Term 1

Revision Pack

Physics
Year 7

Student Name:
 Science Department
Term 1 - 2023/2024
Physics- Year 7

Unit 3: Forces and energy

Lesson 1: Gravity, weight and mass
Q (1):The strength of gravity on Earth is 10 N/kg. The strength of gravity on the Moon is
2 N/kg. The equation for weight, gravity and mass is:
Gravity in N/kg × mass in kg = weight in N [w=m×g]

1 Calculate the weight of a 55 kg person on Earth.

_______________ N
2 Write down the mass of a 55 kg person on Earth.
_______________ kg
3 Calculate the weight of a 55 kg person on the Moon.
_______________ N
4 Write down the mass of a 55 kg person on the Moon.
_______________ kg
5 A television camera has a weight of 20 N on the Moon. Calculate its mass.
_______________ kg

Q (2):The strength of gravity on the Moon is less than the strength of gravity on Earth.
Decide whether each of these statements is correct or incorrect. Then give a reason for each.
1 If you go to the Moon, your weight will be less than on Earth.
Reason:
_________________________________________________________________________
2 If you go to the Moon, your mass will be less than on Earth.
Reason:
_________________________________________________________________________
3 The same objects will feel heavier on the Moon than on Earth.
Reason:
_________________________________________________________________________
4 You could throw a ball higher on the Moon than on Earth.
Reason:
_________________________________________________________________________
5 Your rocket will need more force to take off from the Moon than from Earth.
Reason:
_________________________________________________________________________

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 Unit 3: Forces and energy
Lesson 2: Formation of the solar system
Q (1):
a. Read this statement.
“Scientists think that the Solar System formed from a cloud of dust and gas.”
Which word describes this statement? Underline the correct answer.
[Measurement – hypothesis – investigation – observation]

b. Name the force that pulls particles of dust and gas together in space. ___________

c. Scientists did not see the Solar System forming. Complete the following sentence using a
word from the list [model – conclude – test – measure]
Scientists use computers to _______________ the formation of the Solar System.

Q (2):
1. In this exercise you will think about how scientists work.
There are some clouds of dust and gas in space that can be seen from Earth.
Write the name for a cloud of dust and gas in space. ___________

2. When scientists see stars forming, what is this called?

Underline the correct answer. [an observation – a prediction – a conclusion – a measurement]

3. Scientists can compare stars forming in different clouds of dust and gas at different places
in space. When comparing the stars, which of these can’t be made?
Underline the correct answer.[Observation – fair tests – conclusions – predictions]

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 Unit 3: Forces and energy
Lesson 3: Movement in space

Q.1
a. A spacecraft is travelling from the Moon to Earth. The space between the Moon and
Earth contains no particles. Choose the name given to a space that contains no particles.
[solid – gas – vacuum – liquid]

b. Choose the force that acts to slow the spacecraft in the air around Earth, but does not act
on the spacecraft in space. [gravity – air resistance – weight – pull]

Q.2 In this exercise you will think about what affects movement in space.
Some spacecrafts were launched from Earth between the years 1972 and 1977. They were
designed to take photographs of the planets. These spacecrafts are now far outside the Solar
System. These spacecrafts do not have engines, but they are keeping a constant speed. Why are
they able to keep constant speed? Underline the correct answer.
[They have no mass – there is no air resistance – they have no energy – they have no weight]

Q.3
1. In this exercise you can demonstrate deeper understanding of how objects
move in space.

The Space Shuttle was a type of spacecraft designed to take people into space.
It was launched on a rocket with very powerful engines.
Explain why very powerful engines are needed to go from Earth into space.
_____________________________________________________________
_____________________________________________________________

In space, the speed of the Space Shuttle was very fast.

When the Space Shuttle came back to Earth, its speed decreased very suddenly.
Most of the force for slowing the Space Shuttle did not come from engines.
Describe how the Space Shuttle was able to slow down so much, without engines.
_____________________________________________________________
_____________________________________________________________

Unit 3: Forces and energy

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 Lesson 4: Tides

Q.1
1. In this exercise you will recall some facts about tides and what causes them.
Which of these causes high and low tides to happen on Earth? Underline the correct answer.

a. air resistance
b. gravity from the planets only
c. tidal forces from the sun only
d. tidal forces from the sun and moon

2. It is high tide in a harbour.

Write the number of hours until the next high tide in the same harbour ____________
Write the number of hours until the next low tide in the same harbour ____________

Q2. In this exercise you will think about the times of the tides.
It is high tide in a harbour at 05:00, when a boat goes out. The boat cannot use the harbour at
low tide. At what time(s) can the boat not get back into the harbour? Underline the correct
answers.
[11:00 same day – 17:00 same day – 05:00 next day – 17:00 next day]

Q3.
In this exercise you will think about the forces causing the tides. The Moon’s gravity causes
tides on Earth.
1. A force caused by gravity from the Moon makes the tides. Complete the sentence using the
best word. This force is called a _________________ force.

2.
a. The diagram shows the Moon and Earth.
Draw an arrow to show the direction of the
force which causes tides at position A on
Earth.

b. Explain whether position A has a high tide or a low tide.

_____________________________________________________________________________
_____________________________________________________________________________

c. The time at position A is now 08:00.Give the time of the next tide of the same type at
position A. ________________

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 Unit 3: Forces and energy
Lesson 5: Energy

Q1.Write the number of the energy that matches the description as shown.

Q2.
(a) Complete the sentences. Use the correct words for different forms of energy.

1.Food is a store of ……………………… energy.

2.A book lifted up onto a shelf has a store of……………………… energy.
3.The Sun transfers ……………………… energy and……………………… energy to Earth.
4.A musical instrument transfers ……………………… energy to our ears.

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 Unit 3: Forces and energy
Lesson 6: Changes in energy
Q1.Complete the energy diagrams to show the energy changes in each of these processes.

Q2.The picture shows a jumping toy. When the toy is pushed down, a
spring inside the toy is squeezed tight. When the toy is released, it
jumps up from the surface. It reaches a height of about 10 cm before it
falls down again. It does not jump again until pushed.
Describe the energy changes that happen in this toy.

1. When the toy is pushed down.

____________________________________________________________________________
2.When the toy is in the jump.
____________________________________________________________________________
3. When the toy comes down onto the surface.
____________________________________________________________________________

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 Unit 3: Forces and energy
Lesson 7: Where does energy go?
Q1.
In this exercise you will recall some words about where energy goes, and their spellings.
1.____________ must be transferred to make something happen.
(6 letters, starts with E)
2. Energy that can be kept for a long time is ___________________ energy.
(6 letters, starts with S)
3. Energy that we want is called ___________________ energy.
(6 letters, starts with U)
4. Energy that we do not want is called ___________________ energy.
(6 letters, starts with W)
5. Energy that is wasted cannot be______________________.
(9 letters, starts with R)
6. Energy that spreads out and becomes less useful has _________________.
(10 letters, starts with D)
7. Three forms of energy that spread out and cannot be used again are:
___________________ (5 letters, starts with L)
___________________ (7 letters, starts with T)
___________________ (5 letters, starts with S)
8. Although energy can be wasted, it can never be ________________.
(9 letters, starts with D)
Q2.
In this exercise you will think about the forms and quantities of energy that are wasted.
1. A machine transfers 80% of the energy it uses to wasted energy.
Calculate the percentage of useful energy transferred by the machine. Show your working.
____________________________________________________________________________

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2. A petrol (gasoline) engine in a car transfers 25% of the energy it uses to useful energy.
a. Calculate the percentage of the energy transferred to wasted energy. Show your working.
____________________________________________________________________________
b. Suggest two ways that energy is wasted by the car engine.
____________________________________________________________________________
____________________________________________________________________________

Unit 6: Earth Physics

Lesson 1: Sound Waves
Q1.
(a) Zara is playing the violin. Sofia hears the sound from the other side of the room.
What must happen for Sofia to hear the sound? Tick (√)between brackets.

Objects in the room vibrate. [ ]

Particles in the air vibrate. [ ]

Particles outside the room vibrate. [ ]

The air moves from the violin towards Sofia. [ ]

(b) For each of these statements, write ‘true’ or ‘false’.

Sound travels through solid wood. _____________

Sound travels through water. _____________
Sound travels through a vacuum. _____________
(c) Use words from the list to complete the sentence.
[vibrate – a vacuum – solids – particles – a gas – liquids]

Sound does not travel though ___________ because there are no ________________.
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Q2.
(a) A sound is sent from the bottom of a ship. The sound goes down through the water, as
shown in the diagram.

What happens in the sound wave? Tick (√) one sentence.

Particles in the water do not move. [ ]

Particles in the water vibrate from side to side. [ ]

Particles in the water vibrate up and down. [ ]

Particles in the water vibrate randomly. [ ]

(b) Explain why sound does not travel in a vacuum.

_____________________________________________________________________________

(c) A loudspeaker is playing loud music. Sofia holds her hand in front of the loudspeaker
cone. Describe what Sofia will feel when the music is playing.

___________________________________________________________________________
Q3. (a) The speed of a sound wave in air is 340 metres per second. The speed of a sound
wave in solid concrete is 2950 metres per second. Use ideas about particles to suggest
reasons for the difference in speeds.

_____________________________________________________________________________
___________________________________________________________________________

(b) People who work beside aeroplanes wear ear protection. Explain why loud sounds can
damage people’s ears.

_____________________________________________________________________________
_____________________________________________________________________________

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 Unit 6: Earth Physics
Lesson 2: Reflection of sound
1. What is the name for a reflected sound wave? Tick (√) one box.
Sound
Vibration
Echo
Note

2. Which of these will be best at reflecting sound? Underline the correct answer.
[a large tree - tall grass - a flat wall - a sandy beach]

3. The speed of sound in air is 340 metres per second. Sofia stands 85 metres away from a tall
cliff. She bangs a drum loudly.
Calculate the time, in seconds, until she hears the echo of the drum. Use the equation:
Distance∈meters Show
Time∈ seconds=
Speed ∈meters/ seconds
your working.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________________

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 Unit 6: Earth Physics
Lesson 3: Structure of the Earth
1. Label the parts of the Earth shown in the diagram. Use these labels. [crust - inner core -
mantle - outer core]

2. Which parts of the Earth are made of:

a. the metals iron and nickel
_______________________________

b. solid rock
_______________________________

c. molten (hot liquid) rock and metal

_______________________________

d. solid iron and nickel?

_______________________________
3. In 1912, Alfred Wegener developed the idea of continental drift.
Explain what is meant by ‘continental drift’.
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
4. Describe the evidence that led Wegener to this idea.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

5. Some people did not believe Wegener’s idea because he could not explain how continental
drift happened. What theory was developed in the 1960s that explained this idea?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

6. How did this theory explain the idea of continental drift?

____________________________________________________________________________
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____________________________________________________________________________
____________________________________________________________________________

Unit 6: Earth Physics

Lesson 4: Changes in the Earth
1. What name is given to the line where tectonic plates meet? Tick (√) one box.

Plate boundary
Plate edge
Middle of the plate
End of the plate

2. What name is given to violent movement between two tectonic plates? Underline one word.
[storm - volcano - earthquake – flood]

3. The map shows the South American

tectonic plate. Mark on the map where:

a. an earthquake would be most likely on

land; use the letter E.
b. a volcano would be most likely under
water; use the letter V.
c. fold mountains could be forming on
land; use the letter M.

4. The magnitude of an earthquake is measured on a times 10 scale.

Every time the magnitude number increases by 1, earthquake becomes 10 times stronger.
For example, a magnitude 5 earthquake is 10 times stronger than magnitude 4.
a. How many times stronger is magnitude 6 than magnitude 5?
__________________________________________________
b. How many times stronger is magnitude 7 than magnitude 4?
__________________________________________________

5. Earthquakes can happen under the oceans.

a. State where these earthquakes are most likely to occur under the oceans.
____________________________________________________________________________
b. Earthquakes under the oceans can occur hundreds of kilometres from land.
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Explain how these earthquakes can result in damage on land.
____________________________________________________________________________
____________________________________________________________________________
Unit 6: Earth Physics
Lesson 5: Solar and lunar eclipses
1. Draw straight lines to match the object to the correct property.

2. What is formed when an opaque object blocks rays of light? Tick (√) one box.

Reflection
Shadow
Light
Sound

3. Use the words from the list to complete the sentences. [the Sun - the Moon - the Earth]

a. A solar eclipse happens when _______________ comes between ______________ and

_____________.

b. A lunar eclipse happens when _______________ comes between ______________ and

_____________.

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♥ Best of Luck ♥

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