classification of plants and animals J: Keys K:The human body .. L:Teeth and nutrition M: The heart and circulation ° e e e e e e © G: Human life cycle .. e e e e e e e N: Lungs and breathing, smoking and other drugs @ 0:Micro-organisms 000 OOOOOCOOO00000 @ Test 1 Biology ..cj Resear acer at nto ur icur ley Setting the scene: Properties of materials .. A States of matte e e © 8B: Solutions © C: Separating mixtures © D: Chemical changes 1: Burning and rusting .... © E: Chemical changes 2: New materials and indicators F: Rocks G: Soils ©@ Test 2 Chemistry . aaNet Ptr Setting the scene: Types of force @ A: More about forces @ B: Mechanisms @ C:Friction and air resistance . © D: Magnets . @ E: Light and how we see .. : Shadows .. © G: Reflections @ H: Sound and hearing .. @ |: Changing sounds @ J: Making simple circuits. @ K: Drawing circuit diagrams @ L: Changing circuits ... @ M:The Universe and our solar system .. @ N:Earth, Sun and Moon © Test 3 Physics . @ Answers 7 cot) OQO000 OOOO0O Revised 0 O O O 0 OQ oe © OQ O O OQ O e O OHow to use this book Introduction This book has been written to help you revise the topics you have covered in Science to help you prepare for your 11+ exam, The book is designed to remind you rather than teach you. It will help you to: © devise, describe and record experiments clearly @ answer Science questions with confidence on all the topics in the 11+ syllabus @ understand what the examiners are looking for in your answers @ find out how to stand out from the other candidates. Use the book in the best way to help you prepare. Work through the pages with a parent or on your own, then try the questions and talk about them afterwards. Each topic takes up two pages, which can be studied in half an hour. You are more likely to remember important information if you revise in short bursts rather than spending an afternoon when you are tired, so try setting time aside after school two or three days a week. You may be surprised how quickly you progress. Pre-Test and the 11+ entrance exams The Galore Park 11+ series is designed for Pre-Tests and 11+ entrance exams for admission into independent schools (there is currently no pre-test for Science). These exams are often the same as those set by local grammar schools, too. Most schools requiring you to take Science will use the ISEB (Independent Schools Examinations Board) syllabus, although it is possible that if you are applying to more than one school, you will encounter more than one type of test. Either: © the 11+ entrance exam set by the ISEB © or 11+ entrance exams created specifically for particular independent schools. To give you the best chance of success in these assessments, Galore Park has worked with 11+ tutors, independent school teachers, test writers and specialist authors to create this Revision Guide. The content covers the National Curriculum Programmes of Study for Key Stages 1 and 2 as well as the entire ISEB 11+ syllabus to the end of Year 6. This content includes the topics studied after the ISEB 11+ examinations (so not examined) in January. Not included in ISEB 11+ exams All post-January topics are flagged like this paragraph and appear in italics on the contents and progress record pages, so you should be aware of them and thus not surprised if you have not yet covered this material. The reason for their inclusion is that they will be needed when preparing for the 13+ entrance exams, and could potentially occur in bespoke 11+ tests by individual schools.The learning ladders You will see these learning ladders appear throughout the Galore Park series. The ladder below shows how the questions progress in Science. Your ability to problem-solve will develop as you step up the ladder, bringing together all your knowledge to solve the most challenging questions by the time you reach the top. SCIENCE LEARNIN Applying and analysing y) The percentage of each type of question in the tests within this book matches the percentage of each type of question you will come across in the 11+ exams. Working through the book The Contents and progress record helps you to keep track of your progress. When you have finished one of the learning spreads or tests below, turn back to these introductory pages and complete them by: © colouring in the ‘Revised’ box on the planner when you are confident you have mastered the skill @ adding in your test scores and time to keep track of how you are getting on and work out which areas you may need more practice in. Chapters: the book is divided into four chapters: the first chapter, ‘Working scientifically’ links to all three following chapters, looking at how scientists work in relation to designing, performing and recording experiments — something you may be asked to do or describe in your 11+ exams. Chapters 2-4 look at the topics you may be tested on in detail. Chapter introductions: these explain about the different areas of Science. These pages also provide advice for your parents so that they can help you revise with some extra activities, Learning pages: explain one topic across every two or four pages ‘© When answering multiple-choice questions (in these pages and in the tests that follow), make sure that you read and think about all the possible answers before underlining the correct one neatly with a ruler. © Because many of the questions at the end of these pages will relate to the content you have just read, cover up the learning text before answering the questions; check the content after you have written your answers and then check the answers at the back of the book. ©A few slightly more difficult questions which may require a closer look to understand what to do. A straightforward question or two which will introduce you to working with the information in the topic. Questions that that are more like real exam questions will give an indication of your having mastered the topic. Generally, the last question will be more challenging. ened Exam tips Key words are listed in blue boxes. It is a good idea to Take note of any exam tips, to help improve your examination performance. make sure you know and understand the definition of each of these words. © End of chapter tests give you a chance to practise more questions relating to the topics in the chapter in a short test. The test time given is for an average test (some challenging tests are faster). Always time yourself to build up your speed. * Complete the test in pencil, aiming for the test time given. + Complete the questions you don't finish during the time (but mark down which ones they are). + Go through the test again with a friend or parent and talk about the questions you found tricky. + Later on, have a second attempt to see if you can improve your time.@ Answers to all the tests in the book can be found in the cut-out section beginning on page 117. ‘Try not to look at the answers until you have attempted the questions yourself. Each answer has a full explanation and breakdown of marks so you can understand why you might have answered incorrectly. NTA Eads) a ad ee eR eae ae ee sharpened pencils, an eraser, protractor, ruler, compasses and a calculator. A watch is very important so you can time yourself. Take a bottle of water in with you, if thisis allowed, as this will help to keep hydrated and improve concentration levels. PC omacraacdi ea Cee el This book has been written to help both you and your child prepare for the 11+ entrance exams. It is designed to help you support your child with clear explanations for parents at 3 the beginning of each chapter, which include: © tips on the important areas of Science that your child should have mastered @ advice on how additional work can have an impact on success @ activities and games to practise using the skills in enjoyable ways. The teaching content is designed so that it can be tackled in simple steps. Setting aside time {when your child can concentrate fully on one or two topics while you are there to support ¢ them can help to make the experience manageable and enjoyable. {All the answers are clearly explained in order to support you and your child in reviewing questions they may have found challenging. There are a number of topics, as explained, which it is unlikely that your child will have ncountered and may not have to cover for the 11+. However, itis worth checking with the schools they are applying to before leaving this content out. ¢, This book has been written for parents and tutors working with children preparing for 11+ ntrance exams. All the Year 6 material is covered so that the book is also a useful tool for + 13+ revision and for any bespoke tests the children may encounter.Continue your learning journey When you've completed this Revision Guide, you can carry on your learning right up until exam day with the following resources. The Practice Papers contain six single-subject training tests for Physics, Biology and Chemistry (two for each subject) and six model 11+ papers, replicating the most challenging exams you may encounter. They also include realistic test timings and fully-explained answers for final test preparation, These papers are designed to improve your accuracy, speed and ability to deal with the most challenging questions in exam conditions.1) Working scientifically What is ‘Working scientifically’? The word science means knowledge. When you are revising for exams it seems that there is a lot of material that you have to learn but science is really more about doing than knowing. Our current knowledge and understanding of science has been built up, bit by bit, by scientists observing, measuring and thinking about the world around them. To make scien investigations useful, we need to know how to do them properly. Working scientifically is all about how scientists, including you, do science. Scientific investigations start with a question. You need to be able to ask questions in a way that helps you to design a practical investigation and it is always a good idea to try to predict what you think the outcome will be. You need to understand about variables and how they can affect your results. You should be able to measure variables accurately, choosing the correct measuring equipment and you should be able to record your results methodically. When you have obtained your results, you need to be able to say how well they answer your initial question and maybe suggest ways in which your investigation could be improved or extended. In the 11+ exam you may be asked to: @ describe how a simple investigation might be carried out © perform calculations (so remember to take your calculator to the exam) © show data from an experiment in a bar chart or graph. It is important to make sure that you can do this really neatly and accurately as you may also be asked to identify a pattern in the data. Pee ed le} Questions testing your child’s ability to work scientifically are looking for your child to show a methodical approach. The topics in this chapter cover the types of question asked in the 114 exam and how to answer them successfully. It is always important for your child to read questions carefully to make sure that it is clear what is expected. When plotting graphs and bar charts, it is important that your child works accurately. Errors in plotting points on a graph can make it hard to answer subsequent questions. Some exercises in this book will require your child to use a sheet of graph paper. Please make sure that this is available for use at home. ‘Working scientifically’ will not usually be tested explicitly in a separate question. Usually candidates are required to show their ability to use these skills in the context of a wider question. Some questions require a piece of more extended writing, often to describe an experimental procedure. The key to these questions is to look at the number of marks allocated. This shows how many well-focused statements are required to answer the question. Encourage your child to write the key points clearly, using the correct scientific = vocabulary and then stop!A:Variables and questions Introduction In science you should always be asking questions. A good question will help you to decide how to set up an investigation. You need to understand about the different types of variable and how to use them. Variables Variables, sometimes called factors, are things that can be changed in an investigation. There are three key types of variable: @ The independent variable is the thing that you will change in a methodical way during the investigation. @ The dependent variable is what will be measured to get the results. You expect it to be affected by (depend upon) what happens to the independent variable. © Control variables are everything else that could possibly change and affect your results. You need to keep these the same throughout the investigation if you are carrying out a fair test. Asking questions ‘An investigation question must say clearly what the independent variable and dependent variable will be in your investigation. “How can | make a parachute fall more slowly?” is fine as a starting point for a project but it is not a good investigation question because there are lots of things that might slow the parachute. “How does the area of the parachute affect the time it takes the parachute to fall?” is a much better question. It is clear that you are going to try several different sizes (the independent variable) and measure the time taken to drop (the dependent variable). aic:) eoececceeccvcecccceceoeeoeeee 1 By each of these questions write Yes or No to show whether they are good investigation questions. (a) What happens to the height a squash ball bounces if we use different surfaces? (b) What is the best fabric for making a tent? (c) How does the mass on a brick affect the force needed to make it move? (3) 2 Fill in the table to show the independent variable and the dependent variable for each How does the temperature of the room affect, how quickly seeds germinate? ‘What happens to the distance travelled by @ carif the height of the ramp is increased? Does the size of a magnet affect how many paper clips it can pick up? 6) PS a Ee Py ia EyB: Units, measurement and working safely It is really important for you to measure variables accurately. You need to know which units are used to measure the different variables and you need to be able to identify the most appropriate measuring device. Units You must always state the units used whenever something is measured. The units used for variables in 11+ examinations are as follows: ‘length area “volume vo mass _____ gram (g) or kilogram ( —_—— | degrees Celsius (°C) 7 ooo [newton (N) ! Te a Eee ea eae eee Recetas een eect Ou ar ie Lee ea ae et eas ed temperatures by seeing if things feel hotter or cooler than your hand. (Be careful doing this though!) CUaU Ear ur er aaa olers OU dee Rea ne Ne aoe Measuring devices It is important to select the correct measuring device. Sometimes there are different sizes of measuring device. You should always try to choose the one that is closest to the value being measured, as this will give the most accurate answer, The devices you will need to know about are as follows: volume of liquids measuring cylinder mass balance temperature thermometer | force force meter (newton spring balance) | ()Cee aie ee eee NAc Rea Oa have a scale and the value is shown by a pointer. Exam questions sometimes ask you to read a value froma scale. Remember to look carefully at the scale before you take ‘the reading. Make sure that you know what each little division on the scale is worth and Cie ue ar aey eater Safety In science many activities can be dangerous. You need to make sure that you take care to prevent harm to you and other people. Here are some basic safety rules: ‘© Wear goggles or safety glasses, especially when handling or heating chemicals. @ Wash your hands after handling chemicals, animals, plants, soils, etc. © Wipe up any spills immediately. @ Never leave a flame, such as a candle or a Bunsen burner, unattended. In the exam you might be asked to suggest safety precautions that should be taken when doing a particular investigation. Think carefully about the activity concerned and what risks might be involved. Then suggest sensible precautions that should be taken to minimise the risks. Train eoeceeceececseceooeoveeeeeeeee 11 What units would be most appropriate to use to measure the following items? (a) the mass of an apple (b) the volume of a solution EEE EEE (c) the force taken to lift your pencil case (d) the width of the classroom (c) the length of a ladybird (5) 2 Peter is given two force meters. One measures from 0 — 10N and one measures from 0 —100N. Which should he choose to measure as accurately as possible the force taken to pull a block (roughly 9N)? Explain your answer. (2) 3. Read the values shown on the scales. (a) Y ITT TTI cm 1 2 3 4 5 6 (1) (b) v TT 0 20 40 60 80 100 ()2 C: Testing There are a number of different types of investigation. You should be able to suggest what type of investigation is the best to answer a question. You may also be asked to describe briefly a possible method for an investigation. Types of investigation The type of investigation that you are most likely to be asked about is a fair test. Fair tests are used to answer the kind of questions described in topic A. Ina fair test you need to change one variable, measure one variable and keep all of the other variables the same. In some investigations we have one part of the experiment that will be used as a comparison with the results of other parts. We call this a control. An example is the investigation into seed germination in Chapter 2 Topic A, where a control set of seeds is grown with water, oxygen, warmth and light. The other tests each remove one condition and the germination is compared with the control. Not all investigations can be done by fair testing. Sometimes the best way to find the answer toa question is to observe and record what you see. For example, comparing the types of invertebrates found in a wood and in a field or finding out about the changes in a tree during a year. Repeating readings It is a good idea to repeat readings when doing an investigation. This allows you to check your results to see if they are reliable (repeatable). To get one result at the end, we find the mean (average) of the repeated readings. If the results are not very reliable, this process gives a better answer than a single reading. Nie Ri eae ae ie eae Pee bs raat ey it a fair test. Repeating an unfair experiment will never make it fair. Planning an investigation Sometimes exam questions ask you to describe a method for an investigation. It is a good idea to read the whole question through again carefully to make sure that you know what question the investigation is answering, Then think about how the experiment could be done to answer the question. Look at the number of marks for the question. This will give you the number of clear points you need to include. You might describe: © what would be changed (independent variable) @ what would be measured (dependent variable) @ any key variables to be controlled @ what apparatus you would use and how (but keep it brief). ®)You should not need to write any more than can be fitted into the space provided, so Stee nae ec ee ar Pre NAc ue eed eked eee rar ae ea Train @eeoececeecccecseceecceoeeeeeee 1 Rebecca wants to find out whether the floor surface affects the distance travelled by a toy car after it has run down a ramp. (a) What is the independent variable in her investigation (= what will she change)? : (1) (b) What is the dependent variable in her investigation (= what will she measure)? : - (1) (c) Suggest two things she would need to keep the same to make it a fair test. (Remember to focus on things that would affect the result.) Boe (2) 2 Tamal wants to find out if the size of sugar crystals affects how quickly they dissolve. He puts the sugar into a beaker of water, He stirs the mixture and uses a timer to find out how long the sugar takes to dissolve. What would Tamal need to do to make this a fair test? (4) 3 Describe how you could carry out an investigation to find out whether the length of people’s legs affects how quickly they can run. 7 (4) 4 Some children want to make a catapult. They have some different widths of elastic and they want to find out which is best for the catapult. (a) What might they choose as their dependent variable? () (b) If they choose this variable, what question are they investigating?D: Recording results 1:Tables and bar charts Scientists collect lots of data when they carry out experiments. Data must be recorded in an organised way, in a form that everyone can understand. You should be able to draw up a simple table to record your results and fill it in correctly. You should also be able to show your results in the form of a bar chart or line graph if appropriate. Results tables Tables of results are almost always drawn up according to a simple set of rules: @ Tables have two or more columns or rows. @ The independent variable is always in the first (left-hand) column or the top row. @ The dependent variable is recorded in the right-hand column or second row. © If readings are repeated there may be more than one column or row, one for each repeated reading and one for the mean (average). @ Units are always written in the heading of the column or row and not with each reading, For example, how does the volume of a sound (dependent variable) change as the distance from the sound source (independent variable) increases? Mod Displaying results in a bar chart Bar charts and graphs are useful to make it easier to interpret the results of an investigation. Bar charts The features of a good bar chart: pal sais [Fiieieings] [Baraamvey vorne ontevetiaiais| |wnactecor'| | aenateriare ove ated al [ween | [Step T [Results of invertebrate hunt ‘| m4 Number found Woadlouse An snail Beetle" Worm Type of invertebrate Labelled axes Independent Category names anislabels should be the variable centred under Sarre as the headings fon the horizontal axis |__| the bars not on in the results table | [the tines Inan 11+ exam you will always be told whether to draw a bar chart ora graph 50 read reer eee ene ee ene eeIn the exam you might be asked to add any of the features from the diagram here to a grid or partially drawn bar chart. When drawing bars on a bar chart in the exam the accuracy of your bars is what matters. Use a ruler and a sharp pencil and check the scale carefully before drawing the top of your bar. Draw the sides of the bar as well. Make sure that your lines are neat but clearly visible. it is not necessary to colour the bars in, This uses up time that would be better spent answering other questions. Train eeeceeecececeeceseoseoeeeoeeee 1 Edward hangs a spring from a bar and fixes a cup on the end. He adds marbles to the cup. Each time he adds a marble, he measures the length of the spring, He records his results in his notebook. Omarbles = 5.0.cm, 1 marble = 5.4m, 2 marbles =5.8cm In the space below, record Edward's results in a suitable table. (4) 2 The table shows the results from an investigation. Position of bird feeder_| Number of bi Near house 2 [Woods 10 [bawn =e 5 The bar chart shows some of these results. 10 8 = 6 HI 4 2 O+ Near house Woods. Lawn (a) Label the axes on the bar chart. (2) (b) Complete the bar chart by drawing in the missing bar. () (c) Suggest a suitable title for this bar chart. fg a a at= eS E: Displaying results 2: Plotting graphs Graphs are another way to show your data. A graph is made up from accurately plotted points and generally has a line or curve added to show the pattern in the results. You will need some graph paper for the questions at the end of this topic. Drawing graphs The features of a good graph: Title tls us what | [ Points neatly and the graph shows | | acurately plotted Graph to show the cooling rate of water Line or curve through the points Dependent variable (onthe vertical axis 020304 [Time (mirures) i Independent variable (on the hotizontal axis ‘Scale markers on the lines ofthe gr [as abets You could be asked to add any of the features here to a grid or partially plotted graph. Plotting a point on a graph Points on a graph need to be plotted accurately. To do this: ‘1 Find the value of the independent variable from the results table. ring, ing 2 Locate this value on the horizontal axis. 3 Find the value of the dependent variable from the results table. 4 Locate this value on the vertical axis. Keep this graph somewhere safe as you will need it for the questions on page 21 5 The point should be plotted at the meeting point of the vertical line representing the value of the independent variable and the horizontal line representing the value of the dependent variable,6 Mark the point with a small, neat cross, using a sharp pencil. 0 100 200 ‘Mass added to spina (a) Drawing the line You may be asked to draw the line at any stage during a question. Make sure that you read the question carefully so that you do exactly what is asked. When drawing the line, look carefully at the pattern shown in the data. Is it a straight line? If so, use a ruler for the line. If it is not a straight line you will be asked to draw a smooth curve through the points. Do not use a ruler. Points that do not fit the pattern When a graph has been plotted, it is usually easy to see the general pattern in the data Sometimes one point clearly does not fit the pattern. If this is the case, you will be asked to draw a ring around it. This point must not be included when you draw the line. aic:] eoeeeeeeeeeeeseseeseeee The table shows the results of an investigation into how the diameter of a parachute affects the time taken for it to fall. 10 i 20 2.0 30 18 40 | 27 50 3.0 1 Ona sheet of graph paper, draw two neat axis lines. Label the axes with the independent variable on the horizontal axis and the dependent variable on the vertical axis. Add the scale to each axis. a) 2 Plot the points carefully. (4) 3 One of the points does not fit the pattern. Draw a circle around this point on your graph. (1) 4 Draw a straight line through the rest of the points. (1) ene enor ae roa Re Ua odD Per ace ee eC Raeaee e line to write on, 60 make sure that you do not lose marks by missing out this type of CeesF: Interpreting graphs Introduction ‘Once you have drawn your graph, you may be asked to use it to provide answers to further questions. Reading values from a graph A graph can be used to predict other values. In the exam, the question may ask you to use your graph to find the value. Do not try to guess the answer by looking at the data in the results table. You must read the value accurately from the graph and show how you have done so by drawing lines on the graph. For example: To use the graph to find the mass of substance that would dissolve at 25°C: 1 Locate 25°C on the horizontal axis. 2 Use a ruler and pencil to draw up the 25°C line until you meet the graph line. 3 Draw along the horizontal line from here until you meet the vertical axis. 4 Read the value on the vertical axis (22g). The same technique can be used in the opposite direction, in this case to find the temperature at which a given mass of solvent would dissolve. 70 20 75 30, Temperature °C) Describing the pattern shown by the line You may be asked to describe the pattern shown by the results. Your answer Tie (minutes) should explain what happens to the dependent variable as the independent variable changes. You can work this out by looking at the line. Variable 8 The line on this graph slopes up towards the right. This shows us that, as the independent variable (Variable A) was increased, the dependent variable (Variable 8) also increased. For example, as the mass added to the spring rab increases, the length of the spring increases. The line on this graph slopes down towards the right. This shows us that, as. the independent variable (Variable A) was increased, the dependent variable (Variable B) decreased. For example, as the time increases, the temperature of the water decreases. Venable B Tae nN ct cae eee ed discussed but look at it carefully because some curved lines may rise and then fall, or ie baresTrain eeoececeececcccoososeoeeeeee 1 (a) Use the graph you drew for the Train activity in topic E to find out how long a parachute with a diameter of 35cm would take to fall. Show your working on the graph. ( (b) What pattern is shown by the line of the graph? 5 rt & (2) 2 The graph lines show changes in temperature during some experiments. In each case, describe what happens to the temperature as the time increases. (a) Time (rinutesy (b) e0 caren SSS ee) (eauee anette —'*#s@ Biology: Living things in their environment What is biology? Biology is the study of living things. This chapter is all about plants and animals, including humans, and the places where they live. Biologists study plants and animals by careful observation, looking for similarities and differences and trying to work out how these help living things to survive. To be a good biologist, you need to be observant and to think about the world around you. All ving things need a place to live, and the place where they live is called their habitat. To do well in the 11+ exam you need to think about the conditions in different habitats and the plants and animals that live there. You should think about how a habitat changes over time and how the animals and plants cope with these changes. You should learn about what animals eat and how they get their food, and how they mate and rear their young. It is important for you to understand how animals and plants rely on each other and on the food, water and shelter provided by the habitat. This will help you to say what people might do to make sure that human activities do not harm the natural world (OTTER 0 occ esc eccesceecees ¢ To succeed in biology questions in the 11+ exam, your child needs to develop an awareness ¢ of the natural world and the plants and animals that live in it. There are so many living = things and habitats in the world that it is quite possible that an 11+ question requiring = the application of acquired knowledge will focus on something that has not been directly studied in class. Such a question does not require factual knowledge of the animal, plant or habitat; rather it is testing understanding of the general principles of interdependence, adaptation, etc. that have been learnt. It can be very helpful to relate the concepts in this chapter to the natural world in the place where you live or maybe a place shown in a programme you watch together on the ‘elevision, encouraging a sense of enquiry and closer observation of the familiar. You could look for similarities and differences between plants and animals and encourage discussion as 0 how these might help the animals and plants that live in the habitat to survive ¢ You might also discuss how the day-to-day activities of your family might impact on the ther living things in the area and how this impact might be minimised.Setting the scene: Life processes This page helps you to prepare for your 11+ exam by thinking in different ways about important processes that are common to all living things. Life processes Biology is the study of living things. How can we tell if something is alive or not? Look at these two bears. Pa 3 11 In what ways are these two bears similar and how do they differ? On a separate sheet of paper, describe as many similarities and differences as you can. SO CN en ete at eeeg aur eee ce ee Rarer you include both items. For example, if comparing a brown bear and a polar bear, you ee aL caste a kata eee Pee All living things carry out certain activities to stay alive. We call these life processes. Three important life processes that you need to recognise are nutrition (feeding), movement, growth and reproduction. growth The teddy bear does not eat and it cannot move by itself. It will never life processes get any bigger and it cannot mate to make more teddy bears. It is not alive. The brown bear carries out all these life processes because it is a living thing. 2 What would happen if brown bears did not carry out the life processes? Fill in your ideas in the spaces below, If brown bears did not .. movement nutrition reproduction Feed ] | Move | | Grow and reproduce | | | | |E % 5 A:Green plants: Structure and growth This topic is about the structure of green plants and what they need for healthy growth. You need to be able to name the parts of a plant and describe their functions. Plant structure Every plant is different but they all have certain features in common. You need to be able to name these parts and describe their functions (jobs) in the plant. Flower to make seeds for reproduction Fruit Seed flower bed leaf Leaf - 10 make. 1o0y fod forthe plant stem/trunk Stem ~ to hold the leaves, 4nd flowers in the right postion and to transport water and Roots —to anchor nutrients around the plant the plant inthe ground and to take in water and mineral sats from the sol Remember that trees have stems too. A big woody stem is usually called a trunk. Plant growth Plants need the right conditions to grow well. They need: © enough light to make their food @ water © oxygen and carbon dioxide from the air @ the right temperature. Four similar plants are chosen. Each one is treated exactly the same as the control plant but one condition is changed in each case. en The plant grows tall and is needed as an energy | Dark cu Ne ieav ark cupboard | No light weak Theleavestum | es romnata food : xtlow ‘ ‘As control but not The plant cannot make food | No water es wl watered water The leaves wit without water feaempilt | The plant does not grow. | The plant needs wermth to foe No warmth Leaves may become _| carry out photosynthesis damaged __| and grow \Water is lost too fast from The leaves become dry mcishetealed the leaves. They cannot make food Ina very hot place | Too much warmth @)Train Coececcseccccvccececnecccccce 1 Ona separate sheet of paper, sketch a diagram of a plant. Label the parts of the plant and write the function of each part. Check your work by looking at the diagram on page 24. aia e@eeeeeceeceeeeeoeeeeeeeeeee 2. Drawa ruled line to join each plant part to its function. fu stem ] anchoring the plant in the soil leaf making food [root transporting water and nutrients | 3 Give three conditions that plants need to grow well. 4 (a) What is the function of a flower? e@eeeeeee ee 808 Oe Testtime: 07:00 (b) Which life process is carried out by the leaves of a plant? aoe 7 (1) (c) Plants need two gases from the air. One is carbon dioxide. Name the other gas. = a a) 5 Mrs Green wants to grow some tomato plants, Suggest two things she should do to make sure that her plants grow well. (2) 6 Describe how you could carry out a simple experiment to show that warmth is necessary for plants to grow well. UP Tetn eerie ee Ne ae et a ee tera eur etna ee acre aa PN ene eta eae ect ecto Mead tare keke Pa fal 3 aB: Green plants: Nutrition and life cycle This topic is about how green plants make their food. You need to know what a plant needs to carry out the process called photosynthesis and to stay healthy. This topic also covers how plants carry out the life process of reproduction. You need to learn the names and functions of certain parts of a flower and about the different stages in the life cycle of a plant. Plant nutrition chlorophyll Plants need food to give them the energy and materials to carry out their | Ssinera salts life processes. Plants make their own food in their leaves, using a process. | hotosynthesis called photosynthesis. To make food plants need: @ light energy from the Sun @ water from the soil @ carbon dioxide from the air. Sows Sung The light is taken in by the green pigment called = - chlorophyll in the leaves and stem of the plant. The leaves also take in the carbon dioxide, through tiny holes on the underside of the leaf. rater Plants also need very small quantities of substances called mineral salts, The roots of the plant take these in with the water from the soil. These help to keep the plant healthy. Photosynthesis is important to all life on Earth, Plants are the only living things that can change light energy into food energy. Without photosynthesis there would be no food for animals. Train @Ceoeeceeeceseveeseeeeeneeee 1 Ona separate sheet of paper, list four things that plants need to take in from the environment in order to carry out photosynthesis and to remain healthy. Describe where each one comes from and which part of the plant is responsible for taking it in. Sexual and asexual reproduction Plants are able to reproduce in two different ways. Sexual reproduction happens (asexual when a male pollen cell fuses (joins) with a female egg cell to make a seed. The | sexual new plant will have features of both parents. = Ped] Asexual reproduction happens when a new plant can be produced from a section of root, leat or stem from a single plant. The new plant will have features that are the same as the single parent plant. PaFlower structure stamen — makes Ccarpel contains eggs that pollen male par) become seed female pat) Zz 5 Petal~t0 atiract insects Remember that wind-pollinated flowers do not have bright petals because they do not need to attract insects. Train eeeceeceeeeceececeosooeeeeee 2 Ona separate sheet of paper sketch a diagram of a flower and label it. Check that your diagram and labels match the ones just discussed. Stages of the plant life cycle Pollination takes place when pollen is transferred from the stamen of one flower to the carpel of another by insects or the wind. germination pollination Seed formation happens when the pollen joins with eggs inside the carpel_| seed dispersal and the eggs become seeds. The carpel becomes a seed case or fruit. seed formation Seed dispersal is the name given to the process of seeds spreading to new places to avoid competition for light and water. Seeds are mostly dispersed by wind or animals but a few are dispersed by floating on water. Seed cases are adapted for a particular type of seed dispersal. Seeds that are dispersed by the wind have wings or parachutes on their seed cases. Seed cases of seeds dispersed by animals provide food for the animal or have hooks to catch on the animal’s coat. Make sure that you do not confuse wind pollination with Be ea Germination takes place when a seed begins to grow. The root grows first to anchor the plant and take in water. Food stored in the seed provides energy until the first leaves grow. Seeds need the right conditions to germinate. They need: Satan ae ee) fee ei nee ara @ water Sata ; ‘wow! @ oxygen from the air @ warmth, We can show that water, air (oxygen) and warmth are necessary by sowing some seeds in four test tubes. In test tube A the seeds are given all three conditions. This is the control.3 Fs Ey 0 The germination of these seeds will be compared to the seeds in the other test tubes. In tubes B, Cand D, one of the conditions is removed. Room temperature (20°C Fridge 2°) -4 oil seeds paid cooled wool ‘00! wend er S c ° Coniol No water No onyen ‘eo cod Only the seeds in test tube A will germinate, Train eoeceeceeeeececececececencccs 3 On a separate sheet of paper, list the four main stages in the life cycle of a plant. Add a brief description of what happens at each stage. ming eeoeeeeeeeoesesneeeeeoeseeeese 4 Tick three boxes to show what a plant needs to make food by photosynthesis. water) carbon dioxide () oxygen (_) light O (3) 5 (a) Where in a plant would you expect to find the green pigment called chlorophyll? (1) (b) What is the function of chlorophyll? (1) 6 Underline the word that best completes the following sentences: (a) The part of a flower that makes pollen is the A carpel B petal stamen D stem (b) A condition that seeds do not need for germination is A light B oxygen water D warmth (2) 7 Explain why it is important for seeds to move away from the parent plant before germinating. (1)e@eeeeee eee e008 @@ Testtime: 11:00 8 Use words from the box to complete the following sentences. Each word may be used once, more than once or not at all. asexual carpel__ germination _ insects pollination stamen__wind (a) Brightly coloured petals on a flower attract PNT ear using words from a box, donot (b) In the process called ooo __ grains of pollen from the of one flower are transferred to the a of another by orthe _ eee Na Peaches some words more than once. (c) New plants can sometimes be made from pieces of root or stem. This is called ___ reproduction. (7) 9 Explain why photosynthesis is important to (a) plants ae Hee eo (b) animals 10 A biologist finds the seed of a new plant. ada! (a) Suggest how this seed might be dispersed, (1) (b) Explain your answer. (2) 11 Mr Hunter planted some bean seeds in two different places in his garden. He noticed that the seeds in one place germinated more quickly than the ones in the second place. Suggest two reasons why these seeds might have germinated more quickly. i _— £—— F3 EIFs = 2 2 iS By 2 C: Feeding relationships and adaptation This topic covers the different ways in which animals obtain their food. You need to know how living things link together in food chains and the words used to describe living things at each level in the chain. You also need to know about some of the ways in which animals and plants are adapted to help them to obtain food. Obtaining food Allliving things need food to give them the energy and materials that they need for activity and growth. carnivore consumer Different living things obtain food in different ways: herbivore omnivore predator prey producer @ Plants make their own food. We call these producers. @ Animals are consumers. They find and eat (consume) food from plants or other animals. There are different types of consumer: @ Herbivores only eat plants. © Carnivores only eat meat from other animals. @ Omnivores eat plants and meat. @ Predators catch and eat other animals, which are known as prey. Adaptations for feeding You may be asked to describe ways in which a pictured plant or animal is adapted to help it to obtain food or to stop itself being eaten. Look out for the following features: @ Plants: large leaves to help them to take in light for photosynthesis. © Predators: sharp teeth, beaks or claws to help them to hold onto their prey. © Prey animals: camouflaged to help them to hide from predators. Shells, spines or poison to protect them from predators. Food chains All food chains start with a producer (plant) because they are the only living things that can trap energy from the Sun and turn it into food energy (see topic B). For example: oak lea | 5 [caterpillar] [blue tit] [ sparrowhawk > > producer herbivore carnivore top carnivore Remember that the arrows in a food chain show how the eneray passes from the food to gig UR ame eee eeeFood chains in 11+ questions You may be asked to write a food chain from a habitat that you have studied. It is a good idea to make sure that you have prepared a food chain for a habitat that you have visited or learnt about in school. Sometimes you need to write a food chain using information given in the question. Remember to look back at the whole question, including any pictures, to find the information you need. Alay e@eceeeeeeeeoeeeeeeeeeeeee 1 Cheetahs hunt antelopes to eat. Antelopes eat grass. Write a food chain to show this information 9 ct s 3 = (3) 2. Brown bears eat fish, small animals and fruit and seeds. What word is used to describe an animal feeding in this way? a4 e@eoeeeeeee e000 8 Oe fest time: 09:00 3 Here is some information about some animals found in a woodland habitat. a tawny owl mice, birds, young rabbits badger | small animals, seeds, soft fruit | fox _| small animals, birds | chaffinch mainly seeds = | mouse nuts, seeds, sft fruit (a) Use the information in the table to write two food chains. Fe el eee 2 aa SS ey (6) (b) Using information from the table, name one living thing that is: © apredator © anomnivore © a herbivore. 4 Here is a picture of a golden eagle. Golden eagles catch mammals and birds. Describe two ways in which the golden eagle is adapted for hunting its prey and state how these help it to catch its food. © Adaptation 1: © Adaptation 2; 5 Explain why plants are known as producers.D: Habitats This topic covers plants and animals in their habitats. You need to know what a habitat provides and about how plants and animals are adapted to survive in their habitats. Habitats A habitat is the place where a plant or animal lives. The habitat must provide: @ food and water @ shelter @ a safe place to breed. Different habitats have different conditions. Animals and plants need to have special adaptations to survive the conditions in their habitat. Here are some examples. Desert Pond Mamreccowse: ‘eameerane he alow several days \ to see above ‘whist sill submer Thin moist skin toabsore oxygen from the water, Long sticky tongue camouflaged /— for catching insects body to hide from predators Large webbed 4 feet for swimming tong, strong back legs for jumping to escape danger Thick fur helps keep the camel warm at ight and coo! during the day, camel does not sweat unt ts boy temperature aches over 40°C to reduce water lose Large fat feet t stop the camel sinking into the sane Conditions in a habitat change during the day and between seasons. Animals have special behavioural adaptations to these changes, hibemate migrate @ Some are nocturnal so they hunt and feed at night when it might be safer | nocearral or cooler, © Some hibernate. They sleep through the cold winter months when food is scarce. © Some migrate. They travel long distances to find food or suitable breeding grounds. Train @eeeceececeecescccesvecccce 1 You may need to be able to describe an animal from a habitat that you have studied. On a separate sheet of paper, describe its size and shape, how it moves, what it eats and some ways in which it is adapted to survive in that habitat. @)aia eeeeeeeeceoeoeeeeooeeeeeee 2. Draw ruled lines to join each word to the correct meaning. a | migrate ] [ sleep through the winter hibernate ] active at night ‘nocturnal travel long distances in search of food or breeding grounds (2) 3. Rainforest monkeys have long tails. Suggest one way in which these might help them to survive in the rainforest. (1) a4 @00eeeeee e000 0 0 @ fest time: 07:00 4 What is meant by the term ‘habitat’? aa Heese (1) 5 Dormice are small mammals that live in woodland. (a) Name three things that the woodland habitat must provide for the dormice. (3) (b) Small mammals find it hard to survive in very cold weather. Suggest two ways in which the dormice might survive the winter. 1 2 (2) 6 Lucy notices that the church tower is home to some bats. Bats hang head down in the church tower to sleep during the day and hunt for their insect prey at night. They locate the insects by making high-pitched squeaks and listening for the reflected sounds. (a) What word is used to describe animals that are active at night? JSRASSAAAAAAAARAAAAAEEES () (b) Suggest why the bats locate their prey using sound. (7) (c) Suggest one way in which it might be an advantage to the bat to be active at night. (1) eres= A E a cs 4 4 cs 2 FA oe 2 E: Human impact on the environment In this topic you will look at ways in which human activity affects the environment and the animals and plants that live in it. You should be able to describe some harmful effects of human activity. You should also be able to describe ways in which humans can have a positive impact on the environment. Harmful effects of human activity on the environment Humans have much more impact on the environment than other animals. For example: @ Pollution (adding materials to the environment that should not be there). + Gases from vehicles, factories and power stations pollute the air. Waste from factories and sewers pollutes waterways. Rubbish pollutes the land. + Pollution damages habitats and kills plants and animals. Some gases in the air trap heat and are thought to be causing the climate to become warmer. © Habitat destruction (changing a habitat so that it is no longer suitable for the plants and animals that lived there). + Cutting down forests for farmland. Building towns and cities on fields and open countryside. + When habitats are destroyed the living things have to try to find somewhere else nearby to live and this is often not possible. Some types of plants and animals become very rare due to the effects of human activity. They may become endangered (very few left so in danger of dying out) or extinct (none left). endangered extinct habitat destruction pollution Beneficial human actions Humans can help the environment by: © using fewer resources, including fuel and materials for making things © using renewable sources of energy, such as using wind, sunlight or waves to make electricity. This reduces pollution and slows down the rate at which we use up fossil fuels @ recycling used materials so that we create less waste and use fewer of the Earth's resources Humans can help living things by: © protecting areas of habitat, especially where endangered species live, to give them the best possible chance of breeding successfully @ restoring damaged habitats and joining up habitat areas to allow animals to move more freely to feed and find mates © breeding very rare species in captivity and releasing them when the habitat is safe for them.GHD « «ccc cccccccccccccces 1. What is meant by the term ‘pollution’? () 2 People are encouraged to recycle as much as possible. How does recycling our used materials help the environment? (2) ata @e2eeeeee eee 808 OO Test time: 05: 3 Tigers are an endangered species. Human activity has destroyed much of their habitat. (a) Describe one way in which human activity may harm a habitat. (1) (b) What is meant by the term ‘endangered species’? (1) (c) Suggest one way in which humans might help tigers to survive. = (1) 4 An increasing amount of our electricity comes from renewable resources. (a) Name two renewable energy resources. -——$—$— a4 (2) (b) Describe one way in which the use of renewable energy helps the environment. (1) 5 Farmers often leave a strip of uncultivated land around the edges of their fields. Suggest one way in which this might help farmland wildlife. (1) ere A 3 FA g Fy5 i ro] = FI F: Animal life cycles This topic covers the life cycles of some different animals. You need to be able to describe the differences between the life cycles of a mammal, an amphibian, an insect and a bird. What is a life cycle? Alife cycle shows how an animal or plant carries out the life process of reproduction. A life cycle can be shown as a diagram. Here is the life cycle of a frog. Adult frog bal f Life cyce of a frog fertilisation \ Fete fuse \ So gestation period ‘Young frog metamorphosis 7 sperm Similarities between life cycles Most animals require two parents to reproduce. This is called sexual reproduction. @ The female parent produces eggs and the male parent produces sperm. @ To make a baby an egg and a sperm must fuse (Join) together. This is called fertilisation. @ The baby needs a period of time to grow before it is ready to mate and produce babies of its own. Comparing life cycles Mammals: Field mouse The babies grow within the mother’s body. This is called the gestation period and varies in length between animals, from a few days to as much as 660 days for an elephant. The gestation period for a mouse is about 21 days. The mother cares for the young and feeds them on milk. Amphibians: Frog Most amphibians lay eggs in water. The young (tadpoles, sometimes known as larvae) do not, look like the parents. They have tails to swim with but no legs. They live in the water and breathe through gills. The parents do not care for their young. The tadpoles then undergo a big change, called metamorphosis, into the adult form. They lose their tails and grow legs. They breathe with lungs. Most adult amphibians live mostly on land, Insects: Butterfly The female lays eggs on a plant. The babies (caterpillars or larvae) do not look like the parents. They feed on leaves for a few weeks. The parents do not care for their young, When the caterpillars have grown big enough they find a safe place and turn into a pupa. Inside the pupa the caterpillar undergoes metamorphosis and emerges as an adult butterfly. Ge)Birds: Robin The female lays hard-shelled eggs in a nest. The parent birds will sit on the eggs to keep them warm until the babies are ready to hatch, The parents feed the young on insects until they are ready to leave the nest. GRD « «oe ccc cccccccccccccce 1 (a) What is meant by the term ‘sexual reproduction’? zl BEG (b) What is meant by the term ‘fertilisation’? () 2 What name is given to the time during which baby mammals grow within their mother's body? qq) 3. Most birds lay their eggs in early summer. Suggest a reason why this might be a good time for birds to rear their young. 4) GERD «eee cece cc ccee Test time: 06:00 4 Describe one similarity and one difference between the life cycles of a mammal and a bird. Similarity: Difference: a (2) 5 (a) Amphibians undergo a big change during their life cycle, What word is used to describe this big change? aoe (1) (b) For a named amphibian that you have studied, describe how the animal changes during this time. Name of amphibian: Changes: zu (3) 6 (a) Amphibians lay hundreds of eggs in a pond when they breed. Suggest one advantage of laying so many eggs — (1) (b) Suggest one disadvantage of laying so many eggs in one place. (1)G: Human life cycle This topic is about how humans reproduce. You need to know about the main stages in the human life cycle and about the main changes that occur during adolescence. The human life cycle ~ 4 adolescence eee ss fetus periods A human fetus (developing baby) grows in its mother’s body for about 9 months (40 weeks). After the baby is born it is fed on milk for several months and needs a lot of care from its parents, As human children grow they learn many new skills and become more independent. Adolescence is the time when humans change from children into adults. Once they become adults, humans can find a partner and, when they feel ready to do so, they can have children of their own. Older humans may still be very active, perhaps helping to look after grandchildren for example, but may need more care as they reach the end of their lives = Adolescence Adolescence, sometimes called puberty, is the time when girls and boys become adults. During adolescence a number of changes happen in the human body. Some of these are shown in this table. Sea) Hair develops under the arms Breasts develop Hair grows on the face and around sex organs | Moodiness Periods start (menstruation) Voice becomes deeper | Penis and testes become biggerAdolescent boys and girls often begin to care more about their appearance and what other people think of them. Adolescence occurs at different times in different people. Some may start noticing changes at 8 years old; others may not start changing until they are 13 or 14 years old. aiaY] @eeecceccececescececeeeceeeee 1. Underline the word or phrase that best completes the following sentences. (a) The gestation period of a human baby is about A 6months B 9 months C 12 months D 24months (1) (b) The time when a child becomes an adult is called A adolescence B gestation C growth D senescence () 2. Rewrite the following stages in the human life cycle in the correct order, starting with the youngest. adolescent adult baby child fetus (4) a e@eoeeeeee ee 008 OO @ Fest time: 05:00 3 Give an example of a change that takes place during adolescence in eligi niyo eee eee) ib) boys onlyp se). (c)girls and boys: tt) 4 (a) A human baby takes about 40 weeks to develop daysis this? side its mother's body. How many (1) (b) The gestation period of a mouse is about 21 days and that of an elephant is about 660 days. Suggest how long the gestation period of a chimpanzee might be. Explain your answer. (2) 5 People often live for a long time after their children have grown up. Suggest one reason why this might be helpful to human society.E A g 5 H: Evolution and inheritance Not included in ISEB 11+ exams This topic covers how plants and animals change over long periods of time to make new species. You also need to know how the study of fossils, living plants and animals helps scientists to understand these changes. The fossil record Scientists called palaeontologists study fossils (see Chemistry topic F) to find out about the life forms that lived millions of years palaeontologist ago. They can tell how old fossils are by where they are found species in the layers of sedimentary rocks. This allows them to see that species have changed over time. Some species have gradually changed to form the animals and plants we know today. Others were not able to survive when their habitats changed and they became extinct. Mary Anning was a palaeontologist who discovered many important fossils in the rocks near Lyme Regis in Dorset. She was the first to discover Ichthyosaurs, Plesiosaurs and Pterodactyls. Her discoveries and those of other scientists made people realise that species could change to make new species but they didn’t know how, Differences between individuals Most animals and plants have two parents. Every individual has some characteristics that are inherited from each of its parents. All the offspring will be the same species as their parents but each one will be slightly different. Differences lead to adaptation Sometimes a small difference can make an animal or plant better able to survive in its habitat. This individual will then be stronger and healthier and more likely to mate. Some of the offspring of this individual will inherit the beneficial change. They too will survive better and pass the change on to their offspring. Over a number of generations this change will become widespread and the species will have become better adapted to its habitat. For example, arctic foxes developed thicker fur to keep them warm and giraffes developed longer necks to reach leaves high up in trees. Adaptation can lead to evolution Sometimes the changes that occur over time make the animal or plant so different that a new species is created, This is called evolution. The processes leading to evolution were worked out by Charles Darwin and Alfred Wallace who observed species of animals and plants on different islands. They both realised that new species had been created as the living things adapted to the different conditions on each island.Selective breeding Farmers and animal breeders use the changes in individuals to create new varieties of animals and plants with particular characteristics. They choose the individuals with the best characteristics in each generation to breed from. Over time the good characteristics are seen in more and more individuals of the breed. This is also how wolves have changed, over thousands of years, into all the different breeds of dog alive today. aia e@eeeeeeeneeseeeeeeeoeed 1 (a) A scientist who studies fossils is called a A biologist B geographer C _ palaeontologist D__ parasitologist (b) Changes resulting in the formation of a new species are called A adaptation B alteration C_ evolution D separation (2) 2. Explain one way in which scientists can work out the age of a fossil. = (2) GEMM «oo ccc cc cccce Test time: 06:00 3 Explain how the study of fossils helps scientists understand evolution. eS () 4 (a) Describe how differences can occur between individuals of a species. 4) (b) Explain how these differences might lead to the formation of a new species. (3) 5 Describe briefly how a farmer might use selective breeding to create a variety of sheep that produces thicker wool. (3) = rs FyI: Classification of plants and animals This topic looks at how plants and animals can be divided into groups with similar characteristics. You should be able to describe the distinguishing characteristics of the groups mentioned in this, topic, Why classify? Scientists put things into groups with similar characteristics to make it easier to study them. All living things are given a two-part Latin name according to a system devised by Carl Linnaeus. People in every country use the same names to avoid confusion. Grouping living things All living things can be placed into one of five large groups, a eer Pete Ee called ‘kingdoms’. These are: eed rete 1 plants 4 single-celled organisms (protists) Lee Un NE 2. animals 5 bacteria. PUT Ua te lad Paice 3. fungi Classifying plants Plants are placed in one of two groups: 1. Flowering plants that make seeds for reproduction. 2 Non-flowering plants that do not make seeds, such as ferns, mosses and seaweeds. vertebrate vertebrate Classifying animals Animals are divided into two types: 1 Vertebrates: these are animals with an internal skeleton. 2 Invertebrates: these are animals without an internal skeleton. Vertebrates There are five vertebrate groups and you need to be able to describe the distinguishing characteristics of each of them. ids | Warm Feathers Hard-shelled eggs. 3.Amphibians | Cold Moist skin Jelly-covered eggs laid in water. | Can breathe through skin “4Reptiles | Cold Dry scaly si Soft-shelled eggs laid on land. S.Fsh [Cold Scales Eggs lad in water. “| Breathe with ils Hfasked how you know that an animal belongs to a particular group, describe characteristics that are special to that group (diagnostic features) and not found in other groups. For example, only mammals have fur and feed their young on milk 50 these Sa Coe a eect ee ae ea Ng ge See CireInvertebrates One group of invertebrates is the arthropods (animals with a hard outer arthropod case called an exoskeleton and jointed legs). These include the insects and crustacean the spiders. You should be able to describe the differences between these mollusc sub-groups: myriapod worm @ Insects have 3 pairs of legs, 3 parts to their bodies and may have wings. © Spiders have 4 pairs of legs, 2 parts to their bodies and do not have wings. ‘The other arthropods are the crustaceans (crabs, lobsters, woodlice) and the myriapods (centipedes and millipedes). Q Ey pe = Other invertebrate groups include molluscs (slugs and snails) and worms. aie eeoeeeceeceeeeeeoeeeeeeeeesd 1 Explain why fungi are not classified as plants. (1) 2 (a) What do all vertebrates have in common? a = (a) (b) Name the five vertebrate groups. d (5) aoa eoaoeeeeee e028 88 @ @ fest time: 0400 3 Some children are studying extinct creatures. They see a picture of a mammoth. James says that the mammoth was a mammal. What evidence is there in the picture to show that he is correct? : e — (1) 4 Describe two differences between insects and spiders. 1 7 2 (2) 5 Lizards and newts look quite similar. Lizards are reptiles and newts are amphibians. Suggest how you could tell the difference between a lizard and a newt. =< — (2) ©J: Keys Keys are used to help us to identify the living things that we find. Keys are based on the important differences between types of animal or plant that can be used as diagnostic features. To use a key you need to be observant and make comparisons between living things. There are two types of key: branching keys and number keys. Branching keys In a branching key you work your way down by answering a series of yes/no type questions and following a trail through the key. Here is an example of a branching key to identify invertebrates. Invertebrate A Invertebrate B Invertebrate C Does the animal have more than sb legs? ‘oni roenernge es v0 ws Wo “s [iwatse —] [eee | Look carefully at Invertebrate A. The first question is ‘Does the animal have more than six legs?” The animal has eight legs so the answer is ‘Yes’. Follow the YES arrow to the next question, ‘Does the animal have more than eight legs?” The animal has eight legs so the answer here is ‘No’. Follow the NO arrow and you find that the animal is an arachnid. a 5 Na oR ae real eee ena evs eee ene between the two items that can be clearly seen in the pictures. PavanNumber keys In a number key, you are given a pair of choices at each numbered step. At the end of the line with the correct choice the key tells you which step to go to next. itis important to read both lines of each question carefully before deciding which to pick. Here is an example of a key to identify water birds. “ (6) © ali Ww 11 The bird has a short neck Goto2 The bird has a long neck Go to4 2 The bird has a tuft on its head great crested grebe The bird has a smooth head Goto3 3 The bird has webbed feet mallard The bird does not have webbed feet ~~ moorhen 4 The bird has a white neck swan The bird has a black neck Canada goose Look carefully at Bird A. Read both lines of question 1. The bird has a short neck so we follow the instruction at the end of the first line and go to question 2. The bird has a smooth head. The instruction at the end of this line sends us to question 3. The bird does not have webbed feet so it is a moorhen. aia eeeeecesecececeoseeeeeeeeeee 1 Use the branching key to identify Invertebrates B and C. a (2) 2. Follow the number key to identify Birds B and C. a : @5 3 ; A é 5 & 5 P Fy Ry cs Fs “ aca ©00000000O8 OOOO Test time: 05:00 3. Use the branching key to identify the following animal tracks. c ° Animal tracks ais More than 2 2 toes ies Pointed tip | Rounded tip 5 toes Sheep Deer Badger Fox4 Use the number key to identify the following winter twigs from common trees. 1 The twig has a single bud at the tip The twig has more than one bud at the tip 2 The buds are very thin and pointed The buds are rounded 3 The buds are black . The buds are not black . 4 The buds at the tip are all the same size (One tip bud is larger than the others . . Goto2 . Goto4 . beech . Goto3 . ash . horse chestnut . oak . sycamore (4) Port4 A $ s Fy 2 3 K: The human body This topic is about what is found inside the human body. You need to know the functions of the skeleton and the names of the major bones. You also need to be able to identify some important organs in the body. Skeleton Our skeleton has three functions: it supports the body, protects important organs and helps with movement. Without a skeleton, humans would not be able to stand up or move around in the same way. Our bodies would be too big to support themselves. skal _ (protects the brain) colar bone: shoulder blade rib cage (protects the backbone heart ang lungs) (vertebral column} Moving the body The body moves when muscles contract and relax. In vertebrates the muscles are attached to the bones. The skeleton provides a framework for movement. In animals without skeletons, muscles pull on soft body parts or on a hard exoskeleton. contract relax Bones come together at joints. Muscles move the joints by contracting and relaxing, Each joint is moved by one or more pairs of muscles working in opposite directions (antagonistic muscles). To raise the hand the biceps contracts and the triceps relaxes. Teceps contracis end T9 [gwer the hand the triceps pulls the forearm ; down contracts and the biceps relaxes. Not included in ISEB 11+ exams Triceps relaxes Biceps contracts a the same tine and pulls the forearm up At the same time biceps relaxesOrgans _—Brain Mouth Esophagus: (gullen Heart es Lungs rr ee esophagus (gullet), stomach, peer ure Stomach 1 Bret aad eg Large intestine ieee eee aed ly to be used by the body. GERD «0 occ cece ccscccccccce 1 Give two important functions of the skeleton. 1 2 : 2 2 (a) Where in the human body would you find the brain? iver Kidneys Small intestine ——— (1) (b) Which two organs are found inside the rib cage? and —_— (2) GEMM - + oo eee cc cccccee Test time: 06:00 3 Name the bones labelled A, B, C and D on the diagram. gn e> 4 Worms are invertebrates but snakes are vertebrates. Suggest one way in which the movement of worms and snakes is different. ; = 7 (2) 5 Suggest two ways in which life would be different for humans if they did not have a skeleton. 1 Zi (2)= L: Teeth and nutrition In this topic you need to know about the different types of teeth and how to care for your teeth. You should be able to name the nutrients making up a healthy diet and why they are needed by our bodies. You should be able to name at least one food that is rich in each of these nutrients. Types of teeth There are four types of tooth. canine incisors molars pre-molars nines Pre-molas Molaes You can find out about an animal's diet by looking at its teeth: @ Herbivores have strong incisors to cut leaves and stems and big molars and pre-molars to grind up tough plant material. They usually have no canines. © Carnivores have sharply pointed teeth. They have long, strong canines for catching prey and tearing meat. © Omnivores have all the different types of teeth to cope with different types of food. Caring for your teeth Plaque is a layer of bacteria on the surface of your teeth. Bacteria change sugars into acid. Acid eats away at the hard enamel surface of a tooth and may make a cavity (hole). To keep your teeth healthy: © Brush your teeth at least twice a day to remove the plaque. @ Use fluoride toothpaste to strengthen the enamel. cavity @ Visit the dentist regularly. plagile @ Avoid foods and drinks with a lot of sugar in them. Nutrients and a healthy diet Your diet is all the food and drink that you take in. Nutrients are balanced diet substances in the diet that are needed to provide energy for activity, diet matter for growth and repair and substances needed for healthy growth nutrient. and to prevent disease. A balanced diet is one that contains all the fibre necessary nutrients in the right quantities to keep you healthy.1:1 [em a Enea Carbohydrate | To provide energy. | Starch: bread, pasta, rice, potatoes & “Gtarch & sugars) | Glucose isa type of sugar. | Sugars: rut, biscuits, cakes, sweets = Most of your energy should come from starch. [ist ieee eae ra Fat To store energy and to keep us warm. | Meat, fish, dairy products, nuts = Too much fat causes heart disease and obesity. : 7 5 Protein To build cells for growth and repair, | Meat, fish, eggs, cheese, | &B Vitamins To prevent disease, Fruits and vegetables. Oranges and lemons = Vitamin € prevents scurvy, “are a good source of vitamin. Mineral salts. To keep the body functioning properly. airy products are good sources of __| Calcium salts are needed for healthy growth of bones. | cal A healthy diet also contains fibre, found in fruits, vegetables and wholemeal bread, to keep food moving through the digestive system. Water is also needed to keep your body hydrated. Testing for starch Not included in ISEB 11+ exams “To test a food for starch, add iodine solution. If starch is present the iodine will turn from orange-brown to blue-black. aia @eeecececeeeeeeeeeeeeeeee 1 Name the four different types of teeth. — (4) 2. Name the nutrients described below: (a) Prevents scurvy ) (b) Provides energy for activity (1) (c) Needed for growth and repair of body cells = (1) GEMM - +o ccc cc cccces Test time: 05:00 3 (a) What is meant by the term ‘balanced diet’? Ht _ (1) (b) Fat is one of the nutrients that make up our diet. (i) Give one reason why fat is necessary in our diet. 7 : 7 q) (ii) Describe one problem that may be caused by eating too much animal fat. aa () 4 (a) What is plaque? as (1) (b) Give two ways in which you can keep your teeth healthy. 1 as e 2 et (2) @)£ = & 3 EI M: The heart and circulation Not included in ISEB 11+ exams This topic covers why the circulation of blood around the body is important. You should know about the structure and function of the heart, the different types of blood vessels and how exercise affects the heart and keeps it healthy. Blood Blood moves around the body through blood vessels. © Arteries carry blood away from the heart. © Veins carry blood towards the heart. Blood has many functions, including: artery contract glucose obesity oxygen pulse point pulse rate respiration stamina vein @ carrying water, oxygen and nutrients around the body @ carrying carbon dioxide and other waste away from the cells @ helping to fight disease. To do these things it needs to be moved around to reach every organ in the body. The heart The function of the heart is to pump the blood around the body. Atay to brain and body ®. -> Acteties to lungs a — Blood with es ot Le + yo tn ite oyger Vales: Oras of the b The heart is a strong muscle surrounding four chambers, two on each side. On each side, the blood enters the upper chamber from a vein. The heart muscle contracts so that the blood is pushed down into the lower chamber through a one-way valve. The next contraction pushes the blood out of the heart through an artery. The diagram on the right shows the route taken by the blood around the body. Exercise and the heart Your pulse rate is a measure of how many times in each minute your heart contracts (beats) to push blood round the body. You can feel your pulse at pulse points in your neck or wrist. Your resting pulse rate is probably about 60-80 beats per minute. (2)Respiration is the life process that cells use to release energy. The materials needed for respiration are glucose (an energy source) and oxygen to release the energy. These are carried around the body in the blood. When you take exercise, you are using up energy more quickly than if you are resting, Your cells need to be provided with glucose and oxygen more quickly so your heart beats more quickly and your pulse rate increases. When you stop exercising your pulse rate will gradually return to the resting rate. Zz = a i Health benefits of exercise Exercise: @ strengthens the heart muscle @ helps to prevent obesity @ increases stamina. aia eeoeeceeeeeceeeeseeeeeeee ‘1 Underline the correct word from each pair to complete the following sentences. (a) Blood vessels carrying blood towards the heart are called (arteries/veins). (b) When you take exercise your pulse rate (decreases/increases). (2) 2 Name two substances, carried in the blood, that are needed by cells to provide energy. a (2) 3 (a) What is the function of the heart? (b) How many chambers are there in the heart?) 4. Add arrows to the diagram to show the direction taken by the blood as it moves around the body. Lungs ‘Grgans cof the body (2) 5 Explain briefly how you could show that your pulse rate increases when you take exercise. (4) ®)N: Lungs and breathing, smoking and other drugs Not included in ISEB 11+ exams This topic looks at the lungs and how they work. You also need to know how smoking damages the lungs and the effects of nicotine, alcohol and other drugs on the body. The lungs and breathing You have two lungs and they are found inside the ribcage. The lungs take in oxygen from the air and pass it to the blood stream. They also remove carbon dioxide from the blood and pass it out into the air. breathe carbon dioxide lung oxygen The two gases pass in and out of the lungs through the surface of the lungs and the walls of the tiny blood vessels running across the surface of the lungs. The surface of the lungs is made up of lots of folds to create a large area across which the gases can be exchanged. area Aare cue ed oa Nair ee The air that we breathe in (inhaled air): © contains more oxygen contains less carbon dioxide is drier and cooler than the air that we breathe out (exhaled air). Smoking ‘Smoking harms the lungs and other parts of the body. © Tar in tobacco smoke covers the lung surface, reducing the area across which gases can be exchanged. This causes severe difficulty with breathing. @ Smoking can lead to lung diseases including lung cancer. ‘@ Smoking causes fatty blockages in arteries that can lead to heart disease. Addictive drugs Drugs are chemicals that affect the body in some way. Most drugs are potentially very harmful. addictive medicine alcohol nicotine E S drug solvent Medicines are drugs that can be used to cure or help us to fight disease. They are safe if taken exactly according to the instructions given by a doctor or printed on the packet. (4)Addictive drugs are substances that are hard to stop taking once you start putting them into your body. Tobacco smoke contains an addictive drug called nicotine. Solvents are liquids used to dissolve substances to make them ready for use. Some solvents have a strong smell and evaporate easily. The vapour from solvents can be addictive. It causes severe damage to the lungs and brain and can kill, Other addictive drugs include marijuana, cocaine, heroin and ecstasy. These drugs cause damage to many different parts of the body, including the brain. Alcohol is also a drug that can become addictive, Alcohol interferes with the ability to think sensibly. In excess it may make people become bad-tempered and aggressive and can result in unconsciousness. The next day, someone who has drunk too much alcohol will feel unwell (have a hangover), Alcohol causes damage to the liver, which is an important organ with many functions, including cleaning some poisons out of the blood. GD «oo cece ccc ccccccceces 1. (a) Which gas is taken in from the air in the lungs? (1) (b) Which life process in the body uses this gas? () 2 (a) Name the addictive substance found in tobacco, ______. (1) (b) Give two ways in which alcohol can affect people. 1 : 2 z @ a4 eaeeecee ee eee ee Tesitim 3 How are the lungs adapted to increase the rate of gas exchange? 7 (2) 4. (a) Tobacco smoke contains tar. Explain how the tar causes breathing difficulties. 2 7 (2) (b) Give one other harmful affect of tobacco smoke on the body. 4) 5 Cocaine is an addictive drug. (a) What is meant by the term ‘addictive’? i (1) (b) Give one way in which drugs such as cocaine cause harm to the body. (1) Es q ES fe ce a g cs csA = ct O: Micro-organisms Not included in ISEB 11+ exams This topic is about micro-organisms. You need to know about the ways in which micro-organisms can cause disease and what can be done to prevent this. You need to be able to name some diseases caused by the different types of micro-organism. You also need to know about some ways in which micro-organisms can be helpful. Types of micro-organism Micro-organisms (sometimes called microbes) are living things that are too small to be seen without a microscope. There are three types of micro-organisms: @ bacteria © viruses © fungi. Harmful micro-organisms Some micro-organisms are harmful, © Bacteria and viruses reproduce very well in the warm, moist environment of the body, so one bacterial cell or virus can become millions very quickly and cause diseases. © Bacterial diseases include sore throats, food poisoning, whooping cough, typhoid and infections in wounds. @ Viral diseases include colds, flu, measles, chickenpox and HIV/AIDS. © Some fungi (moulds) cause food to spoil. Preventing and curing disease Many diseases are passed from person to person by touch or through the air, hygiene antiseptic vaccination To reduce the spread of disease we need to practise good hygiene: © At a personal level, e.g. washing our hands before eating, after using the toilet and after handling animals. © At home, eg. cleaning surfaces, especially in the kitchen and bathroom with an antiseptic solution. © Ata community level, eg. efficient disposal of rubbish, and cleanliness in hospitals and doctors’ surgeries. Antibiotics can be used to treat bacterial diseases but they do not work for viral diseases. This is why a doctor will not prescribe antibiotics for a cold or flu. Many viral diseases can be prevented using vaccination. This involves putting a small amount of harmless viral disease material into the blood, Special cells, called antibodies, are created by the body to fight the disease. These stay in the body so they are ready to fight the disease at any time. Helpful micro-organisms Some micro-organisms are helpful. © Bread, wine and beer are all made using yeast, a type of fungus. © Cheese and yoghurt are made using bacteria. © Fungi and bacteria (decomposers) break down dead plant and animal material in the vironment, clearing it away and recycling nutrients.GERD «2 ccc cccccccccccccee 1 What is a micro-organism? = oo 1 () 2 Name the three types of micro-organism. (3) 3 Name one disease caused by bacteria and one disease caused by viruses. Bacterial disease: Viral disease; —__ (2) GERD << ccc cccccces Test time: 05:00 4 Edward Jenner showed that a disease called smallpox could be prevented using vaccination. He put a small amount of a very similar disease, called cowpox, into a scratch on the arm of a young boy. He later exposed the boy to smallpox but he remained healthy. Explain how this process prevented the boy from developing smallpox. oe — (2) 5 When you visit a hospital, you are encouraged to clean your hands using an antiseptic gel. Explain why this is a good idea. - (1) 6 Yeast makes bread rise. In the right conditions, yeast carries out respiration and the carbon dioxide creates bubbles in the bread dough. Some children made some bread dough and put a small amount in measuring cylinders. They could measure how much the volume of the dough increased over time. Measuring linger fread ough Describe how they could use this method to find the best temperature for yeast to respire. Remember to say how they would make their investigation a fair test, ° 2 A ETest 1 Biology Test time: 15:00 1 Underline the word or phrase that best completes the following sentences. (a) An animal that eats only plant material is called A acarnivore B aherbivore C anomnivore Da vegetarian (b) The first living thing in a food chain is always A acamivore B aconsumer C_ apredator ~~ aproducer (2) 2 Write words in the gaps to complete the following passage. All the food and drink that we take in forms our__________. We need to eat a variety of foods to provide all the ______________ we need to remain healthy. Carbohydrates are a good source of _______________. There are two types of carbohydrate, starch and_______________ We should get most of our energy room toes eee (5) 3 Temporomanelbar Bony orbit =~ Mandible Look at the picture of a skull, {a) Name the two types of tooth shown by the labels. (gece eta EEE Boi eco EEE EEE (2) (b) Is this skull more likely to have come from a carnivore or a herbivore? Explain your answer. (2) 4 Peter says that he thinks that plants will grow better the more light they receive. {a) Tick one box to show the term that best describes Peter's statement. A aconclusion () B aprediction O C aresult O (1) E 4 % g i es Fy Ly 3Peter decides to carry out an investigation to find out how differences in light levels affect the growth of plants. (b) What is the independent variable in this investigation? (1) 2 FA cf 4 (c) Describe how Peter could carry out this investigation. (4) 5 Alfie and Paul looked at a tall tree. The tree had purple leaves. Alfie said that the tree had no chlorophyll in the leaves. Paul thought that the leaves must contain chlorophyll. Who do you think was right? Explain your answer. (3) Record your score and time here and at the start of the book.3) Chemistry: Properties and uses of materials What is chemistry? Chemistry is the study of materials and their properties. Understanding how materials behave in different circumstances allows people to design and make new things and create new materials. The world around us is full of things. Some of these are natural and some are man-made. Everything you can see, including yourself, is made up from materials. We could say that materials are the ‘stuff” from which things are made. If we want to make something, we need to choose the best material to make it from. To do this, we need to think about what our object needs to be able to do and choose materials that behave in the right way to make it from. For example, a tent needs to be made from a fabric that is light so that it can be easily carried and flexible so that it can be folded up, and waterproof so that it does not let the rai In the exam you might be asked to identify which materials have been used to make something and suggest why they were chosen. To do this well, you need to be able to spot the properties of some common materials and understand why they might be chosen to be used for specific tasks. Materials change over time. Sometimes that change is very slow and you might not notice it happening, for example the weathering of rocks, Sometimes you might notice changes taking place slowly, for example fruit ripening. Sometimes a change is very fast indeed, for example a gas explosion. You need to be able to answer questions about some of these changes and how they lead to the formation of new materials. Read the question carefully because you may find that important information is given to help you to answer the question well. ONT CoM TTR} In chemistry your child needs to be able to think about the nature of materials and how they change. Many changes result in the formation of new substances that are very different from the starting materials. This can seem a bit like magic. At 11+ the study of chemistry focuses largely on familiar materials and changes that your child will have experienced in everyday life. As with all science, the key to success is to develop understanding by being observant and thinking about what you notice. Pe emer cece reece ee eeceeeceeeseescenes You can help your child become more familiar with materials and their properties by looking at familiar objects and discussing what they are made from and why. Questions in the 11+ exam are often set in the context of everyday situations. Encourage your child to observe everyday changes, such as clothes drying on the line, cooking, fruit ripening or concrete etting, to help build awareness of how principles leamt in the classroom can be applied to real life.Setting the scene: Properties of materials Materials are what things are made from. Each material has different properties and the choice of material for a particular use will depend on its properties. In the exam, you might be asked to identify what material has been used to make a particular item and say why it was chosen. Properties There are many different properties of materials. All materials have several different properties. You need to be able to identify which properties make a material suitable for its purpose. Here are some key properties that you might come across. Make sure that you know what each of these terms means. A material might be: @ metal/non-metal @ strong/weak @ hard/soft @ rigid/flexible © waterproof/not waterproof ‘@ magnetic/non-magnetic @ thermal conductor/thermal insulator @ transparent/translucent/opaque @ electrical conductor/electrical insulator @ cheap to produce/expensive to produce. ‘The properties needed in a material for making electrical wiring, for example, would be: good electrical conductor, strong, flexible and not too expensive. 1 Choose one object in the room where you are now. On a separate sheet of paper write down the object, the material(s) used to make it and why you think these might have been chosen. Try to think of an alternative material that could have been used. Then think of a really silly choice and say why this would not work. Thinking about properties: Thermal insulation Materials that are good thermal insulators do not allow heat energy to pass through them easily whereas thermal conductors do allow heat to pass through them. Trapped air is a good thermal insulator. For example, the fluffy filling in winter jackets or duvets, double glazed windows and layers of fur or feathers on animals. Metals are good thermal conductors. 2 Ona separate sheet of paper, draw labelled diagrams to show how you could set up a fair test to compare two materials to see which one is the better thermal insulator. Remember to show how you would measure your dependent variable.B: Solutions This topic is about what happens when materials are mixed with water. You need to know about soluble and insoluble materials and the factors affecting how quickly materials dissolve. Mixing with water When materials are mixed with water, some dissolve (seem to disappear) and some do not. @ Substances that dissolve are soluble (e.g. salt, sugar). @ Substances that do not dissolve are insoluble (e.g. sand, chalk). @ Insoluble materials made from tiny particles float in the water and make a cloudy mixture called a suspension. dissolve soluble soluble suspension Solutions When a soluble substance dissolves in water or another liquid, the mixture is called a solution. A solution has two parts: solute @ the dissolved solid is called the solute solution @ the liquid is called the solvent. solvent ira ar Factors affecting the rate of dissolving There are three key variables (factors) that affect how quickly a substance will dissolve: @ The temperature of the solvent. @ The size of the particles of the solute. @ The amount of stirring. You may have carried out a fair test experiment to test the effect of these variables. For example how does the temperature of the water affect the time taken for sugar to dissolve? In this experiment: rr @ the independent variable is the temperature of the water @ the dependent variable is the time taken for the sugar to dissolve © the control variables are the volume of water, the mass of sugar, the crystal size of sugar and the amount of stirring. When we investigate the factors affecting how quickly a substance dissolves, we find the following patterns: = ao) © The warmer the solvent, the quicker the solute dissolves. © The smaller the crystals of solute, the quicker they dissolve. @ The more the mixture is stirred, the quicker the solute dissolves. ight be asked to draw and/or interpret a bar chart or line graph showing data eauecat io ane ee ener oe Nee eyConservation of mass When materials dissolve they do not disappear or change into anything new. They break up into tiny pieces, too small to see, and mix with the solvent. The mass of the solution is equal to the mass of the solvent plus the mass of the solute. For example, if 100g of water and 20g of sugar are mixed together, the mass of the sugar solution will be 120g. ata @eeoeeeeesceeceeceseseoeeecee 1 Imogen dissolves some crystals of copper sulfate in water to make a blue solution. In this solution what is (a)thesolfe fejthe solvent Sele eae eee eee (ay 2 Fill in the gaps in the following sentences. Two substances are mixed with water. Substance A dissolves to form a clear solution so itis 7 _.. Substance B forms a cloudy mixture and does not dissolve so itis 2 Test e@00eeeee e000 80 Oe festtime: 08:00 3 Some children carry out a test to find out how the size of sugar crystals affects the time taken to dissolve. They have three different sizes of crystals. They add some of each size to water in a beaker and stir. They measure the time taken for the crystals to dissolve. (a) What is the dependent variable in this experiment? (1) (b) Suggest three ways in which the children can make this a fair test. a @) 4 The results of an experiment are shown in the table. in Slow Z 60 Medium 28 “Fast paras Cae i 7 aa (a) Fill in the gaps in the table. (2) (b) Draw a bar chart on separate graph paper to show the mean results. (3) (c) What pattern is shown by these results? = aoee (2)C: Separating mixtures ‘A mixture is two or more materials mixed together but not chemically joined. The different parts of a mixture can therefore be separated. You need to be able to say which separation technique is appropriate to use in different situations and to be able to draw scientific diagrams to show the apparatus used. Separation techniques The important techniques that you need to know about for your 11+ exam are: @ sieving @ decanting @ filtration © evaporation. ee ea er ac Ta aera Sieving A sieve is used to separate a mixture of dry materials of different sizes, e.g, gravel and sand. The smaller particles will pass through the sieve and the larger ones will be left behind in the sieve. Sieving is also used to separate the different parts of soils (see topic G). Decanting Decanting is used to separate an insoluble solid from a liquid, when the solid sinks to the bottom of the container, e.g. sand and water. The mixture is left to settle. The liquid is then very carefully poured off, leaving the solid behind in the container. filtrate residue Filtration Filtration is used to separate an insoluble solid from a suspension, when the solid does not easily settle to the bottom of the container, for example chalk and water. A piece of filter paper is folded and placed in a filter funnel. The mixture is poured through. The liquid passes through the tiny holes in the filter paper. This is the filtrate. E H & 5 fe 3The insoluble solid stays behind in the filter. This is the residue. The apparatus for filtering is drawn like this: Fiter funnel Filter funnel Fiter paper Residue Fiter paper Residue Conical flask Beaker Fiteate Firate esas Evaporation Evaporation is used to obtain the solute from a solution, for example salt from salt solution or sea water, ‘The solvent is heated to evaporate the solvent. The solute is left in the container (usually an evaporating basin). The apparatus used to evaporate a solution is drawn like this: Evaporating basin Solution A Heat Do not heat the solution until it is completely dry as hot crystals will begin to spit out of the evaporating basin. Solutions can be left to evaporate slowly in a warm place such as a sunny windowsill. This method makes the solute form bigger crystals. entree ee ee gar oe eae the dissolved solute are small enough to pass through the filter paper.= S = q a 8 2 5 fa 3 Sometimes more than one separation technique is needed to separate a mixture fully. Think about the properties of the items in the mixture, e.g. a mixture of sand and salt, Sand is insoluble but salt is soluble. To separate this mixture: 1 Add water to the mixture and stir to dissolve the salt. 2 Filter the mixture. 3 Evaporate the water from the salt solution to obtain the salt. Train eoeceeceececeeceeceeceeecesocce 1 Ona separate sheet of paper, practise drawing and labelling the diagrams of the filtration and evaporation apparatus until you can draw them from memory. Remember to use a sharp pencil and a ruler. aia @oecceccccecccceceeeeee 2 What separation technique would you use to separate the following mixtures? (a) gravel and watery (b) dried pasta and salt ty (c) iron filings and sand) 3 After filtration, what name is given to (a) the material left in the filter paper a) (b) the liquid that passes through the filter paper? a4 @eeceeeeeeeeee ee ee festtime: 4 Some children want to find out how much salt there is in sea water. They weigh a sample of sea water and then heat it to evaporate the water.w (a) Suggest two safety precautions that the children should take. 1 — (1) 2 (1) (b) Why can filtration not be used to separate a mixture of salt and water? (2) (c) The sample of sea water weighed 100g. The children found that they had 3.5g of dry salts at the end. Calculate the mass of the water in the sample. Show your working. (2) Describe how you could separate a mixture of salt, sand and wood chips. ry ¢ 3 @ Es FAErma Emeric. D: Chemical changes 1: Burning and rusting Chemical changes are those that result in the formation of new materials. You need to know about rusting and burning as examples of chemical change. You need to be aware that most materials are made by chemical changes, either natural or man-made. Chemical changes all around us Most of the changes we observe in the world around us are chemical ones. Some chemical changes occur naturally, for example fruit ripening, digestion of food, photosynthesis. Some chemical changes occur due to man-made (synthetic) processes, for example superglue setting, making concrete, food cooking, plaster of Paris setting, making materials such as plastic. ar ar ae ee a ee ea a possible to change it back to the starting material(s). Physical changes are reversible. ee eee ater ees Important chemical changes Burning Chemical changes often release energy and in some cases we can make that fossil fuel energy useful. ih uel Materials that are burnt to release energy are called fuels. Examples include: wood, coal, cil, gas and candle wax. Coal, oil and gas are called fossil fuels because they were formed from the remains of dead plants and animals millions of years ago. We burn fuels in burning reactions to release energy to make electricity and for heating and cooking. In a candle the useful energy released is light. Burning needs a supply of oxygen from the air. You may have seen an experiment to show this when a candle is covered with an upturned jam jar. After a while the candle goes out because there is not enough oxygen left to keep it burning. The new materials formed when fuels are burnt are gases (carbon dioxide gas and water vapour), Burning is a non-reversible reaction. Once a fuel has been burnt we cannot turn the carbon dioxide gas and water vapour back into the fuel. Rusting ‘Some chemical changes are not helpful. Rusting makes iron and steel weaker. In certain situations, for example when steel is used to make bridges, this can be dangerous. lron reacts with air (oxygen) to form a crumbly brown material known as rust. Iron is the only metal that forms rust. Steel rusts because it contains iron,The nails only rusted in the control test tube where they were exposed to both air (oxygen) and water. Rusting is a non-reversible change. To prevent iron and steel from rusting it is necessary to stop oxygen and water from coming into contact with the surface of the metal. This can be done by: © painting the surface @ covering the surface with oil © covering the surface with a layer of plastic @ galvanising the surface. Dying agent, eg shcage Galvanising means to cover the surface in a thin layer of another metal, usually zinc. ana Try weeccccccesecsccecceeseee 1 For each of the changes below, state whether it is reversible or non-reversible. (a) cooking anegg_____(1) _(b)anice lolly melting ___ (1) (c)abanana ripening (1) (4) a pond freezing () (e) toast burning (1) 2 What isa fuel? (1) ills Ly 3 (a) State two conditions that must be present for iron or steel to rust. _ (2) (b) Sally's father says that his car rusts more quickly in the winter when there is salt on the road, Describe how Sally could find out if iron rusts more quickly in salty water than in ordinary tap water. (4) (c) Cars are coated with several layers of paint. How does this help to stop them rusting? a) 4 (a) What isa fossil fuel? (2) () (b) Name a solid fossil fuel. 9 2 3 S Es ra a FieE: Chemical changes 2: New materials and indicators Chemical reactions may be naturally-occurring or man-made, All chemical reactions result in the formation of new materials, some of which may be useful to us in a variety of ways. You need to be able to recognise the difference between natural and man-made (synthetic) materials. Making new materials Nearly all materials are made through chemical reactions. R chemist Naturally-occurring chemical reactions in the cells of living things faersrade make new materials for them to grow and reproduce. Sometimes this, creates materials that are useful for humans as well, for example wood, cotton, wool. naturally-occuring synthetic Many materials used to make everyday things are created by man-made (synthetic) processes. For example, plastics, paraffin wax, concrete. Chemists use chemical changes to make new materials that are useful. For example, Spencer Silver was working with chemical changes to make stronger glues for the space industry. While he was doing this he discovered the special ‘tacky’ glue used for sticky notes when an experiment did not turn out the way he expected. Ruth Berenito was an American chemist who saw that cotton fabrics were hard to care for because they became so crumpled and hard to iron when washed. She carried out experiments to find a way of coating the fibres of cotton fabric to stop them becoming so bent and tangled when they were put into water. Indicators All solutions can be described as being acidic, neutral or alkaline. acidic indicator © Acidic: lemon juice, vinegar. neutral alkaline extract, © Neutral: salt solution, sugar solution, pure water. © Alkaline: bicarbonate of soda solution, many cleaning products Safe acids taste sour. Safe alkalis may taste or feel soapy. Neutral substances are neither acidic nor alkaline. Many acids and alkalis are not safe to taste or handle 50 we use indicators to tell us whether a solution is acidic, neutral or alkaline. Indicators are substances, often extracted from natural materials, which react with acids and alkalis to give diagnostic colour changes. Litmus is pink in acidic solutions, blue in alkaline solutions and purple in neutral solutions, Litmus may be in the form of a solution or as test papers. @) Beaker A HF ooth strips show pink, the solution is acidic 8 Ifthe pink stip Stays pink and the blue strip stays blue ae | Beaker C If both strips show blue, the solution 'sakaine, the solution is neutralThe test papers will usually be either pink or blue. It is good practice to use one of each when testing a solution to make sure that you get the right answer. Another naturally-occurring indicator can be extracted from red cabbage: © Chop the leaves finely. @ Add water. @ Boil until the water becomes strongly coloured. @ Filter the mixture. Red cabbage extract is red in acidic solutions, purple in neutral solutions and green in alkaline solutions. aia @eeceeeeeeeeeeeeeeeeeeee 1 Underline the word that best completes the following sentences. (a) An example of a naturally-occurring material is A glass B paraffin wax C plastic D wood (b) An example of a synthetic material is A beeswax B clay C concrete D wool — (2) 2. What colour is shown by litmus solution when it is added to lemon juice? Explain your answer. (2) 3 Complete the table, showing whether each material is natural or man-made and suggesting ‘two uses for each, based on your knowledge of their properties. (5) 4. Chemists are working hard to find plant-based materials as alternatives to oil products for making plastics. Suggest one reason why this is necessary. — (7) 5 (a) Describe how you might extract the coloured pigment from some orange berries. (4) (b) It is found that the orange berry extract shows orange in acids, dark yellow in neutral liquids and paler yellow in alkalis. Would you consider this to be a good indicator? Explain your answer. (2) ® 9 = | q aé x} 3 Hi 5 € 3 Che F: Rocks There are many different types of rock making up the Earth. We can tell them apart by looking carefully at their appearance and physical properties, such as hardness and texture. You should be able to describe how sedimentary rocks form and how the remains of living things become fossilised. Types of rock Rocks are made up either from crystals of minerals or from grains of sand, silt or tiny shells. crystal fossil grain Rocks made from crystals igneous rock Rocks made of crystals (for example granite) were formed when hot, impermeable molten rock from deep inside the Earth came near to the surface or out | permeable of a volcano and then cooled. These rocks are called igneous rocks. sediment Rocks made of crystals are: sedimentary rock @ hard and cannot be scratched easily @ mostly impermeable (water cannot drain through them). Rocks made from grains Rocks made from grains are called sedimentary rocks. Some (for example sandstone) were made when sand and silt were carried to the sea by rivers. They settled to the bottom of the sea in layers called sediments. As more and more layers built up, the ones lower down bacome squeezed and turned into rock. Some sedimentary rocks (limestone and chalk) were made from the shells of billions of tiny sea creatures that sank to the bottom of the ocean when the animals died. Sedimentary rocks are: @ softer than crystal rocks and can be scratched more easily © permeable @ built up in layers, often of different colours. Fossils Fossils are made from the remains of living things that died millions of years ago. The remains fell into a lake or ocean and became covered by sediment. As layers of sediment built up the plant and animal remains were squeezed with the layers of sediment and turned into rock. Usually itis only the hard parts of an organism that become fossilised but very occasionally fossils are found with traces of soft parts such as skin or feathers. Sometimes the remains of an animal make an imprint in the sediment but then decay or are swept away by sea currents. The imprint then becomes filled with the next layer of sediment and the shape of the organism is all that remains in the rock. @®Atay eeecececececcecesceeceoeeceeee Pere 1 Use words from the box to fill in the gaps in the following sentences. Each word may be used once, more than once or not at al. crystals granite limestone sandstone sedimentary Rocks made up from_________ were formed when molten rock from deep inside the Earth cooled. Rocks made from layers of silt, sand or shells of sea creatures are called rocks, is a rock made from layers of sand, ______is made from the shells of tiny sea creatures. Fossils are found in__________ rocks. (5) 2 Rock A is a white rock that can be scratched easily. Rock B is a grey rock that is very hard and cannot be scratched easily. Which rock, A or B, is more likely to be made up from crystals?______ (1) rest Test time: 06:00 3. Describe two differences between the properties of sedimentary rocks and the properties of igneous rocks. = = (4) 4 Archaeopteryx was a bird-like creature that lived millions of years ago. It was first discovered as a fossil in Germany in 1861. The fossil showed the bones and feathers of the creature clearly. (a) What was unusual about this fossil? (1) (b) Describe briefly how the fossil of Archaeopteryx would have formed.aur = 3 G: Soils Soil is an important part of the environment. You need to know about the characteristics of some different types of soil. You also need to be able to describe how to separate soil particles of different sizes and how to compare the permeability of different soils, humus permeability What is soi Soil has four important parts: @ Particles of weathered rock. @ Remains of living things. @ Air spaces (plant roots and other organisms need air). © Water. Soils differ in several ways, including: @ the sizes of the rocky particles. @ the amount of once-living material (humus) in the soil. Humus Humus is the name given to the remains of living things that are mixed into the soil. When plants and animals die, their remains are broken down and taken into the soil by bacteria, fungi and animals such as worms. Humus has two important functions: @ It contains mineral salts that enrich the soil and help plants to grow well. @ It helps to hold water in the soil so that plants can take it up into their roots. Separating soil particles Particles in soil samples can be separated according to their size in two ways. 1. Dry samples can be separated using a set of soil sieves. Each layer keeps back a different size of particles, largest at the top and smallest at the bottom. 2 Asample of soil and water can be placed in a jar with a screw lid. The jar is shaken. The largest particles settle to the bottom first and the rest follow in order of size with the smallest at the top, Particle size and permeability The permeability of a soil is the rate at which water drains through it. This can be tested by placing a sample in a funnel over a measuring cylinder. Water is poured in. The permeability is measured by seeing what volume of water has drained through in a given time (for example one minute). The larger the particles, the quicker water drains through.soll semple: doth to stop soil blocking the funnel water that Mosca through nal prt have sl Large parties have ig Spaces totven ten ‘pues beween tem owe ernotdan Titer crane trough essiy trough easy Soil types There are three main soil types with different properties. ‘sand — mostly large particles, drains fast, plants may suffer from lack of water. Clay - mostly very small particles, drains very slowly, air spaces may become clay flooded. Clay soils can be moulded into different shapes. loam sand Loam — soil with an even mixture of different sized particles and plenty of humus, water drains well but some is held by the humus. Loam is the best type of soil for plants to grow in. 1 (a) What is humus? (2) (b) Give two benefits of having humus in a soil. 1 2 (2)2 — x} z g Es Z Es £ E 2 i 2 Name three different types of soil. ____ (3) GEMM «oe cc ccc cccccce Test time: 11:00 Some children were investigating soils. They took dry samples of soil and separated the particles using sieves. Each sample weighed 25g. Here are their results. w ion | xl jo (a) Complete the table by calculating the missing value. (1) (b) Complete the bar chart below by drawing bars to show the mass of large, medium and ‘small particles for Soil A. (3) % Key Bure Bet Medium = Dismait ie = SollA Soll Sole () loam (1) (ii) clay sol? (1) (4) Which soil would have the quickest drainage rate? Explain your answer, (3)4 Some children compared the permeabilities of two soils. They put a scoop of each soil into a funnel, set in a beaker. They poured water in both funnels and left them for one minute. They compared the volume of water in the beakers. (a) How would their results tell them which soil was the most permeable? (1) (b) Suggest two ways in which they might have improved their investigation. 1 2 (2) (c) impermeable soils often contain very few earthworms. Suggest a reason for this. 2) S10S 9E x} i 5 5 5 Test 2 Chemistry Test time: 24:00 1 Underline the word or phrase that best completes the following sentences. (a) An example of a synthetic material is A cotton B polythene C_ timber D_ wool (b) Different sized particles in a sample of dry soil are best separated by A decanting B filtering C sieving D~ washing (c) The change of state from a vapour to a liquid is called A condensation B evaporation C freezing D_ melting (d) Feathers are good thermal insulators because they A area natural material B come from birds C feel light D trap air (4) 2 (a) Farm gates made from steel are often galvanised to stop them rusting. Explain what is meant by the term 'galvanising’ and how the process protects the gate. : —_— (2) (b) The frame of a bicycle is protected from rust with paint. The chain is protected with oil. Suggest why oil is better than paint to protect the chain. - (2) 3 Sara was investigating some water from a river. (a) There were lots of tiny pieces of plant material floating in the water. In the space draw a labelled diagram of the apparatus Sara should use to remove the plant material from the water. (4) (b) Sara wanted to find out if there were any materials dissolved in the river water. What method could she use to find out? — (2) 4 (a) Name the measuring device used to find the temperature of an object. a) (b) What is meant by the term ‘freezing point’? (1) (c) What is the boiling point of water? (1)5. Some children were investigating burning. They weighed a candle and then lit it. They let it burn for 30 minutes and then carefully put out the flame. s They weighed it again. 3 (a) Fill in the gaps in the following sentences. < Burning isa_____________ change. The wax of the candle is the _________ For burning to take place oxygen from the also needed. (3) (b) How would you expect the mass of the candle to change in this experiment? Explain your answer. (4) 7 Here is a key that can be used to identify rocks. Look at it carefully and then answer the questions. A 8 € Is the rock very hard? Yes, No Does the rock have isthe wok cypstlsin it? white? Yes Yes Te he aya ge Canyousee enough to see without | [ihe wk made avais of sand in ‘ahand les? pot tn layers? the rock? Z S i \w ra a (a) Which rock is hard and made up from crystals that are large? ___ (1) (b) What is the difference between sandstone and shale? q) (c) Use the information in the key to show the features of slate. (3) Record your score and time here and ES 7 at the start of the book.e Physics: Forces, light, sound, electricity and space What is physics? Physics is the study of how things work. In your physics lessons you will have learnt about different types of forces and the ways in which forces affect the movement of objects. You will have studied how sound and light help us to make sense of the world around us and communicate with each other. You will have probably done experiments to explore shadows and reflections and learnt about how to take care of your ears and eyes. In physics you will also have learnt about how to make simple electric circuits, the effect of changing the components in the circuit and how to use electricity safely. Finally you will have had the opportunity to learn about space, especially the solar system to which planet Earth belongs. You have been experiencing how things work ever since you were a very tiny baby. When you are answering questions in physics, it often helps if you stop and think about your own experience and imagine what you would see, hear or feel in the situation in the question. These ‘thought experiments’ give you an opportunity to sort your ideas out and present them in a concise and clear way. In the exam you may be asked to describe particular physics experiments or to work with data from an investigation. Make sure that you read the question carefully to make sure that you understand what you are being asked to do. Sometimes you will need to do some simple calculations. You may use a calculator but remember to check that your answer is reasonable and redo the calculation if it seems to be wrong. If you are asked to draw a circuit diagram, remember to use a sharp pencil anda ruler. ENR ote} The study of physics at this level draws strongly on experience. Physics lessons are an opportunity to think about the phenomena that are part of everyday life and to think about $ what causes them to happen. The key to success in answering physics questions in the exam is to enhance these links to your child's experience and to focus on working things out rather than giving set answers from memory. This can be supported by making a point of wondering why or how things happen on a day-to-day basis and encouraging the application of the concepts studied in class to as many real-life situations as possible. It is also helpful to encourage your child to 3 explain ideas and observations clearly and concisely, using scientific vocabulary as much as possible, so that they develop the language needed to answer exam questions.