CAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary Science Mary Jones, Diane Fellowes-Freeman & Michael Smyth |Cambridge Assessment D irrnatiet ceaon Endorsed for learner supportYour Access Code This code gives you access to your digital resource. Please scratch the panel lightly to reveal the code beneath (a c: How do | activate my digital resource? leal for ‘+ Please log in at cambridge.org/go and then click on ‘Add new resources’ to use the access code above. + Need to register? Create your account at cambridge.org/go and then click on ‘Add new resources’ to use the access code above. Terms and conditions: + This access code will give you 1 year’s (12 months’) access to the digital resource starting from the day you first use the code. + This code can only be used once, is personal to you, and cannot be reused by anyone else. ‘+ Full terms and conditions are available at: cambridge.org/go/terms_of_useCAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary Science WORKBOOK 7 Mary Jones, Diane Fellowes-Freeman & Michael SmythCAMBRIDGE UNIVERSITY PRESS ‘University Printing House, Cambridge CB2 8BS, United Kingdom (One Liberty Plaza, 20th Floor, New York, NY 10006, USA, 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314-221, 3d Floor, Plot 3, Splendor Forum, Jasola istrict Centre, New Delhi ~ 110025, nda 179 Anson Road, #06-04/06, Singapore 079906 (Cambridge University Pressis part ofthe University of Cambridge. It furthers the University’s mission by disseminating knowledge inthe pursuit of ‘education, learning and research at th highest international levels of excellence. sw wccambridge org Information on this Gil: www.cambridgeorg/9781 108742818 “© Cambridge University Press 2021 ‘This publication isin copyright. Subject to statutory exception and to the provisions of rekvant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Second edition 2021 21918171615 16131211 10987654321 Printed in Mataysia by Vivar Printing A catalogue record for this publication is available from the British Libary ISBN 978-1-108-74281-8 Paperback with Digitel Access (I year) (Cambridge University Press has no responsibility forthe persistence or accuracy of URLS for ‘extemal or third-party internet websites referred to in this publication, and does not guarantee ‘hat any content on such websites is, or will remain, accorate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the agcuracy of such information therotter ‘Cambridge International copyright material inthis publication is reproduced under licence and remains the intellectual property of Cambridge Assessment Intecational Education. “The exercises in this Workbook have becn written to cover the Biology, Chemistry, Physics, Earth and Space and any appropriate Thinking and Working Scientifically learning objectives from the Cambridge Lower Secondary Science curriculum framework (0893). Some Thinking tnd Working Scientifically karning objectives andthe Seience in Context learning objectives Ihave not been covered in this Workbook. NOTICE TO TEACHERS IN THE UK ese reproduc ary part hs workin mater orm ein ‘photocopying andelectroni storage) except under the following eteumstances (©) where you are abiding bya ieace granted to your school or institution by the Copyright Licensing Agency: - (i) wher ohne xt, o whe you win to excel te raat esacs and ou have gained the written permission of Cazbridge University PFS ()_ where you at allowed to reproduce without permission wna th eee ins Chapter 3 ofthe Copyright, Designs and Patents Act 1988,» aaitayant the reproduction of shor passages within cerein 1yP25 21 ‘eproduetion for the purposes of setting examination 4Contents > Contents 1 Cells 4.1 Plant cells 1.2. Animal cells 1.3 Specialised cells 1.4 Calls, tissues and organs 2 Materials and their structure 2.4 Solids, liquids and gases 2.2 Changes of state 2.3 Explaining changes of state 2.4 The water cycle 25 Atoms, elements and the Periodic Table 2.6 Compounds and formulae 27 Compounds and mixtures 3 Forces and energy 3.1. Gravity, weight and mass 3.2. Formation of the Solar System 3.3 Movement in space 3.4 Tides 35. Energy 3.6 Changes in energy 3.7 Where does energy go? 4 Grouping and identifying organisms 4.4 Characteristics of living organisms 42. Viruses 4.3 What isa sp 4.4 Using keys 45 Writing keys 2 16 al 26 30 32 34 38 a2 48, 52 55 59) 63 66 70 14 16 81 87Contents > 5.1 5.2 53 54 55 5.6 61 62 63 64 65 7A 72 73 74 at 82 83 84 94 92 93 94 95 Properties of materials Metals and non-metals. Comparing metals and non-metals Metal mixtures Using the properties of materials to separate mixtures Acids and alkalis Indicators and the pH scale Earth physics Sound waves: Reflections of sound The structure of the Earth Changes in the Earth Solar and lunar eclipses Microorganisms in the environment Microorganisms Food cha Microorganisms and decay Microorganisms in food webs ind webs Changes to materials Simple chemical reactions Neutralisation Investigating acids and alkalis Detecting chemical reactions Electricity Flow of electricity Electrical Measuring the flow of current Conductors and insulators Adding and removing components its 89 92 97 103 105 109 112 118, 120 122 125 129 133 140 142 147 152 161 164 166 168 170 172How to use this book >» How to use this book ‘This workbook provides questions for you to practise what you have learned in class. There is a topie to match each topic in your Learner's Book. Each topic contains the following sections: Focus: these questions help you to master the basics. ———————___» Practice: these questions help you to become more confident in using what you have learned. ——_______y ; these questions will make you think very hard ———————>> Acknowledgements The authors and publishers acknowledge the following sources of copyright material and are grateful Jor the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or fo trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting Thanks to the following for permission to reproduce images. Cover Mchmet Hilmi Barcin/GI; Inside Unit 3 SCIEPRO/GI; Daniel Dickman/GI; Print Collector/GI; Universal History Archive/GI; Unit 4 Buena Vista Images/GI; Suneet Bhardwaj/GI; by kind permission of Seshadri K.S; Jill Ferry/GI; Corbis/VCGI/GI; Geoff Jones (x2), Unit 7 Staffan Widstrand/GI; Maxime RiendeawGi; John Joslin/500px/GI; Unit 8 Raymond Gehman/GI; NoSystem images/GI GI-= Getty ImagesExercise 1.1A Structure of a plant cell Focus This exercise will help you to learn the names of the parts of a plant cell. Complete the labels on the plant cell. Use these words. cell wall cell membrane cytoplasm _ mitochondrion nucleus sap vacuole chloroplastExercise 1.1B Drawing and labelling | a plant cell Practice In this exercise, you will practise making and labelling a clear, simple diagram: Marcus makes a drawing of a plant cell. waelens Marcus's teacher gives him a list of three things he needs to do, to improve his drawing, Seuueeeo + Make sure each label ine touches | the ctructue iti lateling + Take care io got the shapes and proportions correct + Do not shade or colour your deawing,1.1 Plant cells 1 Write down two more ways that Marcus can improve his labels. 2 Inthe space below, draw and label a better diagram of the same plant cell.1 Cells 5 Exercise 1.1C Different plant cells Challenge In this exercise, you will practise making comparisons. ‘You will also think about why plant cells are not all the same. ‘The diagrams show two plant cells. Plant cell A. Plant cell B. 1 Describe three differences between Plant cell A and Plant cell B. The first difference has been started for you. First difference: Plant. cel] A has ......... but Plant cell B Second difference: Third difference: 2 Suggest which cell comes from a leaf. Explain your suggestion