CAMBRIDGE LOWER SECONDARY SCIENCE 7: TEACHER’S RESOURCE

ELS Workbook Answers

Unit 1 Cells
Topic 1.1 Plant cells Topic 1.2 Animal cells
Exercise 1 Parts of a plant cell Exercise 1 Using connecting words
a The layer on the outside of a plant cell is a All plant cells have a cell wall but animal cells
called the cell wall. do not.
b The thin layer between the cell wall and the b An animal cell has a cell membrane and a
cytoplasm is the cell membrane. plant cell also has one.
c The clear jelly that fills most of a cell is called c Every cell needs a nucleus because this
cytoplasm. controls the activities of the cell.
d The large space inside the cell is the sap d Both animal cells and plant cells have
vacuole. It contains cell sap. cytoplasm.
e The round, dark structure inside the Exercise 2 Describing an activity
cytoplasm is the nucleus.
D B C A E
f The green structures inside the cytoplasm are
chloroplasts.
g The cytoplasm also contains mitochondria. Topic 1.3 Specialised cells
Exercise 2 Singular and plural nouns Exercise 1 Describing functions
a The singular of mitochondria is a The function of a red blood cell is to transport
mitochondrion. oxygen around the body.

b Each cell contains only one nucleus but may b The function of a ciliated cell is to move mucus
have many chloroplasts. up and away from the lungs.

c All cell walls contain cellulose. c The function of a root hair cell is to absorb
water and minerals from the soil.
d Chloroplasts contain chlorophyll.
d The function of a neurone is to carry electrical
Exercise 3 Limitations signals.
The microscope gives a clear picture of the e The function of a palisade cell is to make food
cells.  by photosynthesis.
The microscope only works well when I place it
next to the window.  ✓ Exercise 2 Carry and carry out
The microscope does not magnify the cells as a Red blood cells are specialised to be able to
much as I want it to.  ✓ carry oxygen around the body. To help them
to carry out this function, they contain a red
The microscope is easy to use. 
pigment called haemoglobin.

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b Neurones carry electrical signals from one Topic 1.4 Cells, tissues and
part of the body to another. Each neurone has
a long axon and many small dendrites. These organs
help them to carry out their function. Exercise 1 Avoiding the word ‘it’.
c Ciliated cells carry out the function of keeping a In this sentence, ‘it’ means the leaf.
the lungs clean. They have cilia that sweep
mucus upwards, to carry dust and bacteria b In this sentence, ‘it’ means a tissue.
away from the lungs. c In this sentence, ‘it’ means the circulatory
system.

Exercise 2 Vocabulary practice

Word Meaning

spongy layer a group of organs working together to carry out a function

a tissue found in animals but not in plants, which helps to

ciliated epithelium
sweep mucus up from the lungs

lower epidermis the layer of cells that covers the underside of a plant leaf

a tissue made up of cells containing chloroplasts, with large air

onion epidermis
spaces between the cells

organ a structure made up of several different types of tissue

organ system a tissue that covers each layer inside an onion bulb

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Unit 2 Materials and their structure

Topic 2.1 Solids liquids and gases Topic 2.2 Changes of state
Exercise 1 Singular and plural Exercise 1 Boiling and evaporation
a A liquid takes the shape of the container it Boiling and evaporation are both changes of state.
is in. In both boiling and evaporation, a liquid changes
to a gas.
b Gases are easy to compress.
The particles in a liquid are always moving.
c Particle theory explains the properties of the Some particles move faster than others. Even
three states of matter. when the liquid is quite cold, some of the fastest
d The arrangement of particles is different in particles escape and fly off to form a gas. This
solids, liquids and gases. gas is called water vapour. This process is called
evaporation.
Exercise 2 Properties If you heat the liquid, it can reach a temperature
at which all the particles are moving so fast that
State of matter
Property the whole liquid starts to turn into a gas. This
Solid Liquid Gas temperature is called the boiling point of the
liquid. The hot gas is called steam.
keeps the same
✓
shape Exercise 2 Making predictions
can be poured ✓ ✓ a If you heat a liquid enough, it will boil.
fills its container ✓ or
A liquid will boil if you heat it enough.
can be
✓
compressed b If you cool a liquid enough, it will freeze.
Note that the headings for the last two rows can be or
in either order. A liquid will freeze if you cool it enough.
c If you cool a gas enough, it will condense.
Exercise 3 Vocabulary practice
or
a It is easy to change the volume of a gas, but
A gas will condense if you cool it.
not a solid.
d If you heat a solid to its melting point, it will
b In a gas, the particles are a long way apart.
melt.
c The particles in a solid vibrate in the same or
place.
A solid will melt if you heat it to its melting
d There are no particles in a vacuum. point.
e Liquids can flow from one place to another.
f The particle theory helps to explain the
properties of the three states of matter.

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Exercise 3 Naming and using scientific apparatus

a

Name Diagram of apparatus Use

3 4

1. measuring
measuring time
cylinder

5 3
2. clamp stand measuring temperature

4 5
supporting apparatus
3. thermometer
above a burner

1 2
supporting apparatus
4. timer
above the bench

2 1

measuring the volume

5. tripod
of a liquid

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b When you read a volume on a measuring f The more you cool a gas, the less quickly its
cylinder, read the scale at the bottom of the particles move.
meniscus. Make sure that your eyes are level
with the meniscus. Exercise 2 Vocabulary practice
When you want to find the boiling point of a Transferred
a liquid, heat it until it is boiling vigorously
Then use a thermometer to measure the b Evaporating
temperature. c Attractive forces
d Expand
Topic 2.3 Explaining changes
e Fixed pattern
of state
Exercise 1 The more..., the more…
Topic 2.4 The water cycle
a The more you heat a solid, the more space its
particles take up. Exercise 1 Describe and explain
a Describe what happens at B.
b The more you heat a solid, the more energy the
particles have. b Explain what happens at B.
c The more you heat a liquid, the more the c Describe what happens at C.
particles move.
d Describe what is shown by arrow A.
d The more you cool a liquid, the less energy its
particles have. e Explain what happens at C.

e The more you heat a gas, the more volume it f Explain what happens at A.
takes up.

Exercise 2 Water cycle vocabulary

Descriptions Words

water that soaks into the soil and rocks precipitation

water that flows across the ground and into lakes, rivers and
groundwater
the sea

the loss of water vapour from the leaves of plants surface run-off

water falling as snow, rain, hail or sleet transpiration

Topic 2.5 Atoms, elements and d Smaller

the Periodic Table e Smaller

Exercise 1 Comparatives and f Argon, potassium and calcium

superlatives g Lithium
a Hydrogen
h Li
b Larger
i Silicon, phosphorus, sulfur, oxygen and argon
c Al

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Topic 2.6 Compounds and d The name of a compound is written in words

but the formula uses symbols.
formulae
e Elements are made of a single kind of atom
Exercise 1 Naming compounds but compounds are made of two or more
a Sodium chloride kinds of atom bonded together.

b Hydrogen sulfide
Topic 2.7 Compounds and
c Water
mixtures
d Carbon monoxide
Exercise 1 Using active and passive
Exercise 2 Connecting words verbs
a The formula for carbon dioxide is CO2 because b Heating evaporates off the water.
it contains one atom of carbon and two atoms
c Many kinds of particles make up a mixture.
of oxygen combined together.
d Air contains several different gases.
b Sodium is a very reactive element but when it
combines with sodium it forms a much less e The teacher heats iron filings and sulfur
reactive compound. together.
c Magnesium oxide contains magnesium and f Pure water contains only water.
oxygen combined together.

Exercise 2 Naming and using scientific apparatus

Diagram of
Name Use
apparatus

evaporating container for a liquid – you can

basin heat and evaporate water from it

tongs supporting an evaporating dish

pipe-clay
safely holding something hot
triangle

protecting your eyes from

safety glasses
splashes

supporting apparatus above a

tripod
burner

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Unit 3 Forces and energy

Topic 3.1 Gravity, weight and b The pull of gravity acts towards the centre of
the Earth.
mass
c You can use a formula triangle to see how
Exercise 1 Connecting words to calculate any of the three quantities in an
a We do not fall off the surface of the Earth equation.
because the gravity of Earth is strong. d Amal doesn’t fall through the chair because
b Weight is measured in newtons but mass is the contact force from the chair is equal to his
measured in kg. weight.

c The chair does not fall through the floor e Mass is the quantity of matter in an object.
because the floor pushes up on the chair with a
force equal to its weight.
Topic 3.2 Formation of the
d Mass and strength of gravity on Mercury are Solar System
much less than they are on Earth.
Exercise 1 Using active and passive
e If you travel to a planet with a mass larger verbs
than the mass of Earth, your mass stays the
same but your weight increases. b The results of the experiment provide evidence
to support our hypothesis.
Exercise 2 Vocabulary practice c The evidence contradicts your idea.
a You need to use a good-quality force meter,
and read the scale carefully, to make sure you d Clouds of dust and gas form stars.
measure the weight accurately. e The teacher observed the experiment.

Exercise 2 Solar System vocabulary

Descriptions Words

a way of representing an object or process orbit

a circular path nebula

a flat surface (that can be imaginary) model

a cloud of dust and gas in space axis

turn round and round in the same place spin

a real or imaginary line that something spins around plane

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Topic 3.3 Movement in space c The orbits of the planets are almost circular.

Exercise 1 Comparatives and d Gravity keeps the planets in orbit around

the Sun.
superlatives
a Jupiter has the largest mass of all the planets e Air resistance acts in the opposite direction to
in our Solar System. an object’s movement.

b The strength of gravity on Mars is smaller

than that on Earth. Topic 3.4 Tides
c The speed at which Mercury orbits the Sun Exercise 1 Answering questions
is larger / faster than the speed at which the b The difference in water depth between high
Earth orbits the Sun. and low tides.
d The pull of the Sun on the planets gets smaller c 12 hours
as you travel towards the outer edge of the
Solar System. d Because there is no water in them.

e The Sun has the strongest gravity in the Solar e Because the Moon is closer to Earth.
System.
Exercise 2 Vocabulary practice
f Neptune has the smallest speed of orbit of all The pull of the Moon and the Sun on Earth causes
the planets a tidal force. Tides are most noticeable in coastal
areas, because we can easily see how the sea level
Exercise 2 Getting the words in the changes along the shore.
right order
Tidal forces affect the land as well as the sea. The
a There is no air resistance in space. land rises and falls just a tiny amount each day.
or These changes in the height of the land are called
earth tides.
In space there is no air resistance
Earth tides may affect the eruption of volcanoes.
b A vacuum is a place with no particles in it. They may also affect earthquakes.
or
A place with no particles in it is a vacuum.

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Topic 3.5 Energy

Exercise 1 Describing stores of energy

Description Store of energy

energy stored in a squashed spring kinetic

energy of movement chemical

energy stored in substances such as

electrical
carbohydrates or fuels

energy transferred by something that

sound
is vibrating

energy from luminous objects light

energy stored in hot things, or

thermal
moving from a hot thing to a colder one

energy that something has because

elastic
it is high up

energy transferred as current flows in gravitational

a circuit potential

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Exercise 2 Using the correct units c Kinetic energy changes to sound energy and
thermal energy.
a newtons, N
Any description of an event that involves
b joules, J this change, such as a falling ball hitting the
ground and causing itself and the ground to
c kilograms, kg
get warmer.
d Gravitational potential energy changes to
Topic 3.6 Changes in energy kinetic energy then to sound energy.
Exercise 1 Modal verbs Any description of an event that involves this
a Water can be heated by burning fuel or using change, such as a rock falling off a cliff and
heat from the Sun. hitting the ground.

b Energy changes can sometimes be dangerous.

Topic 3.7 Where does energy go?
c We can use diagrams to represent changes in
energy. Exercise 1 Writing sentences about
energy dissipation
d A car must use fuel to make it move.
a If 40% of the electrical energy supplied to
e To make something happen, energy must be the light bulb changes to light energy, 60% is
transferred or changed. dissipated as heat.

Exercise 2 Describing energy changes If energy is transferred, some energy is always

wasted as heat.
b Chemical energy changes to thermal energy
If energy is lost as heat to the environment, it
and light energy.
cannot be recovered.
Any description of an event that involves this
If only 25% of the energy is changed in a
change, such as a burning fuel.
useful way, 75% is wasted.
b Learners’ answers

Unit 4 Grouping and identifying organisms

Topic 4.1 Characteristics of living All types of organism are able to produce
new organisms like themselves, which is called
organisms reproduction.
Exercise 1 Vocabulary practice All organisms need to take in nutrients, in a
process called nutrition. Some of these nutrients
Jumbled words Correctly spelt words
are used to make new cells, for growth. Some
nioerprudoct reproduction nutrients are broken down inside cells in a process
onratesrpi respiration called respiration, to provide energy for the
organisms to use. Some of this energy is used
evtnemom movement for movement.
nointturi nutrition Organisms are able to detect changes in their
environment – a characteristic called sensitivity.
wghtro growth
Lastly, all organisms need to get rid of toxic and
vitssyenit sensitivity unwanted substances, which is called excretion.
txecoiren excretion

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Topic 4.2 Viruses c More

Exercise 1 Verbs with ‘out’ d Wider

a Viruses cannot carry out any of the e Shiniest

characteristics of living things except f Widest
reproduction.
b I cannot finish making my model of a virus Topic 4.4 Using keys
because I have run out of modelling dough.
Exercise 1 Using modal verbs
c Scientists use electron microscopes to find out
about very small things. a You should work through each question in
turn when you are using a key.
d He used the evidence to work out that viruses
contain protein. b When you use a key to identify an organism,
you should not try to identify more than one
e If we run out of vaccines, then more people
organism at the same time.
will get influenza.
f This scientist was the first to find out that c A dichotomous key should not / cannot have
influenza viruses contain RNA. more than two choices each time.

g I am going to use the internet to find out which d A key should not have too many different
kind of virus causes colds. questions.
e A good dichotomous key can help you to
Topic 4.3 What is a species? identify an organism quickly.

Exercise 1 Vocabulary practice Topic 4.5 Constructing keys

All jaguars belong to the same species but they
are not identical to one another. There is variation Exercise 1 Writing questions to use in
between individual jaguars. Scientists have measured a key
different specimens of jaguar and have found that Accept any suitable question.
they vary in size, colour and the pattern of their spots.
In a zoo, a jaguar will sometimes mate with a b For example: Does the leaf have jagged edges?
leopard. Their offspring are infertile. In order to c For example: Does the leaf have a darker edge
produce fertile offspring, an animal must breed running all the way round it?
with another member of its own species.
d For example: Is the leaf shaped like a
Exercise 2 Using comparatives teardrop?
and superlatives e For example: Does the leaf have four
a Longest horizontal ‘fingers’ on each side?
b Longer, narrower (in either order) f For example: Does the leaf have a curved
outline?

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Unit 5 Properties of materials

Topic 5.1 Metals and non-metals Topic 5.2 Comparing metals and
Exercise 1 Describing properties non-metals
Description Property
Exercise 1 Vocabulary practice
Zara wants to find an easy way to distinguish
Many metals reflect light when between metals and non-metals. She decides to
shiny
they are polished. find out if they can conduct electricity.
Some metals can withstand a She builds this circuit.
strong
large force without breaking.
Metals can be pulled out into a
ductile
long wire.
Some non-metals shatter if you
brittle cell
drop them onto a hard surface.
Many metals make a ringing
sonorous
sound when you hit them.
Metals can be hammered into
malleable
different shapes.
switch lamp material
Metals allow electricity to flow
conducting being tested
through them.
Pieces of iron can form north Zara puts the first material to test in the circuit
and south poles that attract one magnetic and attaches the crocodile clips. If the lamp
another. does not light, she checks that there is a good
connection between the material and the crocodile
Most non-metals do not allow clips. If the lamp still does not light, she decides
insulating
electricity to flow. that the material is a non-metal.
It is difficult to scratch or dent
hard Exercise 2 Connecting words
the surface of a metal. Accept any sentences that use the given connecting
words as well as making a correct statement about
metals and non-metals.

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Topic 5.3 Metal mixtures

Exercise 1 Answering questions that
have question words
Questions Answers

What are aluminium alloys used for? They are stronger.

Which metals are used to make an aluminium alloy? For making aeroplanes.

How are aluminium alloys better than pure

They are light and strong.
aluminium?

Why are aluminium alloys used for making Aluminium, magnesium and
aeroplanes? copper.

Exercise 2 Answering questions that as in a pure metal, which makes the alloy
have command words stronger. ✓

a Name the elements that are used to make c Give one use of bronze.
steel. Answer 2: Making statues ✓
Answer 1: carbon and iron ✓ d Two metals are mixed together to make
b Explain why alloys have properties that are an alloy. Describe how this affects the
different from the metals used to make them. arrangement of particles in the metals.
Answer 2: Their particles are different sizes, so Answer 1: The regular arrangement of
they are not arranged in regular rows. So the particles is disrupted, so they are not in neat
particles can’t slide over each other as easily rows. ✓

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Topic 5.4 Using the properties of

materials to separate mixtures
Exercise 1 Naming and using scientific
apparatus
Diagram of
Name Use
apparatus

separating an
filter funnel insoluble solid
from a liquid

cooling a gas to
filter paper change it to a
liquid

condenser holding a liquid

holding a liquid
conical flask and supporting a
funnel

holding a solution
so that it can be
beaker
heated to remove
water

holding filter paper

evaporating dish so that a liquid can
be poured into it

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Topic 5.5 Acids and alkalis b An indicator can show whether one substance
is more acidic / less acidic than another.
Exercise 1 Using modal verbs
c The universal indicator went purple in this
a We must be careful when using acids, because liquid and red in the other one, so this one is
acids can be dangerous. If you get acid on more alkaline.
your skin, you should / must rinse your skin
with lots of water. d The litmus paper turned red in the lemon juice
but not in the water, so the lemon juice has a
b You can / will find alkalis in many cleaning lower pH than the water.
products. If a strong alkali gets onto your skin,
it can / will harm it. Alkalis can be diluted with e Alkalis are higher on the pH scale than acids.
water. This makes them less harmful.
Exercise 2 Recording observations and
Exercise 2 Vocabulary practice conclusions in a table
a Acid Substance Colour with pH
universal
b Corrosive
indicator
c Irritate lemon juice orange 2 to 4
d Flammable tap water green 7
e Alkali vinegar red 1
f Toxic cleaning fluid purple 13
g Harmful
fizzy drink orange-red 2
h Oxidising
sea water blue-green 8 to 9

Topic 5.6 Indicators and the

pH scale
Exercise 1 Comparatives
a This liquid is neutral, so its pH is lower than
that of the alkali.

Unit 6 Earth physics

Topic 6.1 Sound waves Conclusion: Sound waves move more easily
through the taut string than the slack string.
Exercise 1 Observations and
conclusions Exercise 2 Vocabulary practice
a Observation: cannot hear the bell after all the Vibrating – moving backwards and forwards
air is removed from the jar quickly, over and over again.

Conclusion: Sound cannot travel through a Loudness – how noisy a sound is, its volume.
vacuum. Pitch – how high or low a sound is.
b Observation: When the string is held taut Medium – something that contains particles that
Marcus can hear Arun, but he cannot hear sound can travel through.
him if the string is slack. Speed of sound – it is about 1200 km per hour.

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Topic 6.2 Reflections of sound Accept a correct sentence about currents in

magma causing the continents to move.
Exercise 1 Using the verb reflect
e Magma is found under the oceans but not
correctly
under the continents.
a The sound of the trumpet reflects off the wall. ✓ Not correct. ✗
The wall reflects the sound of the trumpet. ✓ Accept a correct sentence about magma being
The trumpet reflects its sound on the wall. ✗ found under both the oceans and the
The sound of the trumpet is reflected by continents.
the wall. ✓
The sound reflects onto the wall. ✗ Topic 6.4 Changes in the Earth
b You hear an echo because sound is reflected Exercise 1 Spelling practice
by a surface. The Earth’s crust is made of many tectonic plates,
When the bell rings, the wall reflects sound which meet at plate boundaries. Where one plate
from the bell. dives underneath another, there is a subduction
zone. The great forces produced here can cause
Bats find their food by detecting sound waves
earthquakes. If the earthquake has a large
reflected from insects.
magnitude, it can cause a lot of damage to cities
and roads.
Topic 6.3 Structure of the Earth Cracks or fractures in the Earth’s crust can also
Exercise 1 Correcting statements about form at plate boundaries, allowing magma to rise
up and form volcanoes. Once it is on the surface,
the structure of the Earth this liquid rock is called lava. Some volcanoes
a The mantle is the deepest layer in the Earth. that were active in the past are now ‘sleeping’ or
Not correct. ✗ dormant. Other volcanoes will never erupt again,
and they are said to be extinct.
Accept a correct sentence about the mantle or
a correct sentence about the deepest layer in When two tectonic plates push against each other,
the Earth. they can make the Earth’s crust crumple up. This
forms fold mountains.
b The outer part of the Earth’s core contains
molten iron but the inner core is solid.
Topic 6.5 Solar and lunar eclipses
Correct. ✓
Exercise 1 Using adjectives
c The Earth’s crust is made up of several
tectonic plates that can move around. a Opaque
Correct. ✓ b Opaque
d Continental drift is caused when strong water c Solar
currents cause the continents to move.
d Lunar
Not correct. ✗
e Partial

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Unit 7 Microorganisms in the environment

Topic 7.1 Microorganisms Exercise 2 Food web vocabulary
Exercise 1 Unusual singular and plural a A producer is an organism that makes food,
using energy from sunlight.
words
a Bacteria are a type of single-celled b A consumer is an organism that gets its energy
microorganism. by eating producers or other consumers.

b Mushrooms, toadstools and yeast are fungi. c Animals that eat only plants are called
herbivores.
c If you look at pond water through a
microscope, you may be able to see protozoa d Animals that eat other animals are called
and algae. carnivores.

d A virus is smaller than a bacterium. e Lions kill and eat zebras. Lions are predators
and zebras are the lions’ prey.
e This protozoan has a cell like an animal cell.
f The arrows in a food chain show the
f A fungus spends most of its life as microscopic direction of energy transfer from one
threads underground. organism to the next.

Exercise 2 Vocabulary practice g A diagram showing many interconnecting

food chains is called a food web.

colony of colony of Topic 7.3 Microorganisms and

bacteria
fungi decay
Exercise 1 Comparatives and
Petri dish sterile agar jelly superlatives
a Arun put more water onto piece C than onto
piece B.
Topic 7.2 Food chains and webs
b Piece A was the driest piece of bread of the
Exercise 1 Active and passive verbs three.
a Grass snakes eat tadpoles. c At the end of the experiment, piece B was
Egrets eat grass snakes. mouldier than piece A.
Tadpoles are eaten by grass snakes. d The mouldiest piece of bread was piece C.
Grass snakes are eaten by egrets.
Exercise 2 Writing sentences about
b Grass → springbok → lions microorganisms and decay
c Accept any three sentences describing the food Accept any correct sentences that follow the
web, using the word eat. sentence starters. Look for correct spelling and
grammar in each sentence, as well as correct
d Accept any three sentences describing the food science.
web, using the words are eaten by.

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Topic 7.4 Microorganisms in food webs

Exercise 1 Using ‘if’ and ‘will’ to make b Accept any scientifically correct sentence, with
predictions correct spelling and grammar. For example:
If there are no decomposers, the dung will
a Accept any four suitable predictions that use
build up and not be decayed.
the words if and will, and that are correct
according to the food web. If dead organisms do not decay, there will be
fewer nutrients for the plants.

Unit 8 Changes to materials

Topic 8.1 Simple chemical Changing from liquid to ice is a physical change. C

reactions When potassium is put into water, bubbles are

produced. O
Exercise 1 Positive and negative When I put a lighted splint into the tube, there is a
statements squeaky pop. O
a In a chemical reaction, new substances are The gas is hydrogen. C
formed.
When iron and sulfur are heated together, a new
b When you mix iron and sulfur together substance is formed. O
without heating them, iron sulfide is not Now you cannot separate the iron from the sulfur. O
produced.
A chemical change has taken place. C
c Burning is a chemical reaction.
d Reactants are not formed by a chemical 8.2 Neutralisation
reaction.
Exercise 1 Verbs, nouns and adjectives
e In a mixture of iron and sulfur, the two a
elements are not combined. Verb Noun
react reaction
f The new substances that are formed after a
chemical reaction has happened are called neutralise neutralisation
products.
filter filtration/filtrate
g Accept any two suitable sentences.
digest digestion
Exercise 2 Observations and
conclusions b Acids have a low pH. If a solution has pH
When magnesium is burnt in oxygen, a white lower than 7, it is acidic.
powder is formed. O Marcus filters the mixture of soil and water
The white powder is a new substance, and it by pouring it through some filter paper. The
cannot be changed back to magnesium and liquid that runs through the paper is the
oxygen. O filtrate.
A chemical change has taken place. C Neutralisation happens when an acid and
When liquid water is cooled below 0°C, it changes alkali are mixed together. If you use a burette
to ice. O to add the correct quantity of acid to an
alkali, you can make a neutral solution.
If you heat the ice, it changes back to liquid water. O

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 CAMBRIDGE LOWER SECONDARY SCIENCE 7: TEACHER’S RESOURCE

Exercise 2 Naming and using scientific apparatus

Name Diagram of apparatus Use

carefully adding
conical flask measured volumes of
a liquid

container for a liquid

burette that can also support a
filter funnel

supporting filter paper

filter funnel so a liquid can be
poured through it

protecting your eyes

safety glasses
from splashes

beaker container for a liquid

Topic 8.3 Investigating acids Topic 8.4 Detecting

and alkalis chemical reactions
Exercise 1 Language for planning Exercise 1 Naming chemicals
experiments a Hydrochloric acid
a A variable is something that can change. b Copper oxide
When you do a fair test experiment, you must
only change the independent variable. c Carbon dioxide

b Sofia investigates remedies for indigestion. She d Copper sulfate

wants to find out which indigestion powder is
e Universal indicator
best at neutralising an acid. Her independent
variable is the kind of indigestion powder that f Sodium hydroxide
she uses. The dependent variable is the number
of spatulas of powder that she has to add to g Hydrogen peroxide
the acid to neutralise it. h Silver nitrate

19 Cambridge Lower Secondary Science 7 – Mary Jones & Sally Burbeary © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 7: TEACHER’S RESOURCE

Unit 9 Electricity
Topic 9.1 Flow of electricity c If there is a gap in the circuit it will not allow
current to flow.
Exercise 1 Active and passive verbs
d You can use an ammeter to measure the
b A battery pushes electrons around a circuit. current in a circuit.
c Negative charges repel other negative charges. e This circuit can / will be used to make a buzzer
work.
d The positive terminal of a battery attracts
electrons. f If you do not close the switch in the circuit,
the bell will not ring.
e There are several ways this can be written, for
example: g In a circuit diagram, you must not draw lines
The movement of electrons in a circuit going through the components.
produces a current. h If the electrons move faster, the current will
or increase.
When electrons move in a circuit, they produce
a current. Topic 9.3 Measuring the flow
f Metals conduct electricity because their of current
electrons are free to move.
Exercise 1 Making predictions
g People holding a loop of string can model the
a If the electrons move faster, the current will
components in an electrical circuit.
increase.
b If you put the ammeter in a different place
Topic 9.2 Electrical circuits in the series circuit, the current will stay the
Exercise 1 Modal verbs and making same.
predictions c If there is a gap in the circuit, the current will
a When you draw a circuit diagram, you must become zero.
use the correct circuit symbols.
d If the electrons move more slowly, the reading
b You can show this circuit by drawing the on the ammeter will decrease.
components, or by using circuit symbols.

20 Cambridge Lower Secondary Science 7 – Mary Jones & Sally Burbeary © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 7: TEACHER’S RESOURCE

Exercise 2 Vocabulary practice – circuit components

Component Name Symbol Use
switch measures current
ammeter
1 : 27 lights when a
battery lamp current flows
through it
provides energy
cell to make current
flow
switch lamp
to break or close
ammeter
the circuit

Topic 9.4 Conductors and Topic 9.5 Adding or removing

insulators components
Exercise 1 Putting words in the Exercise 1 The more..., the more...
correct order a The more cells in the circuit, the greater / more
a Conductors allow current to flow. the current.

b Insulators do not allow current to flow. b The more lamps in the circuit, the smaller /
less the current.
c Electrons can move freely in a conductor.
c The more lamps in the series circuit, the less
d Electrons cannot move freely in an insulator. bright they look.
e All metals are conductors. d The more cells in the circuit, the more
f Plastic is an insulator. electrical energy carried by the electrons.
e The more lamps in the circuit, the more slowly
the electrons move.

21 Cambridge Lower Secondary Science 7 – Mary Jones & Sally Burbeary © Cambridge University Press 2021