9781107613331 Jones, Fellowes-Freeman and Sang: Cambridge Checkpoint Science Coursebook 7 Cover.

C M Y K

Cambridge Checkpoint

Cambridge Checkpoint Science

Science
Coursebook 7
Mary Jones, Diane Fellowes-Freeman and David Sang
This captivating Coursebook provides coverage of stage 7 of Mary Jones, Diane Fellowes-Freeman and David Sang
the revised Cambridge Secondary 1 curriculum framework. It is
endorsed by Cambridge International Examinations for use with
their programme. The series is written by a highly experienced Cambridge Checkpoint

Science
author team.
The Coursebook is easy to navigate, with each learning topic
covered by a double-page spread. Concepts are clearly explained
and followed by stimulating activities and questions to test students’
understanding.

Coursebook
The Coursebook contains:
r
language accessible to students of a wide range of abilities
r
coverage of the Scientific Enquiry section of the syllabus integrated

Coursebook 7
throughout the text, with activities designed to develop all the
necessary skills
r
questions throughout each topic to reinforce understanding
– questions that ask students to think about applications and
implications of the concepts are indicated on the pages
r
end of unit questions to prepare students for the Progression test
r
a student reference section, including advice on carrying out
practical work and recording results.
Answers to the questions are included on the Teacher’s Resource

Jones, Fellowes-Freeman and Sang

CD-ROM 7.

Other components of Cambridge Checkpoint Science 7:

Workbook 7 ISBN 978-1-107-62285-2
Teacher’s Resource 7 ISBN 978-1-107-69458-3

Completely Cambridge – Cambridge

resources for Cambridge qualifications
Cambridge University Press works closely
with Cambridge International Examinations as parts of the University
of Cambridge. We enable thousands of students to pass their
Cambridge exams by providing comprehensive, high-quality,
endorsed resources.
To find out more about Cambridge International Examinations visit
www.cie.org.uk
Visit education.cambridge.org/cie for information on our full range
of Cambridge Checkpoint titles including e-book versions and

7
mobile apps.
Mary Jones, Diane Fellowes-Freeman
and David Sang

Cambridge Checkpoint
Science
Coursebook

7
CAMBRIDGE UNIVERSITY PRESS
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Cambridge University Press
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© Cambridge University Press 2012

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and to the provisions of relevant collective licensing agreements,
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First published 2012

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N O T I C E TO T E AC H E R S
References to Activities contained in these resources are provided ‘as is’ and
information provided is on the understanding that teachers and technicians
shall undertake a thorough and appropriate risk assessment before
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for any loss, injury, claim, liability or damage of any kind resulting from the
use of the Activities.
 Introduction

Welcome to your Cambridge Secondary 1 Science course!

This book covers the first year, Stage 7, of the Cambridge Secondary 1 Science
curriculum. At the end of the year, your teacher may ask you to take a test called a
Progression Test. This book will help you to learn how to be a good scientist, and
to do well in the test.

The main areas of science

The book is divided into three main sections, each one dealing with one of three
main areas of science. These are:

Biology – the study of living organisms

Chemistry – the study of the substances

from which the Earth and the rest of the
Universe are made

Physics – the study of the nature and

properties of matter, energy and forces.

There are no sharp dividing lines between these three branches of science.
You will find many overlaps between them.

Learning to be a scientist
During your course, you will learn a lot of facts and information. You will also
begin to learn to think like a scientist.
Scientists collect information and do experiments to try to find out how things
work. You will learn how to plan an experiment to try to find out the answer to a
question. You will learn how to record your results, and how to use them to make
a conclusion.
When you see this symbol SE , it means that the task will help you to develop
your scientific enquiry skills.

Using your knowledge

It’s important to learn facts and scientific ideas as you go through your science
course. But it is just as important to be able to use these facts and ideas.
When you see this symbol A+I , it means that you are being asked to use your
knowledge to work out an answer. You will have to think hard to find the answer
for yourself, using the science that you have learnt. (A+I stands for Applications
and Implications.)

3
 Contents

Introduction 3

Biology Chemistry
Unit 1 Plants and humans as organisms Unit 5 States of matter
1.1 Plant organs 6 5.1 States of matter 68
1.2 Human organ systems 8 5.2 Particle theory 70
1.3 The human skeleton 10 5.3 Changing state 72
1.4 Joints 12 5.4 Explaining changes of state 75
1.5 Muscles 14 End of unit questions 78
1.6 Studying the human body 16 Unit 6 Material properties
End of unit questions 18
6.1 Metals 80
Unit 2 Cells and organisms 6.2 Non-metals 82
2.1 Characteristics of living organisms 20 6.3 Comparing metals and non-metals 84
2.2 Micro-organisms 22 6.4 Everyday materials and their
2.3 Micro-organisms and decay 24 properties 86
2.4 Micro-organisms and food 26 End of unit questions 88
2.5 Micro-organisms and disease 28 Unit 7 Material changes
2.6 Plant cells 30
2.7 Animal cells 32 7.1 Acids and alkalis 90
2.8 Cells, tissues and organs 34 7.2 Is it an acid or an alkali? 92
End of unit questions 36 7.3 The pH scale 94
7.4 Neutralisation 96
Unit 3 Living things in their environment 7.5 Neutralisation in action 98
3.1 Adaptations 38 7.6 Investigating acids and alkalis 100
3.2 Food chains 40 End of unit questions 102
3.3 Humans and food chains 42 Unit 8 The Earth
3.4 Pollution 44
3.5 Ozone depletion 46 8.1 Rocks, minerals and soils 104
3.6 Conservation 48 8.2 Soil 106
3.7 Energy resources 50 8.3 Igneous rocks 108
End of unit questions 52 8.4 Sedimentary rocks 110
8.5 Metamorphic rocks 112
Unit 4 Variation and classification 8.6 Weathering 114
4.1 What is a species? 54 8.7 Moving rocks 116
4.2 Variation in a species 56 8.8 Fossils 118
4.3 Investigating variation 58 8.9 The fossil record 120
4.4 Classifying plants 60 8.10 The structure and age of the Earth 122
4.5 Classifying vertebrates 62 8.11 The geological timescale 124
4.6 Classifying invertebrates 64 End of unit questions 126
End of unit questions 66

4
 Contents

Physics Reference
Unit 9 Forces and motion Laboratory apparatus 180
Units 181
9.1 Seeing forces 128 How to measure a length 181
9.2 Forces big and small 131 How to measure a temperature 182
9.3 Weight – the pull of gravity 134 How to measure a volume of liquid 182
9.4 Friction – an important force 136 How to construct a results table 183
9.5 Air resistance 138 How to draw a line graph 184
9.6 Patterns of falling 140 Glossary and index 185
End of unit questions 142
Unit 10 Energy Acknowledgements 191
10.1 Using energy 144
10.2 Chemical stores of energy 146
10.3 More energy stores 148
10.4 Thermal energy 150
10.5 Kinetic energy 152
10.6 Energy on the move 154
10.7 Energy changing form 156
10.8 Energy is conserved 158
End of unit questions 160
Unit 11 The Earth and beyond
11.1 Day and night 162
11.2 The starry skies 164
11.3 The moving planets 166
11.4 Seeing stars and planets 168
11.5 The Moon and its phases 170
11.6 A revolution in astronomy 172
11.7 400 years of astronomy 174
11.8 Journey into space 176
End of unit questions 178

5
 1.1 Plant organs

This map shows where plants cover the surface of the Earth. The map was
made using information collected by a space satellite.

rainforest
grassland and forest
desert
ice

Most plants are green. This is because they contain a green pigment (colouring)
called chlorophyll. Chlorophyll absorbs (takes in) energy from sunlight.
Plants use this energy to make food. All the food that is eaten by animals was
originally made by plants.
Plants give out oxygen during the daytime. The oxygen in the air, which almost
all living things need to stay alive, was all made by plants.

Questions
1 Look at the map. Explain why some parts of the map are shown in
dark green, and some parts are light green.
A+I 2 There are very few plants in the brown parts of the map. Suggest why
there are not many plants in these places.
A+I 3 Find the place where you live on the map.
a What does the map tell you about the plants that cover the part of
the world where you live?
b Do you agree with the information on the map about your part of
the world? Explain your answer.
A+I 4 Animals can only live on Earth because there are plants on Earth.
Explain why.

6 1 Plants and humans as organisms

 1.1 Plant organs

The structure of a plant Flowers are reproductive

A plant is a living thing. Another word organs. They produce
for a living thing is an organism. seeds, which can grow
into new plants.
The parts of an organism are called
organs. The diagram shows some of
the organs in a flowering plant.

Leaves are the food factories

of the plant. They absorb
The stem holds the leaves and
energy from sunlight, and
flowers above the ground.
use it to make food.

Questions
A+I 5 Why do you think roots branch
out into the soil? You may be
able to think of two reasons. The roots hold the
A+I 6 Suggest why many leaves are plant firmly in the
very broad and thin. soil. They absorb
water and minerals
from the soil.
Activity 1.1
Pressing a plant
Your teacher will help you to find a complete, small plant.
1 Wash the roots of your plant carefully. Try to get rid of all the soil, but
don’t damage the roots.
2 Carefully place the plant on a sheet of newspaper. Spread it out so that all
of its parts are as flat as you can make them.
3 Put another sheet of newspaper over the top of your plant. Put a heavy
weight on it to press the plant flat.
4 Leave your plant for at least a week to dry out.
5 Put your plant into your notebook and stick it down with some strips of sticky
tape. Label the different organs, and write down what each of them does.

Summary
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1 Plants and humans as organisms 7

 1.2 Human organ systems

We have seen that the different parts of plants are called organs. Animals also
have organs.
For example, an eye is an organ. The heart is an organ, and so is the brain.
The organs in a human work together in teams. A group of organs that work
together is called an organ system.

The digestive system

When you eat or drink, food goes into mouth
your digestive system. This is a long
tube that runs all the way through the
body. Food usually takes between one liver
and three days to travel from one end
of the tube to the other. stomach

Most of the food is broken down pancreas

into tiny particles inside the digestive
system. The breaking down is called small
digestion. The tiny particles move intestine
out of the digestive system, through its
large intestine
walls. They move into the blood. The
(colon)
blood carries them to every part of
the body.
rectum

Questions
1 Look at the diagram of the digestive
arteries
system. Write down, in order, the artery to
to body
organs that food passes through as it lungs
moves through the digestive system.
2 Some of the food you eat is not vein from
broken down into tiny particles in the lungs
A+I digestive system. Suggest what happens
heart
to the food that is not broken down.
veins from
body
The circulatory system
The circulatory system transports
substances all over the body. It is made
up of tubes called blood vessels. These
tubes contain blood. The blood is pumped
around the circulatory system by the heart.

8 1 Plants and humans as organisms

 1.2 Human organ systems

The nervous system brain

The nervous system helps different
parts of the body to communicate
spinal cord
with one another. Signals travel along
nerves from the brain and spinal cord
to all the other body organs. nerves
Sense organs are also part of the
nervous system. For example, your
eyes sense light. Signals travel from
your eyes to your brain.

The respiratory system

The respiratory system is where
oxygen enters your body and carbon
dioxide leaves it. All of your cells need
oxygen, so that they can respire.
This is how they get their energy. trachea
When cells respire, they make carbon (windpipe)
dioxide, which is a waste product.
lung
Air moves down a series of tubes,
until it is deep inside the lungs. This
is where oxygen moves into your bronchus
blood. Carbon dioxide moves out of
ribs
the blood and into the lungs. The air
containing this carbon dioxide moves
out of the lungs when you breathe out. diaphragm

Questions
3 Explain how nerves help the different organs in the
body to work together.
4 Why do all cells in the body need oxygen?
5 Describe the function of the lungs.

Summary
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1 Plants and humans as organisms 9

 1.3 The human skeleton

Your skeleton supports your body and

helps it to move. It also protects some cranium
of the soft organs inside you.
The diagram shows the main bones in vertebral column
the skeleton.
clavicle
scapula

sternum

humerus rib

ulna

radius

pelvic girdle

carpals

femur
This is an X-ray of a mink.

Questions
1 List three functions of the skeleton. tibia
A+I 2 Look at the diagram of the skeleton. How
are the bones in the arms and legs similar?
A+I 3 How many ribs does a person have? fibula
(Remember that there are the same
number on both sides of the body.)
A+I 4 As well as supporting the body, some
bones protect other organs. Name the
bones that protect: brain, heart and lungs.
A+I 5 Look at the X-ray of a mink. Do you
think a mink has the same bones as a
human? What evidence do you have for
your answer?

10 1 Plants and humans as organisms

 1.3 The human skeleton

Activity 1.3
Do long bones break more easily than short bones?
SE In this experiment, you will use drinking
straws instead of real bones.
You will measure the force needed to make
the straw bend, rather than break.
The diagram shows how you will find the
force needed to bend the straw. You will use
a forcemeter. You can find out how to use a N Pull gently,
forcemeter on page 131. pull 0
directly upwards.
1
It’s easiest to do this in pairs. One of you 2

pulls the forcemeter. The other one notes forcemeter 3

Read the force
the reading on the forcemeter when the 4
when the straw
straw collapses. 5
collapses.
6
1 Copy the results table, ready to fill in as 7

you do your experiment. 8

2 Collect two identical straws. Keep one full 9

short nail
length. Cut one in half. Cut one of the in wooden
straw 10
support
halves into half again.
3 Measure the length of a full-length straw,
in cm. Fill in your measurement in the first
row of your results table. Press gently on the
4 Find the force needed to make a full- straw to hold it in place.
length straw bend. Write your result in
your results table. Length of straw Force needed to
5 Now repeat steps 3 and 4 with the half- / cm bend the straw
length straw and the one-quarter-length /N
straw.

Questions
A1 To make this experiment a fair test, you kept
everything the same except the length of the straws.
Write down three things that you kept the same.
A2 What conclusion can you make from your results?

Summary
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1 Plants and humans as organisms 11

 1.4 Joints

Fixed and moveable joints cranium

A joint is a place where two bones
meet. We have two main types of fixed joint
joints in our bodies:
t
m
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KPJOUT
orbit
t
NPWFBCMF
KPJOUT
The skull has fixed joints in the
cranium. The cranium is made up
of several bones firmly joined
together. This helps the cranium
to protect the brain.
The jawbone is joined to the rest of
the skull by a moveable joint. This moveable
allows the jaw to move up and down joint
and from side to side when you chew, jawbone
talk or yawn.
The skull contains both fixed joints and moveable joints.

Hinge joints and

ball-and-socket joints shoulder joint
Your shoulder joint can move in
almost all directions. You can swing
your arm round in a complete circle.
This is because the shoulder joint is a
ball-and-socket joint. A ball on one
bone fits into a socket on the other.
Your elbow joint is a hinge joint.
It can move in only one direction.
It moves like a door on a hinge.
The shoulder is a ball-and-socket joint.

Questions
1 State one place in the body where you have a
fixed joint. Why is it useful to have a fixed joint in
this place?
2 Name the bones that form the ball-and-socket joint in
your shoulder.
3 Name the bones that form the hinge joint at elbow joint
your elbow.
The elbow is a hinge joint.

12 1 Plants and humans as organisms

 1.4 Joints

Structure of a moveable joint

The diagram shows what the elbow joint would
look like if you could cut through it. humerus
It is important that joints can move easily.
ligaments
When two surfaces move against each other, a
(joint capsule)
force called friction tries to stop them. You can
read more about friction on page 136. fat tissue
To reduce friction:
synovial membrane
t
the ends of the bones are covered with a very
smooth, slippery material called cartilage cartilage
t
a thick, slippery fluid called synovial fluid fills
the spaces between the two bones.
The synovial fluid helps to lubricate the
joint, like oil in the moving parts of an engine
or bicycle.
synovial fluid ulna

Questions
A+I 4 Suggest why it is important to reduce friction at moveable joints.
5 Describe where cartilage is found at the elbow joint. Why is the
cartilage there?
6 What is the function of synovial fluid?
A+I 7 Look at the diagram of the elbow joint. Suggest how the two bones are
held together at the elbow joint.

Activity 1.4
Which kind of joint?
SE Try moving each of these joints in your body, and decide whether
each one is:
a fixed joint a hinge joint a ball-and-socket joint
a a finger joint, b the knee joint, c a toe joint, d the hip joint

Summary
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1 Plants and humans as organisms 13

 1.5 Muscles

Muscles are organs that help us

to move.
two tendons
The diagram shows the two main
muscles in the upper arm.
The muscles are attached to the bones
by tendons. Tendons are very strong,
and they do not stretch.
scapula

Questions three tendons

biceps muscle
1 Name the bones that the
biceps muscle is attached to. triceps muscle radius
2 Name the bones that the
triceps muscle is attached to.
A+I 3 ‘Bi’ means ‘two’. ‘Tri’ means humerus
three. Look carefully at the
diagram, and suggest why the ulna
biceps and triceps are given
their names.

How muscles work

Muscles can get shorter. This is called
contraction. When muscles contract, they
produce a pulling force.
Look at the diagram of the muscles in the arm.
When the biceps muscle contracts, it pulls on the
radius and scapula.
The pulling force is transmitted to these bones
through the strong tendons.
The radius is pulled upwards, towards the scapula.
The arm bends.

Questions
A+I 4 Predict what will happen if the biceps
stops contracting, and the triceps contracts.
A+I 5 Explain why it is important that tendons You can see the biceps muscle bulging when
do not stretch. it makes the arm bend.

14 1 Plants and humans as organisms

 1.5 Muscles

Antagonistic muscles
Muscles can contract and make themselves
shorter. However, muscles cannot make
themselves get longer. To bend the arm,
When a muscle is not contracting, we say that the biceps contracts
it is relaxed. (gets shorter) and the
triceps relaxes.
A relaxed muscle does not do anything by
itself. But if a force pulls on it, the force can
make the relaxed muscle get longer.
The top diagram shows what happens when
the biceps muscle contracts and the triceps The contracting biceps
muscle relaxes. pulls on the tendon,
The contracting biceps muscle makes the pulling force so the radius
arm bend at the elbow joint. It also pulls the moves upwards.
relaxed triceps muscle and makes it longer.
The next diagram shows how the arm can
be made straight again. To do this, the
triceps muscle contracts, and the biceps
muscle relaxes.
You can see that the biceps and triceps work as
a team. When one of them contracts, the other
one relaxes. When one of them contracts, it To straighten the arm, the
pulls the bones in one direction, and when triceps contracts and the
the other contracts, it pulls the bones in the biceps relaxes.
opposite direction.
A pair of muscles that work together like this The contracting triceps
are called antagonistic muscles. pulls on the tendon, so the
ulna moves downwards.

Question
A+I 6 Explain why the biceps muscle alone
cannot make the arm straighten.

Summary
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1 Plants and humans as organisms 15

 1.1 Plant
1.6 Studying
organs
the human body

There is still a lot that we do not

know about the human body and
how it works.
Many different scientists study the
human body, to find out some of the
things that we do not understand yet.
Here are some examples of what
different kinds of scientists do.

Anatomists
An anatomist studies the structure of
the body. Most anatomists work
in universities.
Anatomists can study living bodies
using X-rays, CAT scans and MRI
scans. These techniques allow them to
see inside the body, without having to
cut it open.
This anatomist is studying the structure of a model of
the head.

Physiologists
Physiologists study the way that the
body works. There are many different
kinds of physiologists. Here are
two examples.
A sports physiologist studies what
happens to the body when we exercise.
Some sports physiologists work in
universities. Some sports physiologists
work with professional sportswomen
and sportsmen. For example, they may
study how a person’s diet and their
training programme affects their heart
or lungs.

The sports physiologist is studying the effect of exercise on

the athlete’s body.

16 1 Plants and humans as organisms

 1.6 Studying the human body

A neuroscientist is a physiologist who studies

how the brain and the rest of the nervous system
work. They do research into many different kinds of
questions, such as how we learn, or how the brain
sends signals to other parts of the body.

Questions
1 Which three letters come at the end of the
name of each kind of scientist named on
these pages?
2 Explain the difference between an anatomist
and a physiologist.
A+I 3 Suggest how a sports physiologist could
help a professional athlete to improve their
performance.

The neuroscientist is mapping activity in the

brain of the woman at the front. The woman
is wearing glasses that track where she is
looking. The monitor shows her brain activity.

Activity 1.6
Researching the work of scientists
Find out about how one kind of scientist studies the human body.
You can choose from one of these:
nutritionist psychologist osteologist geneticist
If you want to research a kind of scientist that is not listed here, check with
your teacher first.
Your teacher will tell you what resources you can use.
Write three sentences summarising what you have found out.

Summary
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1 Plants and humans as organisms 17

 Unit 1 End of unit questions

1.1Questions
Copy and complete these sentences using words from the list.
You may use each word once, more than once or not at all.
air flowers food ground leaves organs
organ systems reproduction roots water

Roots, leaves, stems and flowers are found in plants. Roots absorb

............................... and help to hold the plant in the ............................... .

Leaves are where the plant makes its ............................... . Flowers are for

............................... . The stem holds the ............................... and

............................... above the ground. [6]

1.2 The diagram shows an organ system in a person.

A
C

a Name this organ system. [1]

b Name the organs labelled A, B and C. [3]
c What is the function of this organ system? Choose from these answers:
t providing energy for the body by respiration
t breaking down food into small particles that can be absorbed
t transporting food to every part of the body
t helping different parts of the body to communicate with each other. [1]

1.3 Plant stems can bend. This helps to stop them breaking when strong
sideways forces act on them, such as a strong wind.
Anji did an experiment to compare how much stems from different plants
bend when the same force is applied to them.
She cut pieces of stem from three different plants, P, Q and R. She chose
stems that all had the same diameter.

18 1 Plants and humans as organisms

 0 1
cm
0 1
cm
1 End of unit questions

2
2

3
3

4
4

5
5

6
6
The diagram shows how Anji tested the stems.

7
stem card

7
a What should Anji keep the same in her

8
8

9
experiment? Choose two answers from

10
9
the list:

10

11
t
the length of each stem

12
11
12
t
the width of the card

13
13

14 15
t
the weights hung on each stem.

14 15
weights [2]
b The diagrams show the readings for the distance of each stem tip
from the top of the card. Write down the readings for each of
stems P, Q and R. Give your answers in cm.
[3]

P Q R
0 1
cm

0 1

0 1
cm

cm
2

2
3

3
4

4
5

5
6

6
7

7
8

8
9

9
10

10

10

c Anji recorded her results in a results table.

11

11

11

Copy the results table, and

12

12

12

complete it by writing in:

13

13

13

Distance of tip of stem from the top

14 15

14 15

14 15

t a suitable heading for the ........................ of the card / ...............................

first column P
t the unit for the
Q
second column
t the readings for each stem R
(your answers to b).). [3]

d What conclusion can Anji make from her experiment? Choose one from the list.
t Thick stems bend less than thin stems.
t Plant P has stems that bend less than Plant Q.
t The more a stem bends, the taller the plant can grow.
t The stronger the force, the more a stem bends. [1]
0 1
cm
0 1
cm

1 Plants and humans as organisms 19

2
2

3
3

4
4