ps8tc Toc

Table of Contents
How to use this book vi 3 Body Systems ■ ■ ■ 93

Series components xiii
3.1 Digestion 94
Using Bloom’s taxonomy xv
Review questions 101
The literacies of science xviii
Practical investigations 103
Differentiation in the science classroom xix
Integrating STEM inquiries xxii 3.2 Breathing and respiration 105
Using an inquiry approach xxv Review questions 110
Using ICT in science xxviii Practical investigations 112
Australian Curriculum mapping xxx 3.3 Circulation 115
Victorian Curriculum mapping xxxii Working with Science 120
Science as a human endeavour 121
1 Working with scientific data ■ ■ ■ 1 Review questions 122
1.1 Primary data 2 Practical investigations 123
Working with Science 6 3.4 Waste disposal 126
Review questions 7 Science as a human endeavour 130
Practical investigations 9 Review questions 132
1.2 Secondary data 11 Practical investigations 133
Review questions 15 3.5 Muscles and bones 135
1.3 Processing and analysing data 18 Practical investigations 141
Working with Science 21 Chapter review 145
Review questions 24 Research questions 147
Practical investigations 26 Thinking scientifically questions 148
1.4 Planning investigations 29 Glossary 149
Review questions 36 4 Reproduction ■ ■ ■ 151
Practical investigations 37 4.1 Sexual reproduction 152
Chapter review 41 Science as a human endeavour 158
Research questions 42 Review questions 159
Thinking scientifically questions 43 Practical investigations 160
Glossary 44 4.2 Asexual reproduction 162
Working with Science 164
2 Cells ■ ■ ■ 45 Review questions 168
2.1 Making things bigger 46 Practical investigations 169
Working with Science 50 4.3 The human reproductive system 172
Science as a human endeavour 51 Science as a human endeavour 176
Review questions 52 Review questions 177
Practical investigations 54 Practical investigations 178
2.2 Building blocks of life 56 4.4 Pregnancy 179
Science as a human endeavour 62 Science as a human endeavour 183
2.3 Specialised cells 69 Chapter review 187
Review questions 74 Research questions 188
Practical investigations 76 Thinking scientifically questions 189
2.4 Cell to organism 77 Glossary 190
Review questions 85
Chapter review 87
Research questions 89
Thinking scientifically questions 90
Glossary 91
iv PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

5 Energy ■ ■ ■ 192 8 Rocks and mining ■ ■ ■ 324
5.1 Energy around you 193 8.1 The earth and its rocks 325
Working with Science 196 Review questions 331
Science as a human endeavour 199 Practical investigations 332
Review questions 201 8.2 Igneous rocks 334
5.2 Energy efficiency 206 Practical investigations 339
Science as a human endeavour 212 8.3 Sedimentary rocks 341
5.3 Sound energy 220 8.4 Metamorphic rocks 349
5.4 Light energy 228 8.5 Mineral resources 354
Science as a human endeavour 233 Working with Science 358
Review questions 235 Science as a human endeavour 359
Chapter review 240 Practical investigations 361
Research questions 241 Chapter review 364
Thinking scientifically questions 242 Research questions 365
Glossary 243 Thinking scientifically questions 366
Glossary 367
6 Substances ■ ■ ■ 245
6.1 Elements 246 Appendix 368
Review questions 255 Activity Book
Practical investigations 256 Toolkit 376
Answers to activity book worksheets 383
6.2 Compounds and mixtures 259
Working with Science 263 Acknowledgements 447
Review questions 265 Index 449
6.3 Minerals 268
Key
Review questions 275 ■■■ Science Inquiry Skills
Practical investigations 276 ■■■ Biological sciences
Chapter review 280 Chemical sciences
■■■
■■■ Physical sciences
Glossary 284 ■■■ Earth and space sciences
7 Physical and chemical change ■ ■ ■ 285

7.1 When substances change 286
7.2 Understanding physical change 297
7.3 Chemical reactions 307
Working with Science 314
Chapter review 320
Glossary 323
PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION v

How to use this book • TEACHER COMPANION
Pearson Science 2nd edition Teacher Companion

The Teacher Companion makes lesson preparation easy by combining full-colour student book pages with teaching
strategies, ideas for class activities and fully worked solutions. All of the Activity Book pages are also included and
are complete with model answers.
Chapter overview
Working with
1
CHAPTER
Be prepared
scientific data
In this chapter students will investigate
primary and secondary data, conduct a
variety of investigations, perform specific
roles safely, apply simple numerical
Have you ever wondered ... procedures such as calculating means, use
• which internet sites are trustworthy and scientific language, research from a range
which are not? of sources and compare the reliability of
• why scientists sometimes use pie charts but gathered data with that from other sources.
The Chapter preview provides an overview for planning purposes, including things to be aware
at other times use column or line graphs? Students will also learn to use a recognised
• what the difference is between a mistake method to acknowledge sources of data,
and an error? LightbookStarter
record observations and measurements
• how to run a fair test? LS LS using appropriate units, use, construct and
analyse information from representations
of and organise ahead of commencing.

including graphs and tables, perform fair
tests, measure and control variables, and
describe safety and ethical guidelines.
Pre-prep
This chapter has a range of practical
• The pre-prep gives an insight into what is coming up in the chapter and what the teacher should
investigations for students to practise how
After completing this chapter you should be able to:
to structure experiments, and a number of
• identify problems that can be investigated scientifically different experiments to start the year. Some
• use information from primary and secondary sources to predict results practical investigations will require preparation.
You may like to dip in and out of this chapter
do to prepare. It also has an indicator to guide the time allocation to complete the chapter.
• plan and conduct fieldwork and experiments
• identify ethical considerations that may apply to an investigation on an as-needs basis, or teach it up front.
• assess whether the planned investigations is fair, safe and is able to be
performed using available equipment
Chapter duration: 3 to 4 weeks.
• identify and explain the differences between controlled, dependent and
independent variables Pre-quiz
• construct and use tables, graphs, keys and models
• A pre-quiz with answers is a quick warm-up tool that can provide some insight into the
• calculate averages and identify outliers in data 1 Describe a time when you have worked
• analyse patterns in data using digital technologies as appropriate successfully in a team.
• summarise data
Student answers will vary, but probably will
• draw conclusions from primary and secondary sources
include when the team got along, and worked
• evaluate the quality of the data collected and identify improvements.
successfully together and had different skills.
This is an extract from the Australian Curriculum
general class readiness for the topic, by allowing teachers to test prior knowledge of some
Victorian Curriculum F–10 © VCAA (2016); reproduced by permission AB
1.1
2 Explain what a fair test is.
A fair test in science is an investigation where
1 there are specific controlled variables.
key concepts.
3 Explain what the benefits of internet 6 Explain what controlled variables are.
PEARSON science 8 RESOURCES
research are. Controlled variables are the variables in an
There is a lot of information available on experiment that are not allowed to change so Weblinks
the internet, although it is important to find the experiment can discover something about A selection of weblinks and descriptions to
accurate documents and websites. It is quick a different variable. They are controlled. support the development and application
and easy to use. of content and skills in this chapter are
• What’s coming up provides a snapshot of the chapter and looks ahead to the content 4 Identify what type of science skills you are What’s coming up accessible via your eBook.
Activity Book
good at.
In Year 7 students will have covered basic 1.1 Knowledge preview enables insight into
Student answers will vary. Help them to
information that introduced science. In this student prior knowledge of key content and
consider some of their strengths. ideas.
chapter this understanding of science is
covered, the emphasis and how the practical activities fit into the module.
5 Explain why scientific research requires expanded. As students progress through the
multiple investigations and experiments, other chapters they should be reminded of
and why something is not proven from the concepts of this chapter—how to collect,
one experiment. analyse and present data—as they are
Mistakes occur—it is important to minimise relevant to all future practical work.
these. In one experiment there may be bias or
personal choices that might affect the results,
so several investigations need to be carried out.
CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 1
PS_TC8_CH01.indd 1 1/25/17 11:53 AM
Vocabulary preview MODULE
average outlier 1.1 Primary data

Types of data
Much of the data you find will be measurements that
Collecting
Be an expert
You can generally
data parallax error are written as numbers with units attached to them. This
collected it yourse
type of data is known as quantitative data. Other data
errors qualitative data can only be described in words. This data is qualitative
the data is wrong,
Data is all the information and a mistake.
first-hand data quantitative data data. For example, data about Mt Kosciuszko in
human reflex reading error measurements that are collected by New South Wales is shown here and in Figure 1.1.2: Mistakes are thing
instrument error second-hand data scientists from textbooks, encyclopedias, • Quantitative data includes:
more care. Mistake
the wrong equipm
mean tare journals and the internet, or from carrying - coordinates (36°27’S, 148°16’E) wrongly read an in
mistakes zero error out their own investigations. Scientists - height (2228 metres above sea level) the measurement d
collect data and organise it into tables - average temperatures (-6°C in July, 21°C in because they can b
January).
and graphs. They analyse the data, draw Errors are not mis
A further improved Teacher Companion places the support of experts alongside every
• Qualitative data includes: variations (changes
4 fun
conclusions from it and then write it all up
science so that other scientists can understand it.
- Aboriginal name (Tar-Gan-Gil)
- rock type (granite)
Errors will always h
are. This means tha
- the animals that live there (wombats, spotted-tailed measurements hav
Internet reaction times quoll, pygmy possum, corroboree frog, flame robin, Some common fo
mountain galaxia and wingless grasshopper)
Background • parallax error
science 4 fun
- wildflowers found there (alpine stackhousia, hoary
the marking of
Pearson Science 2e teacher, featuring wrap-around teaching and learning strategies and

Most students do not realise how fast sunray and snow beard heath).
at markings at s
or how slow they react to different will take slightly
questions or circumstances. Internet Internet reaction times Data is caused when
technology can help them find out. Ask How fast can you react? angle. This is sh
Data is the term given to all the observations and
students to do an internet search for Do this … measurements that can be used to describe something.
reaction time activities using the key 1 Use the key words reflex tester or reaction
For example, you can be described by your personal
time in your internet search engine to find
support from:
words ‘reflex tester’ or ‘reaction time’. interactive games that will measure your data. This includes your height and weight, your hair,
skin and eye colour, when and where you were born, Jo reads the
reaction time.
Hints and suggestions 2 Although most of the games involve the names of your parents and distinguishing features
measurement
as 18.5.
■■ ENVIRONMENT DIFFERENTIATION detecting a change in colour of the web such as a scar or birthmark. Data on the parrot in
page, some shoot tranquiliser darts into Figure 1.1.1 would include its colour, sex, body
In similar-ability pairs let students try sheep while in others you play baseball!
temperature and the type of nest it makes.
Try as many as you can to determine your FIGURE 1.1.2 Mt Kosciuszko is 2228 metres high and its main
a couple of different programs and average reaction time. rock type is granite.
0 5
compare the results. Ask them to record
• Literacy Consultant: Dr Trish Weekes

Record this …
their times and calculate an average of 1 Describe what happened. Data can also be classified according to where you
obtain it from.
their times. Also calculate the average 2 Explain why you think this happened. FIGURE 1.1.3 Jo, St
reaction time for all the students in the • Primary data is data that you or your team same measurement
personally find out by running your own Steve’s measuremen
class. Encourage students to understand experiments, surveys and fieldwork. Any measurements will h
that it is not a competition. FIGURE 1.1.1 Data on measurements that you take are primary data.
Literacy support is integrated throughout each chapter, and there is a careful approach
this parrot would include • Secondary data is data that comes from the
Possible results and looking its size and mass, the work of other people. Secondary data includes the SciFile
forward environment it lives in, the
measurements and information that you find on the
number of tail feathers it
Students can practise calculating has, the average number internet, TV, DVD and video, and in encyclopedias, Discovery
averages in this activity. They could of eggs it lays and the age textbooks, newspapers and magazines. Secondary Mistakes and a
at which it first flies. data can also be obtained by interviewing experts. important scie
also compare if they are faster on artificial sweet
different types of activities and what antibiotic (pen
taken to ensure that literacy tasks and activities build language development—at the word,
AB AB
1.2 1.3
circumstances affected their speed.
Ask them to show these calculations 2 PEARSON SCIENCE 8 2ND EDITION CHAPTE
mathematically and then summarise the

information based on the comparisons.
As well as using the worksheets in the having to estimate between two marks on a
Activity Book, search the internet for scale while measuring, or using equipment
sentence, paragraph and whole text, levels. The Australian Curriculum shows that we need to
worksheets related to measurement and that is not accurate. After you have
Learning strategies reading scales to use for extra practise. compiled a list, ask students to read the
module and classify the mistakes and errors
Helpful hint Literacy strategy in the list according to the types of mistakes
and errors outlined in the text.
Describing errors
Mathematics
be explicit about using language in science at these four levels.

MI: Verbal/Linguistic, Logical/
MI: Logical/Mathematical
Mathematical
In science, mathematics can often be a
Before reading the module, ask students
significant source of difficulty for students.
to suggest why or how mistakes or errors
For this reason, repetitive practise in taking
might occur while performing experiments;
measurements is particularly beneficial.
for example, looking at a scale from
Throughout this module, give students
Tasks have been carefully developed to address and develop skills in:
an angle and therefore not reading it
opportunities to read the scales on various
accurately, mixing the wrong chemicals,
instruments and apply their measuring skills.
not starting the stopwatch quickly enough,
2 PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION
• building vocabulary PS_TC8_CH01.indd 2 1/25/17 11:53 AM
• writing
• reading
• speaking, listening and viewing
• note-taking.
A detailed spread in the preliminary pages of this book provides more support around the approach integrated in this series
to ‘The literacies of science’.
• Differentiation Consultant: Anna Bennett Vocabulary preview
MODULE
1.2 Secondary data

MODULE
1.1 Practical investigations domain

ethics
imprint page
Differentiation opportunities are provided at many stages throughout each chapter, and
Review
1 If you have already measured your reaction time 4 Your measurements using a stopwatch should resource page
using interactive games on the internet, then never be thought of as perfect. Explain why. URL
compare the result you obtained there with the 5 List factors that affected your reaction time.
result you obtained in this prac. Specify whether they made it better or worse.
2 Of the different methods you tried, assess which is
the most reliable way of measuring reaction time.
6 Measurements taken in an experiment are more
accurate when the experiment is repeated a
Learning strategies
there is a careful approach taken to ensure that the key elements of effective differentiated
3 Digital stopwatches normally measure to the number of times. Explain why.
nearest 0.01 second. Compare this with your
reaction time. Making connections
2 Questioning
•& Predicting
Repeated Conducting measurements
Planning & Evaluating Questioning
Communicating
& Predicting
Processing
Planning &
& Analysing
Conducting
Evaluating Communicating Processing
& Analysing
What you learn
Purpose Results MI: Verbal/Linguistic
To take repeated measurements and calculate 1 Use your results table or spreadsheet to record all What students learn in science through
instruction are present.

their averages. the measurements made by your prac team.
You don’t always need to run your own experiment to Year 7–10 is basically a very summarised
Timing 45 minutes 2 If you have five or more measurements then
cross out the outliers (highest and lowest obtain accurate data. Sometimes it is impossible to collect version of science and is expressed in a
Materials
• measuring tape
measurement) for each. it yourself and you will need to get your data from way that students will understand. A lot of
3 Calculate the average of the remaining ‘good’ information is omitted. The most current
• thermometer somewhere else. It is easy to find secondary data,
measurements. (If you have fewer than five
• stopwatch measurements use them all.) If you used a particularly from the school resource centre or internet. research and discoveries are often not covered
Procedure spreadsheet, then program it to calculate However, you need to be careful because some of the because they are frequently beyond the basics
1 Copy the table below into your workbook. the average. that students will understand. Encourage
The embedded suggestions and notes enable teachers to be guided by general principles of
secondary data you find will be out of date or incorrect.
Alternatively, construct a spreadsheet with 4 State each measurement as an average ± error.
students to keep in mind that whatever they
similar columns to the table. Give your table or Include the units you used.
learn is just the basic information, and there is
spreadsheet a title.
2 Measure each of the following as carefully as
Review Data that’s ready to go much more to consider and look forward to as
1 Explain why scientists repeat their measurements
you can. Have each member of your prac team instead of taking just one. You cannot always run your own experiments or take they learn.
do the same. your own observations and data. This could be for a
2 Contrast an error with a mistake.
• length of the laboratory number of reasons.
Using visuals
differentiation through content, process, product and environment.

3 Explain why errors happen in every measurement.
• temperature of tap water • Many experiments require training that is well
• number of heartbeats in a minute 4 List the likely sources of errors in each
• time it takes for a pen to drop 2 metres to the measurement you took in this investigation. beyond Year 8 Science. This is why science is
offered as a subject throughout secondary school
Examples of second-hand data
floor 5 Classify the errors in your list in question 4 as
• time it takes for a flat piece of A4 paper to parallax, reading, instrument or human reflex. and at university. You learn a bit more each year, MI: Visual/Spatial
allowing you to run more and more of your own
flutter from a height of 2 metres to the floor. 6 For each measurement, assess which of these Figure 1.2.1 mentions that radio telescope
errors was the most important. investigations and collect more of your own data.
• Many experiments require equipment that is not
information is not first hand. We must rely on
Measurement Average Average Units
available at school because of its expense, size and information provided by the scientists. Ask
measurement ± error
The support enables this to be done through a range of instructional strategies and according
#1 #2 #3 #4 #5 maintenance requirements. For example, your school students to give other examples of data that
Length of laboratory might have a powerful optical telescope that allows needs to be provided from elsewhere.
you to see the Moon and planets but it won’t have a
Temperature of tap water
radio telescope such as that in Figure 1.2.1, which
Number of heartbeats in a minute allows you to see into the deeper universe. Likewise, FIGURE 1.2.1 Your school is unlikely to have a radio telescope Questioning
your school will have optical microscopes but not such as this one at Parkes, New South Wales. This means that
Time for a pen to drop 2 m to floor
electron microscopes.
you must use secondary data about the wider universe. Where do I go?
Time for flat paper to flutter 2 m to floor
to student:
MI: Verbal/Linguistic, Logical/Mathematical
10 PEARSON SCIENCE 8 2ND EDITION CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 11 Ask the following questions to get students
thinking about where they find data.
1 If you wanted to find out what year the
telephone was first used in Australia, where
• readiness
would you go?
2 If you wanted to find images of a trilobite
(a fossil), where would you go?
3 Now imagine you have no internet access or
• interests
computer access. Where would you go to for
questions 1 and 2?
4 What are the problems you might find in
searching for your answers on the internet?
• learning profiles.
5 What are the problems you might find in
searching for your answers in a book?
Discuss possible answers in small groups.
A detailed spread in the preliminary pages of this book provides more support around the CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 11
approach integrated in this series for ‘Differentiation in the science classroom’.

PS_TC8_CH01.indd 11 1/25/17 11:54 AM
vi PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

PEARSON science 8 RESOURCES MODULE MODULE
Pearson eBook 1.3 Practical investigations 1.3 Practical inv
• School laboratory technicians: Penny Lee and Donna Chapman

Teacher support
To help in the preparation of practical
1 • Candles and rising
Questioning
& Predicting
Planning &
Conducting water
Evaluating Questioning
Communicating
& Predicting
Planning &
Processing
Conducting
& Analysing
& Analysing 2 • TheQuestioning
& greenhouse
Predicting
Planning &
Conducting effect
Evaluating
investigations, the following resources are
available via your eBook and ProductLink: Purpose 6 Use the ruler to measure the change in water Purpose
To plot a line graph and use it to make predictions. level. Record the change in a table like the one To demonstrate the greenhouse effect.
• risk assessments shown in the Results section. Hypothesis
Hypothesis
• safety notes 7 Repeat the experiment with three, five and seven Which do you think will heat up faster w
In this experiment, the water level in the glass will candles. Each time, record the change in water
• technician checklist and recipes. rise as the candle burns. What do you think will in sunlight and which do you think will c
level in your results table. fastest—a thermometer in a sealed plastic
Two experienced school laboratory technicians have reviewed all practical activities and
happen if you double the number of candles—do
you think the rise in water will double too? Before Results or one in the open? Before you go any fu
you go any further with this investigation, write a 1 In your workbook, construct a table or with this investigation, write a hypothesis
hypothesis in your workbook. spreadsheet like the one shown below. Give your workbook.
table or spreadsheet a title. Timing 45 minutes
1.3 PRACTICAL Timing 60 minutes
Materials
INVESTIGATIONS Materials Number of candles
1
Rise in water level (mm)
• 2 thermometers
• 6–8 birthday candles
activities have been trialled, amended and replaced as necessary. Teachers and students can
2 • clear plastic bag
1 • Candles and rising water •
•
matches
small lump of plasticine or Blu-Tack®
3 • A4 sheet of white cardboard
4 • sticky tape
• 2 elastic bands 5 • stopwatch, watch or clock
SAFETY • shallow pan 6 Procedure
• 250 mL beaker or tall, narrow drinking glass 7
Care should be taken with candles. 1 Cut the A4 sheet of cardboard in two
• 30 cm ruler 8
2 Stick one thermometer on each half so
Procedure
be confident that practical activities they undertake are tested and will yield effective results.
2 Plot a line graph showing what happened to the have a stiff backing.
1 Make a small plasticine mound in the centre of
Hints and common mistakes the pan and then fill the pan with water.
height of the water as more candles were added. 3 Place one thermometer inside the plas
Alternatively, program your spreadsheet to plot a shown in Figure 1.3.15. Tie it tightly s
Practise placing the glass over the candle 2 Stick one candle in the plasticine. Place both line graph from your results. air can escape.
before lighting the candle. elastic bands around the glass and then place the 3 Use the graph to predict the water rise for two, 4 Place the plastic bag and the other the
glass or beaker upside down over the candle as four, six and eight candles. side by side in direct sunlight.
Possible results shown in Figure 1.3.14. If using a beaker, ensure
4 Run the practical again for four, six and eight
Student results. As more candles are used, that the water level is well over its pouring lip, to
candles to check your predictions.
prevent air from getting in.
more water is drawn up. thermometer
Teachers, laboratory technicians and students are supported and guided with full risk
candle glass or beaker
Review
1 Describe the shape of the graph you plotted.
Suggested answers
2 a Analyse your graph. Does it suggest a
1 Student response. relationship between the number of candles
and the rise in the water level?
2 a Whatever their results, students should b Justify your answer.
find some relationship between the 3 a Construct a conclusion for your investigation. cardboard
assessments, safety notes and technician’s checklist and recipes, all of which have been
Blu-Tack or
plasticine b Assess whether your hypothesis was
number of candles and the rise in water FIGURE 1.3.14 mound pan or tray supported or not. FIGURE 1.3.15
level. The more candles, the greater the 4 Predict what would happen if you kept the
3 Roll the lower elastic band down to mark the
rise in water level. water level.
number of candles the same but changed the
following instead:
b Student response. 4 Remove the glass, light the candle and quickly a the volume or depth of water in the tray
replace the glass over the candle.
b the height or diameter of the glass jar
updated to reflect new regulations around safety and materials in school science classrooms.
3 a If the number of candles is doubled, the 5 Roll the other elastic band to mark the new water
c the amount of plasticine.
level.
water will rise higher.
b Student response. 26 PEARSON SCIENCE 8 2ND EDITION
4 a Rise in water level is not affected.

b Rise in water level will increase as the
candles will create more heat before
The laboratory technicians assure that safety regulations are met and that all the necessary
running out of oxygen.
c Rise in water level not affected.
checks and testing of all practical activities have been carried out.
Additional safety boxes are included within practical activities, and specific teacher support
within the Teacher Companion, assists further in the implementation and assessment of PS_TC8_CH01.indd 26 1/25/17 11:54 AM
practical activities including:

• alternative materials and equipment lists
• hints and common mistakes
• possible results
• suggested answers.
It is important that the materials and procedures are followed to ensure that the safety of these activities is not compromised.
LightbookStarter CHAPTER REVIEW ANSWERS
1.4 Practical investigations ISTEM

MODULE CHAPTER
Be informed
1 Chapter review
Be progressed
LS LS 1 a purpose: aim, what you intend to do or
N Q U I RY find out
b hypothesis: logical guess as to what might
Remembering Analysing
BMXtreme
Questioning
& Predicting
Planning &
Conducting
Questioning
Evaluating
& Predicting
Planning &
Communicating
Conducting
Processing
Evaluating
& Analysing
Communicating Processing
& Analysing
1 Define the terms: 8 Analyse the graph in Figure 1.5.1 and predict the
happen
In the report you need to explain the testing a purpose b hypothesis sound intensity (measured in watts per square c conclusion: what you found out
c conclusion d bibliography metre) at:
procedure, present the data, and accurately
a 2.5 m
d bibliography: resource list
communicate your conclusions with justifications. e prefix f tare.
b 3.5 m e prefix: the letter that precedes one of
Task 2 Which of the following statements are true and
which are false? c 150 cm. the basic metric units, such as k in km,
Your task is to design a ramp for a BMX bike
a A measurement ranging from 10°C to 14°C 9 Extrapolate the graph in Figure 1.5.1, extending meaning 1000 m
Student book questions have

jumping competition (like a ski ramp).
A wide range of learning strategies are provided in

could be written as 12 ± 2°C. it logically backwards to zero. Use your
Timing 2–3 hours across several lessons extrapolation to predict what the sound intensity f tare: when you reset a scale so that it
b A measurement of 21 ± 1 cm spreads from 21
Procedure to 22 cm. at a distance of 0 metres would be. reads zero when something is on it
Work in small groups to identify the best shape ramp c Human reactions cannot be faster than 0.5 10 Analyse the graph in Figure 1.5.1 and predict the
for use in the BMXtreme jump competition. Your seconds. distance at which the sound intensity was: 2 a true
group will propose designs, construct models and d A line of best fit connects its points dot to a 45 W/m2
70
b false
systematically test a variety of shapes for the jumping dot. b 15 W/m2
c false
full answers included for all

ramp. You will need to decide which shapes of the
each module and these assist teachers to support

FIGURE 1.4.14 BMX rider in full flight! e ‘The prac was fun’ is a good conclusion for 60
Sound intensity (W/m2)
ramp to test, the measurements you will make and an experiment. 50 d false
Background ways to make these measurements accurate and
Sport promoters are developing a new competition reproducible. During the testing, you will record your 3 List three pieces each of qualitative data and 40 e false
for BMX cyclists, like the one shown in measurements (data). You will then analyse the data three pieces of quantitative data that would help
30
Figure 1.4.14. The competition is like ski jumping. collected to find out which shape is best. Use the describe where you live. 3 Student responses for qualitative data may
20
The competitors start up a ramp.They gain speed as STEM and SDI template available on your eBook to 4 List five types of errors. include: type of building (house, flat, unit),
they travel down the ramp, and leap from the ramp, help plan and carry out your investigation. 5 List four variables that might be expected to 10
colour, style, street name, suburb.
science4fun, STEM4fun,
with the aim of landing upright on two wheels.
students in developing their understanding. When

influence: 0
Unlike ski jumping, where the skier lands on a Materials 0 1 2 3 4 5
downhill slope, the ground on which the BMX rider You will be provided with some basic materials,
a a person’s fitness FIGURE 1.5.1
Distance (m) Student responses for quantitative data may
b the time it takes to fry a sausage
lands is horizontal. including: include: number of house, postcode, size/
c the temperature reached inside a parked car. 11 Consider the following list of volumes:
You are hired as a designer, and your job is to find cardboard (manila folder), marbles, straws, icy pole area of house, number of bedrooms.
87 mL, 82 mL, 90 mL, 86 mL, 97 mL, 93 mL.
sticks, ruler or measuring tape, plasticine, sticky
the shape of a ramp that will enable competitors to Understanding a Which results should be eliminated?
get maximum horizontal distance from take-off. The tape or masking tape, a sand or flour tray, and a
6 Why should you always be ethical in your b Calculate the average.
4 parallax, reading, instrument, zero error
difference between competitors will be in the speed bulldog clip and chair or table leg.
module reviews, chapter

investigations and research? and human reflex
questions are given for teachers to ask, suggested

that they can gain in travelling down the ramp and in Your teacher may provide you with other materials. Evaluating
their jumping and landing techniques.
Planning Applying 12 a Determine whether you can or cannot answer 5 a age, weight, amount of physical activity
It is too expensive to build a range of different 7 Identify the variables that could logically
ramps, so initially trial ramps will be modelled in a
1 Identify the purpose. the questions on page 1 at the start of this each day, health
influence: chapter.
laboratory using a small ball rolling down and off 2 Identify the independent, dependent and
a how quickly iron rusts b Assess how well you understand the material b heat from stove, size of sausage, amount
the end. The challenge is to find the optimum ramp controlled variables, and only change one variable
at a time. b how quickly a banana ripens presented in this chapter. of fat, type of pan
shape so the ball travels the greatest horizontal
c how often you go to the toilet to urinate
review sets, Try yourself

distance after leaving the ramp. You can use any Creating c size of car, colour of car, tinted windows
answers are provided. Some examples of strategies

3 Based on your purpose and the controls and
scientific knowledge that you know about energy, or variables, write a hypothesis for this experiment. d how good you are at sport.
13 Use the following ten key terms to construct a or not, windows open or not
just use your common sense.
4 Summarise your experiment in a scientific visual summary of the information presented in
Following your investigation, you are required to write report. Include the Purpose, Hypothesis, this chapter. 6 Ethics is the study of what is right and
a report for engineers who will be responsible for Materials, Procedure, Risk Assessment, Results data internet experiment what is wrong. To be ethical is to do the
the final design and construction of the real ramp. (including data presented in table and/or graphs), primary secondary variable
Discussion and Conclusion. independent dependent fair test right thing, such as treating other people,
AB animals and the environment safely and
activities, Working with Science

controlled
include:
1.11
with respect. You would want to be treated
40 PEARSON SCIENCE 8 2ND EDITION CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 41 safely and with respect, so you should treat
others in the same way.
7 a humidity or amount of water available, 10 a 45 W/m2 = 0.75 m

PEARSON science 8 RESOURCES
features, Science as a Human • inquiry activity: short hands-on activities that

salt content in air, treatment of iron b 15 W/m2 = 4 m
b temperature, age when picked, Activity Book
11 a Eliminate 82 mL and 97 mL.
humidity 1.11 Thinking about my learning provides a
b Average = 89 mL self-reflection tool for students.
c temperature of day, amount of liquids
drunk, age 12 a Student responses will vary. Pearson eBook
stimulate learning; often drawn from the text, photos

d age, weight, height, reaction time, b Student responses will vary.
Endeavour spreads, practical

Chapter 1 test
hand–eye coordination, amount of Use this test to assess the students’
13 See diagrammatic answer in the
understanding of the key concepts in
practise appendix on page 368. this chapter.
8 a 20 W/m2
or activities within the Student Book

b 15 W/m2
c 31 W/m2
activities, STEM investigations 9 The sound intensity could be expected

to be around 70 W/m2 at its source
(that is, distance 0 m).
and Thinking Scientifically

• using visuals: ideas for using visual stimuli to
PS_TC8_CH01.indd 41 1/25/17 11:55 AM
promote greater understanding and interest or active

features, enhancing the
engagement in content
students’ learning experiences. • catering for diversity of learners: strategies to
For module and chapter reviews, the answers are help cater for a range of students from different
structured under the relevant Bloom’s category (see backgrounds with different learning needs and styles
page xv). • homework: suggested homework ideas.
Diagrammatic answers can be found in the appendix at the Most learning strategies use a multiple intelligences
end of the book. (MI) approach. The multiple intelligences for each
activity are listed.
To help students evaluate their preferred ways to learn,
the Toolkit in Activity Book 8 contains a learning styles
quiz. Use these findings to assist you in selecting or
guiding students towards activity options that are most
suited to their learning preferences.
PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION vii

How to use this book continued
Vocabulary preview
4
MODULE
STEM fun
Be inventive
Not all variables are equally important. Some will In the toast experiment, the controlled variables There are many different ways that teams can be • take care of animals—do not carry out unnecessary
average
data
outlier
parallax error
1.1 greatly influence the experiment, while others will have
Primary data
little or no effect. Important variables here are the type
of bread, its dryness and thickness, and the type of
toaster. The cleanliness and age of the toaster will have
would be:
• the type of bread (choose one type of bread and
it throughout the experiment)
Types
Much
of data organised. One that works well in the school laboratory
useof the data you find will beismeasurements
members.
are written as numbers with units attached to them. This
that
Collecting your ownexperiments
the managerial model in which there are four team
data on animals. If you do need to use
You can generally trust primary data with
collected it yourself from experimentstothat
animals (even insects and snails), then treat them
because careyou
you
their
and respect. If possible, return the animals
ran. Ifwhen you have completed your work.
habitat
Paper towel versus toilet paper
• how dry the bread is (all the bread you test would • Manager—this
type of data is known as quantitative data. Other team data member oversees the whole team
errors qualitative data some effect but probably not as much as other variables. the data is wrong, then it’s probably because you made
first-hand data quantitative data
Data is all the information and need to be the same dryness and age) can only be described in words. This anddataprac. They make sure that everyone knows what
is qualitative
to do and that
a mistake.
in the prac work is completed on time. AB SAFETY
measurements Independent variable • the make, age and cleanliness of the toaster (stick data. For example, data about Mt Kosciuszko Prac1 STEM
human reflex reading error that are collected by New South Wales is shown here •and in Figure 1.1.2: Mistakes are things that can be avoided if you take a little p. 37 1.8 p. 40
with one toaster and don’t change it). Communicator—this team member communicates Check student procedures and
instrument error second-hand data scientists from Once you have identified
textbooks, all the variables involved in
encyclopedias, more care. Mistakes happen when you spill material, use
with the teacher and laboratory assistant. All
an experiment, you then need to pick one to test. The • Quantitative data includes: equipment of proposed investigations
journals and the internet, or from carrying Scientific research the wrong equipment (or the right equipment wrongly),
communication to and from the team should pass
Science4fun
mean tare variable you choose is known as the independent - coordinates (36°27’S, 148°16’E) wrongly read an instrument or incorrectly write or copy before starting.
4
out their own investigations. Scientists through the communicator. For example, the
An experiment only changes one variable at a time.- Ifheight (2228 metres above sea level)
mistakes zero error
STEM fun
variable. It is the only one you are going to change. the measurement down. All these are obvious mistakes
collect data andThisorganise
is importantit into
because tables
if you change more than you want to change another variable, then you need- to average temperatures (-6°C inteacher mayingather all the communicators together
July, 21°C because they can be easily avoided.
run another experiment. This means that you could January).
to go through the safety concerns of the prac or HINTS AND SUGGESTIONS
and graphs. They analyse the data,todraw
one variable, it will be hard work out which variable Errors are
to show them how to use a particular piece of not mistakes. Errors are small and unavoidable
is having a direct effect on the results. Changing one potentially run six or more different experiments• toQualitative data includes: Discuss the different ways of measuring
Paper towels versus
variations (changes) that occur naturally in measurements.
4 fun
conclusions from it and then write it all up equipment. The communicator then passes on this
science variable at a time ensures that we know which variable
so that other scientists
is having ancan
effectunderstand
on the results. it.
fully investigate the time it takes to toast bread!
A group of related experiments such as this is known
- Aboriginal name (Tar-Gan-Gil)
- rock type (granite)
information to the team.
Errors will always happen no matter how careful you
toilet paper
are. This means that nothing is exact—even ‘accurate’
• Equipment specialist—this team member collects
NO
absorbency. Examples: mass transfer to
paper, distance travelled along paper.
For the toast experiment, you might choose the as scientific research. Each new experiment changes - the animals that live there (wombats, spotted-tailed measurements have small variations and PROBLEM errors in them.
all the required equipment and materials and makes There are a lot of variables in this task
Internet reaction times thickness of the slice as your independent variable another variable (with all the others kept constant) until quoll, pygmy possum, corroboree frog, flame robin, Some common forms of errors are:
Which is more absorbent—paper towel or toilet
mountain galaxia and winglesssure the equipment is cleaned
grasshopper) and returned to the paper?
that students will need to control in order
Science4fun inquiries provide background support and,

(Figure 1.4.5). You would change the thickness of the you have tested them all.
Background • parallax error—your
report anyeye can never be exactly over
4
correct spot at the end of the prac. They
Most students do not realise how fast science fun
slice and test its effect on the cooking time. Scientists do not carry out unrelated experiments but
carry out scientific research on the one topic. This gives
- wildflowers found there (alpine stackhousia, hoary
sunray and snow beard heath).
the marking of
broken equipment to the communicator,
on the information to the teacher.
who a measuring
passes device. Everyone
at markings at slightly different angles,
SUPPLIES
• paper
looks
towel, toilet paper, access to water,
so everyone
to produce a fair test. Paper towel and
toilet paper have different sheet sizes,
or how slow they react to different eyedroppers, teaspoons, measuring
them a thorough understanding of that topic and allows • Recorder—this team memberwill take slightly
records all the different readings. Parallax error sheet thickness and grams per sheet so
questions or circumstances. Internet Internet reaction times Data them to become experts in it. is caused
observations and measurements that are taken when you read the instrument cylinders,
at a slightcups or beakers
students will need to consider if they are
technology can help them find out. Ask How fast can you react? angle. This is shown in Figure 1.1.3.PLAN AND DESIGN
throughout the prac. They also ensure that all the
students to do an internet search for Do this …
Data is the term given to all the observations and
Teamwork other team members have their own copy of results Steve reads Design a fair test to find the solution. What testing absorbance for the same size,
measurements that can be used to describe something. it as 20.
possible outcomes and information for going forward in

information do you need to solve the problem? thickness and/or mass.
reaction time activities using the key 1 Use the key words reflex tester or reaction before they leave the laboratory.
For example, you can be described by your
Scientists personal
generally do not work by themselves but as Draw a diagram. Make a list of materials you
time in your internet search engine to find
words ‘reflex tester’ or ‘reaction time’. data. This includes your height and
part ofweight,
a teamyourlike hair,
the one in Figure 1.4.6. Everyone is will need and steps you will take. POSSIBLE RESULTS AND LOOKING
interactive games that will measure your
reaction time. skin and eye colour, when and where
good you were born,
at something and teamwork allows these strengths
Ethical guidelines Jo reads the
CREATE FORWARD
Hints and suggestions 2 Although most of the games involve the names of your parents and to distinguishing
be shared. Equally,features
we all perform less well at some Scientists must be ethical in their
measurement
research and so must
as 18.5. Follow yourreads
Waseem plan. Draw your solution to the
■■ ENVIRONMENT DIFFERENTIATION detecting a changeFIGURE
in colour1.4.5 The web
of the thickness and type ofsuch
bread
aswill affect
a scar orhow
birthmark. Data
thingsonandtheteamwork
parrot in allows others to help out when you. Any investigation that you carry out needs to: problem.it as 21.5.
Ask students to construct a conclusion
long it takes to toast.
page, some shoot tranquiliser darts into Figure 1.1.1 would include its colour,
one sex,members
of their body is struggling. IMPROVE
for the variables you tested. Question
In similar-ability pairs let students try sheep while in others you play baseball! • be safe—assess all risks before carrying out any prac
temperature and the type of nest it makes.
Try as many as youDependent
can to determinevariableyour students: what procedures would you
the module or chapter.

workhigh
FIGURE 1.1.2 Mt Kosciuszko is 2228 metres andandtake
its steps
main to minimise those risks. Take What works? What doesn’t? How do you know
a couple of different programs and average reaction time. 0 5
What you are trying to test and about to measure is rock type is granite. care with equipment and chemicals and follow 10
all15 20 25 it 30 solves the problem? What could work better? change if you would like to improve this
compare the results. Ask them to record Record this … laboratory safety rules
35
Modify your design to make it better. Test it out.
known as the dependent variable. This is because activity?
their times and calculate an average of 1 Describe what happened.
it depends on the independent variable. Change
Data can also be classified according to where you
• be careful—avoid silly mistakes and make sure that REFLECTION
obtain it from. 1 What area of STEM did you work in today?
their times. Also calculate the average 2 Explain why you think this of
the size happened.
the independent variable and the size of all data is recorded accurately FIGURE 1.1.3 Jo, Steve and Waseem are all looking at the
• Primary data is data that you or your team same measurement 2 How
but at slightly different angles. Onlydid you use mathematics in this task?
reaction time for all the students in the the dependent variable is likely to change too. The • be honest—run fair tests and analyse your data
personally find out by running your own Steve’s measurement will be accurate. Jo’s and 3 Waseem’s
If another student was to do this task, what
class. Encourage students to understand dependent variable in the toast experiment is the time it accurately and fairly. If youmeasurements
use data fromwillsomeone
have parallax error.
experiments, surveys and fieldwork. Any advice would you give?
takes to toast the slice—it depends on the thickness of else, then acknowledge them in a resource list
that it is not a competition. FIGURE 1.1.1 Data on measurements that you take are primary data.
the slice (the independent variable). • be respectful—respect the work of others, whether
STEM4fun
this parrot would include • Secondary data is data that comes from the
Possible results and looking
Controlled variables its size and mass, the work of other people. Secondary data includes the SciFile
they are part of your prac team, your teacher, the
forward Any experiment that you run needs to be a fair test.
environment it lives in, the laboratory technician or someone who has provided
measurements and information that you find on the
number of tail feathers it secondary data
Students can practise calculating This means that only one variable should be changed has, the average number internet, TV, DVD and video, and in encyclopedias, Discovery by mistake
of eggs it lays and the age • take care
textbooks, newspapers and magazines. Secondary of the environment—chemicals can harm
Mistakes and accidents have led to some
averages in this activity. They could at any time. All the other variables need to be controlled
at which it first flies.
(or held constant). For this reason, these variables the environment,
data can also be obtained by interviewing experts. so dispose of them as scientific
important instructeddiscoveries, including an
also compare if they are faster on FIGURE 1.4.6 You will usually work as part of a team when
by your teacher or laboratoryartificial sweetener
technician. If an (saccharine) and the first
are referred to as controlled variables. If they were carrying out scientific prac work.
different types of activities and what experiment AB samples antibiotic
AB requires (penicillin).
of soil, leaves, plants or
changed too, then you would never know which 1.2 1.3
circumstances affected their speed. variable caused changes in the experiment. animals then take only what you need and no more
Ask them to show these calculations 2 PEARSON SCIENCE 8 2ND EDITION CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 3
STEM4fun activities include hints and suggestions as well

mathematically and then summarise the
32 PEARSON SCIENCE 8 2ND EDITION CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 33
information based on the comparisons.
As well as using the worksheets in the having to estimate between two marks on a PEARSON science 8 RESOURCES
Activity Book, search the internet for scale while measuring, or using equipment This is not a fair test, because more than He then repeated the wash using the two
worksheets related to measurement and that is not accurate. After you have one variable was changed: the type of other pieces of stained shirt with half a cup Practical investigations
Learning strategies reading scales to use for extra practise. compiled a list, ask students to read the fertiliser and the amount of light. Also, only of brand B detergent. Prac 1, page 37, asks students to construct a
as possible results and information for going forward in the

module and classify the mistakes and errors one plant was tested with each fertiliser, so This is a fair test because all variables were line graph of data obtained in an investigation
Helpful hint Literacy strategy in the list according to the types of mistakes we would not know whether any difference identified and controlled. Each test was
involving a parachute drop.
and errors outlined in the text. was caused by natural variation between STEM, page 40, investigates how to design a
Describing errors repeated by using two samples of the shirt in
Mathematics the plants. Repetition is required. each detergent. ramp for a BMX bike jumping competition.
MI: Verbal/Linguistic, Logical/
MI: Logical/Mathematical Scenario 2: Joe wanted to test which brand Activity Book
Mathematical
In science, mathematics can often be a of washing power was best at removing
module or chapter.
Before reading the module, ask students 1.8 Planning your own experiment reinforces
significant source of difficulty for students. a tomato sauce stain from a cotton shirt. how to write a science practical report.
to suggest why or how mistakes or errors
For this reason, repetitive practise in taking He rubbed the same amount of tomato
might occur while performing experiments;
measurements is particularly beneficial. sauce into four pieces of cotton from the
for example, looking at a scale from
Throughout this module, give students same shirt and left them for two hours.
an angle and therefore not reading it
opportunities to read the scales on various
accurately, mixing the wrong chemicals, He washed two pieces of stained shirt CHECKPOINT
instruments and apply their measuring skills. on a normal wash cycle with hot water
not starting the stopwatch quickly enough, Students can now answer Module 1.4
using half a cup of brand A detergent. Review questions 2, 3, 4, 6, 7, 10, 11, 12,
13 and 14.
PS_TC8_CH01.indd 2 1/25/17 11:53 AM
PS_TC8_CH01.indd 33 1/25/17 11:55 AM
3.5 The respiratory system 3.6 The heart

Science understanding FOUNDATION STANDARD ADVANCED
Science inquiry skills FOUNDATION STANDARD ADVANCED
Be informed Be ready
Questioning Planning & Questioning
Evaluating Planning &
Communicating Processing
& Predicting Conducting & Predicting Conducting & Analysing & Analysing
1 Label the parts of the respiratory 1 A diagram of the heart (Figure 3.6.1) is provided below.
system indicated in Figure 3.5.1
(a) Add labels from the box to identify the parts of the heart.
by selecting the correct term in the
box below. (b) Lightly colour the heart and blood vessels to identify where there is oxygenated
blood (red) and deoxygenated blood (blue).
Answers to activity
alveoli trachea
A variety of assessment ideas are provided at the end

bronchiole
(c) Add arrows to identify the direction of blood flow through the heart.
bronchus lung (d) At the end of the blood vessels, name the part of the body the blood is flowing to
diaphragm or coming from.
lung pulmonary artery
book worksheets
trachea bronchus aorta
alveoli
of each module.
bronchiole
valves pulmonary
aorta
vein
left atrium left atrium
vena cava
left ventricle
The final section of the Pearson

diaphragm valves
The focus is on formative assessment and the range of

pulmonary
artery
pulmonary
Figure 3.5.1 Respiratory system vein right atrium
2 Draw lines from the parts of the respiratory system in the left-hand column to match right atrium
Science 2nd Edition Teacher

with their descriptions in the right-hand column. right ventricle
options can be categorised as:

valves
Parts of the left ventricle
Description vena cava
respiratory system
A sheet of muscle that separates the chest from the abdomen. right ventricle
trachea It contacts and flattens as you breathe in and domes up as you
Companion provides answers

breathe out.
• alternative assessment which has a focus on

A cluster of sacs in which oxygen and carbon dioxide are
bronchi
exchanged. Figure 3.6.1 The human heart
alveoli
Thin-walled tube reinforced with rings of cartilage. You can 2 (a) Identify whether the right or left ventricle is larger and has thicker walls.
feel these rings as ridges on the front of your throat.
left ventricle
creative and interesting assessment tasks that can to all worksheets in the Pearson
diaphragm One of these carries air into each lung.
(b) Explain why this ventricle has thicker walls.

3 Air is breathed in by the respiratory system. Within the lungs, exchange of gases takes The left ventricle pumps blood all around the body. The right ventricle only pumps blood
place and the air that is breathed out has a different composition. to the lungs. This means that the left ventricle needs to be made of stronger (and
be used to assess students’ understanding of module

therefore thicker) muscle than the right ventricle.
Science 2nd Edition Activity Book.

Percentage (%)
(a) List the gases that are present in the same
Gas
quantities in inhaled and exhaled air.
Inhaled Exhaled 3 Construct a flow diagram to show the passage of the blood through the body and heart.
air air Nitrogen and inert gases such as argon
Start and end with the right ventricle.
content
nitrogen 78 78
(b) Explain why the quantities of these gases do right ventricle ➔ pulmonary artery ➔ lungs ➔ pulmonary vein ➔ left atrium ➔
For clarity these are presented in

oxygen 21 17
not change. left ventricle aorta ➔ body ➔ vena cava ➔ right atrium ➔ right ventricle
inert gases
1 1 They are not used or produced by the body.
such as argon
carbon dioxide 0.04 4
• evaluate understanding which includes strategies the actual worksheet. 40

water vapour little saturated
RATE MY UNDERSTANDING RATE MY UNDERSTANDING

41
for the teacher to evaluate students’ understanding

PEARSON SCIENCE 8 2ND EDITION Shade the face that shows your rating Shade the face that shows your rating
through stimulus questions, short revision quiz ideas Answers to STEP-UP chapter
or other activities worksheets are accessible via the Teacher ProductLink as
• reteach relearn which provides ideas for re-teaching well as in the teacher version of your eBook.
or revising key ideas.
Summative assessment opportunities are provided in
the chapter tests accessible via the Teacher ProductLink
as well as in the teacher version of the eBook. The Be supported
chapter review in LightBook Starter provides an Pearson Science resources
additional option for summative assessment. Pearson Science resource boxes are a reminder of what
resources are available in the Pearson Science package.
These include teacher and student support on Pearson
eBook, such as:
• interactive activities
• Untamed Science videos
• SPARKlabs
• weblinks to relevant information to support learning and
research activities
• risk assessments and much more.
viii PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

How to use this book • STUDENT BOOK
Pearson Science 2nd edition has been updated to fully address all strands of the new
Australian Curriculum: Science which has been adopted throughout the nation. Since
An integrated and
some states have tailored the Australian Curriculum slightly for their own particular
students, the coverage of the new Victorian Curriculum: Science is also captured in this research-based approach
new edition. to science education,
All aspects of the student books have been thoroughly reviewed by our Literacy which ensures every
Consultant, Dr Trish Weekes, and the result is more accessible content, enhanced
student has engaging,
scaffolding and strengthened question and instructions sets. There is also the added
bonus of an option to engage with extension and revision opportunities. The design is supportive and
updated to improve the readability and navigation of the text. challenging opportunities.
In this edition, we retain a flexible approach to teaching and learning. A careful mix
of inquiry, STEM and a range of practical investigations, along with fully updated
content, reflect the dynamic and ever-changing nature of scientific knowledge and
curricula. Combined with the improved and enhanced sets of questions, this series
provides a rich assortment of choice, supporting a differentiated approach.
MODULE
4.2
Be set 4
CHAPTER
Asexual reproduction
Reproduction Asexual reproduction requires only
one parent. If humans reproduced this
The chapter opening page sets a context for the chapter,

way then there would be no need for
Have you ever wondered ... sex organs and so there would be no
males, females, mothers or fathers.
• why animals have different sexes?
engaging students through questions that get them thinking

Instead, babies would be able to grow
• why males and females are different? from any part of your body. This may FIGURE 4.2.1 This youn
by budding. It is still atta
• why there are so many different types of seem a very strange world, but there caught a tiny water anim
about the content and concepts to come. The chapter

flowers? are plenty of organisms that reproduce
LightbookStarter in this way. Some of the jellyfish in this
• what happens during the 40 weeks of
pregnancy? image are doing just that! Fission
LS LS Some sea stars (starfi
learning outcomes are provided in student-friendly language science 4 fun

They begin splitting n
two. You can see in Fi
grows new arms. Spli
and give transparency and direction for the chapter. Each

reproduction called fi
helps sea stars survive
Growing potatoes Asexual reproduction in may break a sea star i
Can you grow pieces of potato?
animals mouth tissue attached
chapter is divided into self-contained modules. The module

arms to form a new, c
Collect this …
In asexual reproduction, there is no joining of egg
• 1 potato Planaria are a type of
and sperm. Instead, the young grows from part of
• soil reproduce (Figure 4.2
the parent’s body or from an unfertilised egg. The
• ice-cream container they are cut into piece
opening page includes an introduction that places the

individual is produced by mitosis, the process in which
• knife to cut potato
After completing this chapter you should be able to: • chopping board
a cell splits into two identical cells. Most species of
animals reproduce sexually, with only a few species
• outline how cells reproduce via cell division Do this … reproducing asexually. Asexual reproduction in animals
1 Cut the potato into about 8 pieces.
material to come in a meaningful context.

• contrast asexual and sexual reproduction can happen in a number of ways, including:
Each piece of potato should have ‘skin’
• compare reproductive systems of organisms on one side. • budding
• identify the organs and overall function of the reproductive system 2 Leave the pieces to dry in air for 1 day. • fission
• describe the structure of each organ in the reproductive system 3 Place about 2 cm of soil in the ice-cream • parthenogenesis.
container. Push all the pieces of potato into
• describe the specialised cells and tissues involved in structure and function of
particular organs
the soil with the skin-side upwards. Bury Budding
the pieces so that the skin is level with the
top of the soil.
Hydra are small freshwater animals that grow to around
• describe the impact of plant cloning techniques in agriculture
10 mm long. They are relatives of jellyfish and can
• describe how technology and modern farming techniques have improved 4 Water the soil until it is wet, but not soaked.
Over the next week keep the soil wet, and reproduce both sexually and asexually. Figure 4.2.1 shows
yields and sustainability
watch what happens to the potato pieces. a young hydra growing from its parent. The young hydra
• research the use of reproductive technologies and how they rely on scientific is being formed by asexual reproduction. It grew from a
knowledge from different areas of science Record this …
1 Describe what happened. bud on the side of its parent, and will soon break off the
• outline how a knowledge of cells and cell divisions has assisted in treating parent and lead a separate life. This method of asexual
and controlling disease. 2 Explain why you think this happened.
reproduction is called budding. Other animals that form FIGURE 4.2.2 This sea s
This is an extract from the Australian Curriculum AB parent split into two by a
Victorian Curriculum F–10 © VCAA (2016); reproduced by permission 4.1 by budding are corals and some sponges.
also regrew arms.
151 162 PEARSON SCIENCE 8 2ND EDITION
PS_8_SB_2E_04.indd 151 10/12/16 10:15 AM PS_8_SB_2E_04.indd 162-163
Blood cells cells are not just scattered around the body.
Specialised Ligaments hold bones together at the joints. If you Organs Photosynthetic cells ×100
Be interested
Cells near the surface of the
FigureThey
2.3.7 are organised
shows together
some blood cellswith
and other cells blood
one white of the sprain your ankle or wrist badly, then it is likely that you
Tissues are grouped together into organs.
andAll the
SciFile
green parts of stems
same
cell. Red type,cells
blood and carry
oftenoxygen
with other
fromtypes
youroflungs
cells. There are have torn some of the fibres of the ligaments holding
different tissues contribute
leavesto thelarge
have job numbers
that theoforgan has
aroundseveral levelstoofthe
your body organisation.
cells, whereThese levels
it is used are shown in
to release the bones together. Tendons join muscles to bones. chloroplasts. In the chloroplasts
to do. There are many different organs in your body,
Figure
the energy you2.4.2.
need. They also carry some of the waste New blood Muscle tissue is a specialised tissue that can contract,
is a green chemical called
such as the liver, kidneys and heart.
chlorophyll. This Even your skin
chemical
Tissues:
carbon• dioxide Tissues
from are back
the cells similar specialised
to your lungs socells
thatworking Red blood cells are the only cells in the human becoming shorter and fatter. For example, the muscle is an organ—the largesttraps
organthe Sun’s energy,
of your body. As you
body that do not have a nucleus. This means which the plant then uses in
together
you can get rid of to complete
it from your abody.
specific
Thetask.
white blood on the front of your upper arm (the biceps) bulges can see in Figure 2.4.7,photosynthesis.
the skin is made up of many
they can’t reproduce and need to be continually
Stunning and relevant photos and illustrations are

cells have a very different
• Organs: Tissues job. They are part
are organised intoof the An organ
organs. when you pull up your forearm. You can see this in different tissues.
replaced. Your body makes billions of new red
immune issystem and help
a structure thatthe body toatfight
contains leastinfection.
two different types Figure 2.4.5. Each individual cell of the muscle has
blood cells every day.
of tissue working together to complete a task. contracted. hair
oil hair erector temperature
• Organ systems: Organs are arranged into organ Prac 1 gland shaft muscle receptor
pain
purposefully selected to build understanding of the text.

p. 86
systems. Organ systems have two or more different receptors
organs that work together.
SciFile biceps
epidermis
organ systems
What do babies and bears have
Students know when and how they should engage with

organs blood
in common? capillaries
tissues Newborn babies and hibernating animals have triceps
Guard cells ×800 dermis
large amounts of brown fat (Figure 2.3.9). Brown Guard cells are found on the leaves and stems
FIGURE 2.4.2 In a
fat cells contain many mitochondria, which give
artwork as each image is clearly referenced from within the

complex organism, of plants. Guard cells work in pairs to open and
There are many more red cells in your brown fat its dark colour. Newborn babies cannot FIGURE poresBiceps
2.4.5 (holes)are theleaves
muscles that contract to pull
FIGURE 2.3.7 thereblood
are many more close very tiny
your arm up.needed
Muscles
in the called
than white cells. shiver and rely on brown fat to produce heat stomata. Gases by cannot
the plant expand, so another set of muscles
enter through
cells than there are need
open to contract
stomata. to pull
Unwanted theleave
gases arm the
back down. These are your
same sweat
cells when cold. Hibernating animals, such as bears, gland
tissues, many more triceps.
way. Guard cells close the stomata when plants fat
tissues than organs, also rely on brown fat to keep them warm when
Fat cells need to reduce water loss.
text, to develop understanding. Captions for every artwork,

and many more hibernating in cold conditions.
You have two different types of fat cells in your body.
organs than systems.
Brown fat cells are used to produce heat for the body, Nerve tissue such as that in Figure 2.4.6 can send
FIGURE 2.4.3 Column-shaped cells make up the epithelial
especially when it gets cold and you are shivering. tissue lining your small intestine. electrical signals around the body. These electrical hair nerve pressure
follicle
Structural cells ×1000 fibre receptor
Tissues signals are managed by nerve tissue in the brain and
along with labels for more difficult images, build further

The white fat cells in Figure 2.3.8 are used as a store of The cell walls act as the skeleton of plants.
energy.InThey also form an there
insulating layertypes
underofthe skin passed down the a large bundle of nerve tissue called FIGURE 2.4.7 The skinplants
is a complex organ. It consists
bigger of
the human body are four tissues: When grow, they become
the spinal cord to the body. One nerve cell would many tissues including fat, dermis,
and heavier. epidermis,
The cell bloodcell
walls of many and
that helps to keep your body at a constant temperature. blood vessels. types, especially the water-conducting
• epithelial tissue not be able to pass information around your body
cells in the plant stem, become thicker
• connective tissue effectively. Thousands of nerve cells are grouped
meaning and understanding.

and stronger, providing more support. The
• muscle tissue together to form your nerves. wood of tree trunks is mostly cells with
walls that are so thick that the cell has
• nerve tissue. died. The living part of a tree trunk is just
FIGURE 2.4.4 The white
Epithelial tissue is made up of cells that form surfaces inside the bark.
tissue in this model is tendon.
over other organs. Your skin is the best known organ It connects muscles and bone.
Conducting cells ×400
that has an outer layer of epithelial tissue called the FIGURE 2.3.9 Colour-enhanced SEM of a brown fat cell. Plants take in water from the soil through
epidermis. Epithelial tissue also lines the inside of your Brown fat cells have a rich blood supply because they their roots. The water is needed in the Root hairs
mouth and the rest of the digestive system. Figure 2.4.3 require large amounts of oxygen. Their dark colour is due leaves for photosynthesis. This means that Plants cannot move around to get
water from where it is available. This
shows the cells making up the epithelial tissue that lines to large numbers of energy producing mitochondria. water has to be transported from the roots
means they need an efficient way
to the leaves. Plants make their food in the
the small intestine. The respiratory system and the leaves, but the cells of the roots and stems of taking in water where they are
reproductive system also have a layer of epithelial tissue Specialised plant cells need food if they are going to stay alive.
root hair
growing. Water comes into plants
from the soil through the surface
This means the food has to be transported cell in root
lining their surfaces. Like animals, plants are multicellular organisms. from the leaves to the roots and stems. of their cells. Some of the cells on
Inside the plant are cells that are specialised the outer surface of roots have root
Connective tissue supports and holds together Plants have specialised cells of different shapes and nerveincrease the
hairs. These root hairs
for transporting water and food. These
other tissues in the body. Examples of connective sizes, but they do not have as many different types of conducting cells are long thin tubes like surface area of the root for water
tissue are fat, bone, cartilage, ligament and tendon. cells as animals. drinking straws. nucleus uptake.
A tendon is shown in Figure 2.4.4. Some types Each type of cell is specialised to carry out a different soil
FIGURE of2.3.8
connective tissue
White fat cells are strong
under andinsulate
the skin fibrous, which
you function within the plant. Figure 2.3.10 shows some muscle
means
from the thatkeep
cold and it is you
made of strands
warm. or fibres,
These cells like threads.
have been plant cells that have FIGURE 2.4.6 These nerve endings are attached to the muscle.
stained purple.
different functions. AB AB Prac 1 Prac 2 The
FIGURE message
2.3.10 passing
Different along
plant thehave
cells nervedifferent
causes the
jobsmuscle
to do. to react.
2.7 2.8 p. 76 p. 76
72 78
PEARSON SCIENCE
PEARSON SCIENCE
8 2ND EDITION
8 2ND EDITION CHAPTER
CHAPTER
2 • CELLS
2 • CELLS 73 79
PS_8_SB_2E_02.indd
PS_8_SB_2E_02.indd
72-73 78-79 10/12/16 10/12/16
10:23 AM 10:24 AM
PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION ix

MODULE
2.3
MODULE
What happens to Some sound is usually transmitted. This means that
Frequency, wavelength
2.2
and speed Practical investigations Specialised cells
Be inventive Be inquiring
some of it passes through a surface. The amount of
sound energy? sound transmitted depends upon the surface itself.
SPARKlab alternative
As a sound wave travels through a material, the particles Not much noise will be heard between two classrooms Figure 5.3.6 compares the speed of sound in a gas, available for this activity
of that material vibrate. When a sound wave hits a flat separated by a brick wall. If the separation between a liquid 3 • aMicroscopic
and solid. Sound travelslife in 340
at about pond m/s water
the classrooms is a curtain or a thin plaster sheet, then In unicellular organisms, a single cell
and solid surface, like a brick wall, it can be reflected. If throughPurpose
air. This explains why it can take several Results
a sound wave is reflected, then you hear an echo. more sound will be transmitted. secondsTo to observe
hear the microscopic
sound of thunderorganismsproduced
in pond by water. has to carry out all the functions of
1 Record the number of different types of
The science of sound is called acoustics. Acoustical lightning that is some distance away. The speed that life. Bigger things such as plants and
The STEM4fun activities Science4Fun are

When a sound wave hits a soft surface, like a curtain, organisms.
engineers design spaces in which we can hear the a soundTiming 45 minutes
travels depends upon the material the sound
carpet or foam, some of the kinetic energy is absorbed. 2 Draw the organisms you see and label any parts animals are made up of many cells of
This kinetic energy creates friction, and sound energy sounds we want to hear, and not hear the sounds we travels through.
Materials The more closely the particles of the you can identify.
don’t want to hear. In a movie theatre, we all want to material• arepond
packed together, the faster a sound will different types. In these organisms,
is converted into heat within the surface. Classrooms water SAFETY 3 Use Figure 2.2.24 to identify the organisms you
hear an actor on the screen but not someone opening a travel through it. It is not possible for sound to travel in each type of cell is specialised to carry
are simple STEM-based inquiry-based activities.

and concert halls usually have coverings, such as saw.
• lightin
space, because microscope
space there is no material Do notor
drink pond
particles
carpet, wall panels or ceiling tiles, that are positioned to lolly wrapper in the back row.
water. Wash your long wavelength short wavelength out a particular job. The cell shown
• and
to vibrate microscope slides
transfer energy. Review
low frequency high frequency
absorb sound energy and reduce echoes. hands thoroughly after here is a nerve cell that helps carry
• cover slip low pitch high pitch
the activity. 1 a List the different types of organisms you saw.
Sometimes a sound hits a rough surface. This The each
pitch organism:
or frequency of a sound depends on messages to and from the brain.
4
• eye-dropper FIGURE 5.3.7
b For
applications are provided in STEM fun

They pre-empt the
scatters the sound and spreads out its energy in many its wavelength.
• cotton wool i state whether it was unicellular or not
directions. In this case the sound is diffused and is
• paper towel or tissue ii describe its characteristics.
muffled. Figure 5.3.5 shows three different ways that
• toothpick (optional) 2 Describe any difficulties you had observing
sound can interact with a surface. Echoes gas liquid solid This difference in energy is heard as a difference in
each chapter. Students are theory and get students

Procedure the organisms. How did you overcome these
volume. If you blow hard on a whistle then you will
difficulties?
medium: air at 20°C water at 25°C iron
PROBLEM 1 Place343
speed of sound: two drops of 1493
pondm/s water on 5130
a slide. produce a much louder sound than if you blow softly.
bricks m/s m/s
3 Why do you think the cotton wool fibres were
science 4 fun
How far do you need to be from a wall to hear a 2 Tease out a fewmuch
fibres of cotton Loudness is measured in a unit called the decibel (dB).
sound clearly reflected as an echo? FIGURE 5.3.6 Sound travels faster throughwool
a solidand
thanplace added to the slide? Did the fibres achieve this?
through a gas,them on the
the slide. The loudness of some common sounds is shown in
given an open-ended problem to engage with the

because particles in the solid are spaced
4 Describe the most interesting organism you
SUPPLIES much more Carefully lower the cover slip onto the slide and Figure 5.3.8.
3 closely. observed.
• 2 flat pieces of wooden board about 30 cm dry off any excess water. Water movement in plants
long and 5 cm wide Our ears4respond
Examine to differences
the slide using between sound
the low power waves.
of the
cloth or Decibel scale Where does the water go in a plant?
• a large flat brick or a concrete wall outside
and asked to create, design concepts through a

reflection absorption foam The pitch ofmicroscope.
a sound is how low or high the sound (dBA)
block Collect this …
PLAN AND DESIGN Design the solution. appears to5 us.
Now Thetrygrowling
high power.of a Remember
dog soundsthat low you
in are not
pitch, whileonly
the chirping of athe
bird is aofhigh-pitched • celery stick with leaves SAFETY celery
What information do you need to solve the magnifying size the organisms but
problem? Draw a diagram. Make a list of attached
sound. Thethey pitch
alsoof appear
a soundtodepends
be moving upon how
faster. 12-gauge shotgun Take care when using
materials you will need and steps you will take. • red and blue food a knife.
or improve something. These simple activity that

quickly the particles vibrate in a sound wave. The 160 dB
150
colouring
CREATE Follow your plan. Draw your solution faster the particles vibrate, the higher the pitch of the jet takeoff
140 dB • two yoghurt containers or glasses
to the problem. sound. The number of waves that travel past a given
chainsaw • knife
point per second is called the frequency of a wave. rock concert
Cyclops
IMPROVE What works? What doesn’t? How Diatoms110 dB 105 Do this …
problems require students sets students up to

sound Frequency is measured in a unit called hertz (Hz). 105 dB
diffuser do you know it solves the problem? What could 95 lawn mower 1 Add water to both containers until each is about
work better? Modify your design to make it A high-pitched sound has a higher frequency than a
vacuum cleaner 90 dB one-third filled.
better. Test it out. low, deep-pitched sound. The length of one wave is 80 dB
80 city traffic red dye blue dye
diffusion 78 dB 2 Add a few drops of red food colouring to one
called the wavelength. As wavelength is a distance, container to give it a strong colour. Add a
REFLECTION conversation
Sound can be reflected, absorbed or diffused 6 Leave the containers in a safe place for one to
to draw on their acquired ‘discover’ the science

FIGURE 5.3.5 60
it is measured in metres. A high-pitched sound has 60 dB few drops of blue food colouring to the other
depending on the surface it strikes. 1 What area of STEM did you work in today? two hours.
a shorter wavelength than a low-pitched sound. The refrigerator hum container.
2 What field of science did you work in? 40 7 Cut across the stalk about half-way up.
pitch, wavelength and frequency of a dog growling Euglena and 40 dB
Spirogyra rustling leaves 3 Carefully cut the celery lengthwise from the
Nematode
3 How did you use mathematics in this task? a bird chirping are compared in Figure 5.3.7. 30 dB end of the stalk to just under the leaf blades, as Record this …
20
pin falling shown in the diagram.
knowledge and skills, but focus before they learn about

1 Describe any changes to the leaf blades and at
Some sounds are fairly quiet—think of leaves rustling 15 dB
4 Cut across the end of the stalk to remove the the newly cut end of the stalk.
in the breeze. Other Amoeba
sounds are very loud—think FIGURE 5.3.8 Loudness is measured using the decibel dried end. 2 Explain why you think this happened.
of an aircraft taking off. The distance that each scale (dB). 5 Place one half of the celery stalk in the red water
particle in a material moves as it vibrates back and and the other half in the blue water, as shown.
on the process more than the it. Broadly speaking,

forth determines the loudness of a sound. Sounds
Prac 1 Prac 2 Prac 3
with more kinetic energy have particles that move
FIGURE 2.2.24 p. 225 p. 226 p. 227
Paramecium Chlamydomonas Daphnia
further as they vibrate than sounds of lower energy.
actual solution. they encourage

222 PEARSON SCIENCE 8 2ND EDITION 68 PEARSON SCIENCE 8 2ND EDITION CHAPTER 5 • ENERGY 223 CHAPTER 2 • CELLS 69
students to think about what happens

PS_8_SB_2E_05.indd 222-223 PS_8_SB_2E_02.indd 68-69 10/12/16 10:27 AM 10/12/16 10:22 AM
in the world and how science explains this.
Figure 5.1.3 shows four different types of potential

Working with Science Energy transfer
Be inspired
energy.
Energy can be passed from one object to another. This
• Gravitational potential energy is energy stored in
an object when it is above the ground. The greater RENEWABLE ENERGY is known as energy transfer. For example, when you conduction
kick a ball, kinetic energy from your foot is transferred
the height of an object the more gravitational ELECTRICIAN to the ball, causing the ball to move. You can see this in SCIENCE AS A HUMAN SCIENCE AS A HUMAN
potential energy it has. For example, the higher a
ENDEAVOUR
ENDEAVOUR
In Australia, there are growing concerns about
Be amazed
Figure 5.1.5. convection
water slide, the more gravitational potential energy the impact of climate change and pollution and Use and influence of science
you have at the top and the more kinetic energy you the fact that one day non-renewable resources
Working with Science career

will have on the way down! like coal and oil will run out. As a result there is a 1937
The development of aircraft design

need for the development of renewable energy
radiation radiation British pilot Frank Whittle (1907–1996) desig
• Chemical energy is energy stored in substances.
technology. People who are skilled in working first turbo jet engine, which was used to po
This energy is released by your body when you
with this technology are an important part of aircraft in 1941. The jet engine shown in Fig
digest food, and by cars when fuel is burnt. Wood, moving to a more sustainable energy future. enabled aircraft to travel at much higher sp
profiles cast a spotlight on the

paper, apples, petrol and batteries all contain In 1902, the brothers built the Wright Glider. They
The Science as a Human

There are various employment and training For thousands of years, humans have wanted propeller aircraft.
chemical energy. pathways you can take to gain skills in working made almost 1000 flights testing the controllable
to fly. From flying kites and gliders, curious
• Elastic potential energy is energy stored in a with renewable energy technology. glider, and were able to stay in the air for up to 26
people learned which wing shapes were
stretched or squashed spring. Stretched rubber Electricians are an important part of the seconds. The Wright brothers built a new aircraft
needed to provide a lift force. Aircraft design
diversity of career opportunities

FIGURE 5.1.6 Radiant heat is released in waves from the fuel enters
bands also store elastic potential energy, which is renewable energy industry and there are with an engine and in 1903, Orville Wright flew
Endeavour strand is
fire. The liquid in the saucepan is heated by convection has developed greatly since the Wright
released when they are let go. many employment opportunities in Australia. 36.5 metres in The Flyer (Figure 5.2.9). By 1905 the hot
currents. Heat from the saucepan handle is transferred by
Electricians maintain, repair and install electrical brothers’ first flight in 1903. exhaust
• Nuclear energy is energy stored inside the tiny conduction to the person holding it. brothers had achieved a flight of 39.4 kilometres. ai
systems and equipment, and so are essential in gases
atoms that make up all matter. Nuclear energy is our technology-dependent society (Figure 5.1.4). pushed
available through science with

out
released in a nuclear power plant, when a nuclear To become a qualified electrician, you need to
addressed throughout
bomb explodes, and inside the Sun. Nuclear complete an apprenticeship in Electrotechnology FIGURE 5.1.5 Conduction explains why you get burnt if you touch direction of flight
(Certificate III). Electricians need to have Kinetic energy is a hot tripod or stovetop. Conduction also explains
reactions produce heat and light. FIGURE 5.2.11 Fuel burns compressed air inside
good communication and problem-solving transferred from the why a can of lemonade feels cold. The can feels cold
Prac 1 AB
skills, and enjoy technical tasks and working person’s foot to the ball. engine. Hot exhaust gases are expelled at high spe
a focus on future science

p. 203 5.2 because heat transfers away from your warm hand into providing the forward thrust that propels the aircr
the modules as well as

independently. To gain specialist electrical skills
the metal of the can and the cold drink inside. FIGURE 5.2.9
gravitational potential energy chemical energy in working with renewable energy technology,
such as solar panels, you will need to complete
In this way, conduction makes your hand get Prac 2 Orville Wright
a Certificate IV in Electrical: Renewable Energy. colder and the can and lemonade warmer. p. 204 (1871–1948) 1950s
Aviation boomed following World War II. M
Heat transfer lying on the
directions, STEM and women

This qualification will give you the skills to
Convection
in spreads. Many of the

work in and contribute to the important area of lower wing of aircraft were built with piston engines and
renewable energy, with a promising job outlook Kinetic energy is not the only type of energy that can You don’t need to touch a heater in a room to feel The Flyer propellers to provide thrust for flight. From
for the future. be transferred. When you stand in front of a heater, heat transfer. This is because heat can flow through 1950s, passenger jets such as the Boeing 7
heat energy is transferred from the heater to you, liquids and gases. This process is called convection. Early 1900s manufactured.
in science. Career profiles

warming you up. Heat energy can be transferred in Otto Lilienthal died in 1896 after losing During the first few decades of the 1900s, the bodies
spreads have a special

It is convection that causes heat to rise, making it FIGURE 5.2.8
three ways: control of a glider like this one in a strong wind. of aircraft were enclosed to reduce drag forces when Now
hotter near the ceiling than down on the floor, and it is
in flight. Aircraft were made from stronger and lighter The engines of passenger jets such as the
• conduction convection that spreads heat from ducted heating vents
400 BCE materials such as aluminium. Figure 5.2.10 shows US A380 shown in Figure 5.2.12 have become
• convection through the rooms of a house. Convection also spreads
include questions that relate to

Kites were flown in China. aviator Charles Lindbergh, who made the first flight efficient, and the composite materials used
heat through soup being heated in a saucepan.
focus on Australian
• radiation. across the Atlantic Ocean in 1927, from New York construct the aircraft are lighter than mater
1480 CE
Often heat is transferred using a combination of these
Radiation Leonardo da Vinci (1452–1519) drew diagrams of
to Paris. Australian aviator Charles Kingsford Smith in the past.
Heat radiates (spreads outwards) from any hot object. (1897–1935) made the first flight across the Pacific
methods. Figure 5.1.6 shows an example. a machine with wings that he thought could help
the topic.
This type of heat transfer is called radiation. Radiant Ocean between the USA and Australia in 1928.
people fly. He called his machine an ‘ornithopter’.
Scientists and highlight

FIGURE 5.1.4 An electrician inspects cables for a set Conduction heat is transferred as a wave that can travel even
of solar panels. Electricians have many important roles 1799
in the renewable energy industry. When you consume hot soup, you feel the heat of the through the vacuum of space. This explains why you
soup as it warms your mouth and passes down your feel the heat of the Sun when you are outside. However, British scientist Sir George Cayley (1773–1857)
throat. Heat has been transferred from the soup to radiation is easily blocked. If you stand in the shadow discovered many of the principles of flight. He
nuclear energy Review
exciting developments,
elastic potential energy
you. This type of heat transfer is called conduction. of a tree it feels cooler, because the radiant heat of the experimented with the shape of the wings on a
Electricians qualified to work with renewable
Conduction happens between two objects that are in Sun cannot get to you. glider that would allow smooth air flow.
FIGURE 5.1.3 Objects that store potential energy may release energy technology will be in great demand in
the energy in different forms at a later time. When stored the future. Propose reasons why. contact. Heat transfers from the hotter object into the 1891–1896
energy is released, things happen. cooler one, until they are both the same temperature. German engineer Otto Lilienthal (1848–1896) made
innovations and
over 2000 flights in monoplane and biplane gliders
196 PEARSON SCIENCE 8 2ND EDITION CHAPTER 5 • ENERGY 197 that he had designed. His gliders, like the one in
Figure 5.2.8, were the first to travel long distances. FIGURE 5.2.12 The use of carbon-fibre reinforced
the structure of this modern aircraft increases fue
1903
discoveries across all

and reduces greenhouse emissions.
PS_8_SB_2E_05.indd 196-197 10/12/16 10:18 AM American brothers Orville and Wilbur Wright
FIGURE 5.2.10 Charles Lindbergh (1902–1974) made the
tested different shapes of aircraft wings in a wind first solo flight across the Atlantic Ocean.
tunnel to assist them in designing their gliders.
science fields. This

212 PEARSON SCIENCE 8 2ND EDITION
feature also includes

PS_8_SB_2E_05.indd 212-213
MODULE
questions to help students build connections with
4.3 The human reproductive system
The cervix is a ring of muscle that tightens to hold
the content they are learning and the relevance of

Be skilled
the uterus closed while the baby is developing. This brain
protects the baby in the womb. The cervix opens up
when the baby is about to be born. FSH LH lining
these contributions.
breaks
The human reproductive The male’s penis is inserted into the female’s vagina. follicle grows ovulation down
The vagina is where sperm is deposited and is also the
system enables us to
birth canal down which the baby passes.
produce offspring. It also
Skill Builders outline a method

oestrogen oestrogen
affects how humans function The menstrual cycle
lining growing lining ready menstruation
Reproduction in males and females is controlled by thicker for baby
as an organism. Chemicals chemicals called hormones that are produced in
from your reproductive the body and travel around in the blood. One female FIGURE 4.3.3 The menstrual cycle is controlled by hormones.
or technique and are instructive

The brain triggers the release of the hormones FSH and LH, and
organs affect your behaviour, hormone known as follicle stimulating hormone (FSH)
ovary follicles trigger the release of oestrogen.
causes the follicles to mature. A follicle is shown in
the way you grow, your
Figure 4.3.2. Another hormone known as luteinising
appearance and how your hormone (LH) makes the egg burst out of the follicle.
and self-contained. They step

body works. This is called ovulation.
SkillBuilder
students through the skill to

Menstrual cycles
Menstrual cycles vary in length. A typical cycle
is 28 days but the cycle can be shorter or longer, Some compounds are made up of molecules—such
The female reproductive The fallopian tubes (oviducts) are tubes that the egg depending on the person. In this cycle, the first day as water, wax and vegetable oil. In these compounds, SciFile Worked example
support science application. Be guided

passes along on its way to the uterus. If the egg meets a of menstruation (bleeding) is counted as day 1, and each molecule contains two or more different types of
system sperm and becomes fertilised, then it is usually in one typically lasts 3–7 days. Ovulation occurs at day 14 elements. Other compounds form crystal lattices. For DNA
Making sense of molecular formulas
The role of the female reproductive system is to of these tubes. of the cycle. example, table salt is made of a lattice of sodium and Problem 1 Problem 3
DNA (deoxyribonucleic acid) is a molecule
produce a baby. Its structure is shown in Figure 4.3.1. You can see this in Figure 4.3.4. In some cycles, chlorine atoms, while beach sand is a lattice of silicon found in the nucleus of a cell. DNA contains all Identify the types and numbers of atoms in a Construct a molecular formula for the sulfuric acid
The uterus (or womb) is a thick-walled muscular organ
ovulation can occur as early as day 9, while in and oxygen. the genetic information that makes you who molecule of nitric acid, HNO3. The molecule is shown molecule shown in Figure 6.2.5.
The ovaries are where eggs are produced. Eggs are that is normally about 7 cm long and 5 cm wide. It has a ovary in Figure 6.2.3.
others it may be after day 20. The part of the you are. DNA is a very, very long molecule.
also known as ova. A single egg is called an ovum. lining that can change and become rich in blood vessels. Molecular compounds
cycle that usually stays the same is the time from The fine threads of DNA shown below would
Worked examples
H hydrogen
There are two ovaries and each is around the size of A fertilised egg burrows into this lining. The baby grows ovulation to the start of menstruation. This is each be 2–3 metres long if stretched to their
All the molecules in a compound are identical in
an olive. They usually release a single egg each month, and develops in the uterus until birth. The uterus can follicle generally 14 days. full length. O oxygen
size and shape, and have the same number of atoms.
alternating between left and right ovaries. The egg swell up to many times its normal size to allow the baby Average cycle Scientists represent the molecules of a compound
forms in a capsule called a follicle, which the egg then room to grow. If the egg was not fertilised, then it passes
scaffold problems and

start 14 days using a chemical formula. The chemical formula for FIGURE 6.2.3
bursts out of when it has matured. out of the uterus through the cervix. FIGURE 4.3.2 An ovary and a follicle starting to swell. The menstruation ovulation 28 days S sulfur
follicle will eventually burst and release an egg. a molecular compound is also known as a molecular
formula, because it describes how many of each atom Solution sulfuric acid
Short cycle Thinking: Identify the elements in the molecule by FIGURE 6.2.5
make up the molecule. The number of each type of threads of DNA
uterus fallopian tube A third hormone called oestrogen makes the lining of looking at the chemical symbols.
techniques with a new

fallopian tube start 9 days atom in the compound is written in subscript (written
(oviduct)
(oviduct) the uterus grow thicker and increases its blood supply. menstruation ovulation 23 days Working: The molecule contains hydrogen (H), Solution
below the line). nitrogen (N) and oxygen (O).
ovary Oestrogen comes from the follicles in the ovaries. The Thinking: Identify the elements in the molecule by
cervix fallopian
funneltube amount of oestrogen changes in a cycle over a month. Long cycle
Figure 6.2.2 shows three examples of compounds Thinking: Identify the number of atoms for each looking at the key.
uterus (womb) (oviducts)
These monthly changes in the body are called the start 20 days
made from different combinations of the same element by looking at the subscripts. Working: The molecule contains hydrogen (H), sulfur
thinking and working

bladder ovary
ovary
menstrual cycle. The menstrual cycle is shown in menstruation ovulation 34 days elements: Working: H and N have no subscripts, so there is one (S) and oxygen (O) atoms.
bladder t uterus
cervix Figure 4.3.3. • Carbon monoxide has the molecular formula CO, H atom and one N atom in each molecule. Thinking: Identify the number of atoms for each
cervix
FIGURE 4.3.4 The menstrual cycle can vary in length. which means it contains one carbon atom and one O has 3 as its subscript, so there are three O atoms element by counting how many of each type there
urethra If the egg is not fertilised and implanted, then the are.
vagina vagina in each molecule.
oxygen atom.
approach to guide
thickened lining of the uterus breaks down. Over the
clitoris
vagina next few days some blood and much of the lining of • Water is a molecular compound with the molecular SkillBuilder Problem 2
Working: There are 2 white balls (H), 1 yellow ball
labia vulva urethra (S) and 4 red balls (O) so the molecular formula for
vulva the uterus, passes out of the body. These events are formula H2O. This molecular formula indicates that Making sense of molecular Identify the types and numbers of atoms in a sulfuric acid is H2SO4.
menstruation, commonly known as a period. there are two hydrogen (H) atoms and one oxygen molecule of ethanol, C2H5OH. The molecule is shown
Side view Front view formulas in Figure 6.2.4. Try yourself
students through solving

(O) atom in each molecule of water (H2O).
FIGURE 4.3.1 The human female reproductive system The molecular formula of a compound indicates
• Glucose has the molecular formula C6H12O6, which 1 Identify the types and numbers of atoms in
exactly what is in the compound’s molecules.
molecules of:
172 PEARSON SCIENCE 8 2ND EDITION CHAPTER 4 • REPRODUCTION 173 means it contains six carbon atoms, twelve hydrogen The chemical symbols tell you what
types
The of atoms
chemical are in the
symbols tellmolecule.
you what a benzene C6H6
atoms and six oxygen atoms.
types of atoms are in the molecule. b acetone CH3COCH3
problems and applying

These three compounds are all are relatively small
2 Construct a molecular formula for the methanol
molecules, made up of just a few atoms. However, the FIGURE 6.2.4
molecule shown in Figure 6.2.6.
H2 O
PS_8_SB_2E_04.indd 172-173 10/12/16 10:22 AM If there is no number,
molecules of other compounds, such as some plastics, then it means there is
contain thousands of atoms and can stretch several only one atom. Solution
techniques to master and

metres long. Thinking: Identify the elements in the molecule by H hydrogen
Prac 1
The subscript numbers tell If there is no number, looking at the chemical symbols.
p. 266 you how many atoms of each then it means there is
Working: The molecule contains carbon (C),
type are in theThe subscript numbersonly
molecule. tell one atom.
O oxygen
FIGURE 6.2.2 Molecules of three common you how many atoms of each hydrogen (H) and oxygen (O).
compounds. All of these compounds are made from type are in the molecule.
practise key skills.

Thinking: Identify the number of atoms for each
just three elements—oxygen, hydrogen and carbon.
element by looking at the subscripts. methanol
H hydrogen C carbon
Working: C has the subscript 2, so there are two
C atoms. FIGURE 6.2.6
O has no subscript so there is one O atom.
O oxygen
H appears in two places, so add the subscripts
together: 5 + 1 = 6. So there are six H atoms in each
molecule.
CO H2O C6H12O6
carbon monoxide water glucose C carbon

molecule molecule molecule
260 PEARSON SCIENCE 8 2ND EDITION CHAPTER 6 • SUBSTANCES 261
PS_8_SB_2E_06.indd 260-261 10/12/16 11:53 AM
x PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

LightbookStarter LightbookStarter
MODULE SCIENCE AS A HUMAN MODULE MODULE
ENDEAVOUR
2.2 Review questions
patient
LS LS AB The skin is then grafted onto the
2.2 2.4 Review
Review questions
questions LS LS
Be confident
2.10 wound. Within a few days, doctors
will know if the graft is going to
Remembering 11 a Name the
cells to parts of the plant cell labelled A, B
work. A successful skin graft will 18 What are Remembering
the similarities and differences between 22 a Evaluating
Classify the cell shown in Figure 2.2.22 as an
andbeCgrown
in Figure 2.2.19.look just like the patient’s old the following cells? animal cell or a fungal cell.
1 Define the terms: 1 Define the terms: 15 How do you think the amount of photosynthesis
b Describe the function of each.
skin within 10 weeks. In the past, a animal cells and plant cells b Give reasons for your answer.
a cell a epithelial tissue taking place in a leaf would change if:
healthy skin
B had to be taken in b plant cells and fungal cells.
b cell membrane b epidermis a the stomata were closed?
large amounts from another area
tissue
Evaluating b the number of chloroplasts was reduced by
Each module concludes with a comprehensive module review

c mitosis. c tissue.
or organ of the patient’s body. This left the half?
2 What term best transplanted
describes each of the following? patient with a large scar. 2 What
19 Most animals that term
live onbest describes
land have someeach of the following?
form
into patient 16 In diagrams A–D, each small circle represents a
a the jelly-like substance within a cell of skeleton. For
a example,
a structureinsects have anatexternal
containing least two different
b the organelle where energy is released Growing organs skeleton and mammals
types ofhave an internal skeleton.
tissue cell. Select the diagram that best represents:
a individual cells
that checks for understanding of key concepts and ideas.

c the structure inside a cell that produces Scientists hope that in the future, Propose reasons
b twofor these
or moreobservations.
organs working together.
complete organs can be grown for 20 Draw a Venn diagram like theinone shown b a body system
protein. 3 List these words order frominsimplest structure
transplant. There are children in Figure 2.2.20. From the descriptions of cells on c an organ.
3 Who constructed the first true microscope? to most complex.
the USA who have new bladders pages 58 and 59, select
tissue the characteristics
system cell organ.that
4 Name the scientist who first saw: that were grown from their own would go in each part of the diagram.
Activities are developed through a carefully prepared range

A 4 List two types of tissues found in the human FIGURE 2.2.22 A B
a cells in a sample of cork FIGURE 2.2.19 cells using tissue engineering.
body.
b bacteria C These children were born with
5 Name four different organs in the body. 23 What do you think the advantages are of using
c smaller structures in a cell defective bladders. Doctors took
tissue 12 Predict what would happen if: prepared slides rather than students making their
d cells dividing to grown
makeon new cells. cells grown cells from the lining of the bladder 6 List three systems in the human body. own slides? C D
of Bloom’s categorised questions. Students enjoy the benefit

a the membrane
in tissue of a celland
burst
scaffold muscle cells from the outside. 7 Name the plant organ:
5 List the three main points of the cell theory. culture
b the nucleus was removed fromcells
These a cell
were grown in culture 24 A student was using a microscope to examine
plant cell a in which
both most photosynthesis
animal cell takes place unicellular organisms. Figure 2.2.23 shows
6 What is the meaning of the prefix uni in the word c plant cells had no chloroplasts.
solution.
unicellular? scaffold b through which water enters the plant. what was visible when the student changed
13 a Name two unicellular organisms that are from low power to high power. What do you
of checkpoint opportunities to engage with module review

7 Name the structures
FIGURE 2.4.17 Theyou
that mainwould
steps in tissue to
expect engineering When there
commonly foundwere enough cells, they were
in water. Understanding think the student should do to be able see the
see in cheek cells observed in the science4fun on placed
b Explain onyou
why a bladder-shaped
should boil river scaffold
watermade from a complete Photosynthesis is the process by which plants
17organism?
page 56. biodegradable 8 Explain why skin is an organ rather than a tissue.
before drinking it.material. The lining cells went on make their own food in the form of glucose.
Many types of tissues have been successfully the inside of the shell and the muscle cells on the 9 How do root hairs make roots more efficient?
FIGURE 2.2.20 Photosynthesis is often described as the most
Understanding
engineered, including skin, blood vessels, bladder 14 You began as a single cell but now your body is
outside. The new bladder continued to grow in 10 Explain, with an example, why specialised cells important process on Earth.
questions at key points throughout the module.

made of billions of cells. Used labelled diagrams to
and muscle.
8 Explain why Skin tissue
microscopes can be
are needed to used
studyto treat wounds, culture for another seven weeks. After that it was need to work with other specialised cells of the a Describe photosynthesis in words or
explain how one cell became billions of cells. 21 a Classify the type of cell shown in Figure 2.2.21
cells. including burns. Skin cells from the patient are transplanted into the body of the patients, where the same type. diagrams.
cultured for two weeks, then added to a scaffold 15 Explainnew bladders continued to growassociated
the benefits and disadvantages and remain healthy. as a plant cell or an animal cell.
9 Explain why it is important to record the b Propose reasons to support the view that
and exposed to air. This produces sheets of skin, likewith cells having a cell wall. b GiveApplying
reasons for your choice.
magnification used when drawing cells seen REVIEW photosynthesis is the most important process
that shown in Figure 2.4.18, made of cells that are
using a microscope.
identical to the patient’s cells.
Applying 1 Explain what the following terms mean.
11 Draw labelled diagrams to demonstrate the on Earth.
10 a Name the parts of the animal cell labelled A, difference between cells, tissues and organs. Add
16 Identify which organelles 18 In the science4fun on page 77, vinegar (an acid)
B and C in Figure 2.2.18. a cell culture or structures would be notes and comments to assist where necessary.
present in large numbers in the following cells. slowly removed calcium from chicken bones.
b Describe the function of each. b stem cells 12 Draw and label a diagram of a plant that shows
Give reasons for your answers. ahighPropose
magnification
what might happen to your bones if
Tissue
a cells2 that culture
a lotisofthe process of growing new the path water travels from the soil to the cells in
require energy FIGURE 2.2.23 they lost calcium.
tissues or organs outside the body of a living thing. the leaves, where photosynthesis takes place.
A b cells that manufacture proteins b Predict how the functioning of your skeleton
a Where do the cells used to grow new tissue
c cells that carry out photosynthesis. Analysing Creating might change if you do not have enough
B come from? calcium
25 Construct a timeline in yourthe
showing diet.
main
13 Contrast:
Analysing
b Outline the main steps in creating new tissue
a a cell and a tissue
developments in scientists’ knowledge of cells
via tissue culture.
17 Identify the type of cell or organelle being from theCreating
time that Zaccharias Janssen was
Suggest reasons whysentences.
it is preferred that the b an organ and a system. working19with lenses until the present. On your
described cin each of the following Construct a diagram showing the organisation
a It is rigid,cells used for
and when tissue engineering
examined under a verycome from 14 What are the similarities and differences between timeline include each discovery,
of muscles, tendons andits date andinthe
bones the arm, and
high power theonperson who will receive
the microscope, no green the new tissue. cardiac muscle and skeletal muscle? people involved.
how they work together to bend and straighten
FIGURE 2.2.21
FIGURE 2.4.18 A 3 a Describe
structures could beoneseen.situation where skin tissue your arm.
strip of skin is held
above the culture b Chemicalgrown via tissue
tests revealed thatengineering
energy waswould be used.
C
medium. releasedb inBefore
large quantities.
tissue engineering, what would have
FIGURE 2.2.18
been done?
64 84
PEARSON SCIENCE 8 2NDSCIENCE
PEARSON EDITION 8 2ND EDITION CHAPTER 2 • CHAPTER
CELLS 65
2 • CELLS 85
PS_8_SB_2E_02.indd
PS_8_SB_2E_02.indd
64-65 84-85 10/12/16 10:19 AM10/12/16 10:26 AM
MODULE
2.3
MODULE MODULEMODULE
2.1 Practical investigations 2.12.2Practical

Practical
investigations
investigations Sp
Be investigative
SPARKlab alternative
available for this activity
3 • Microscopic life in pond water
SkillBuilder 3 Soak up any excess water or stain with a piece SkillBuilder
Purpose Results eyepiece
In unicellular org
of filter paper or tissue.
has to carry out a
Preparing a wet mount sample Using a microscope
To observe microscopic organisms in pond water. 1 Record the number of different types of
coarse organisms.
and
life. Bigger things
1 Place a drop of water onto the specimen on the 1 Place the slide on the stage and hold it in place using
Practical investigations are placed at the end of each module.

Timing 45 minutes objective
microscope slide. If a stain is being used, then it the clips (Figure 2.1.15).
fine2focus
Draw the organisms you see and
lens label any parts animals are made
knobs
can be added to the drop of water at this stage. Materials you can identify. different types. In
2 Adjust the mirror or diaphragm so that the maximum
2 Use a toothpick or your finger to gently lower • pondofwater
amount SAFETY
light is passing through the slide. 3 Use Figure 2.2.24 to identify the organisms you
stage
each type of cell
a thin glass coverslip onto it. This is shown in drop of water 3 Select the objective lens with the saw.
• light microscope Do lowest magnification.
not drink pond
New student-designed investigations and STEM inquiry tasks

Figure 2.1.14. out a particular jo
FIGURE 2.1.14 4 Looking at the microscope
• microscope slides fromwater. Wash
its side, your the coarse Review
adjust diaphragm
focusing
• coverknob
hands thoroughly after (under stage)
slip to bring the stage and objective lens as close 1 a List the different types of organisms you saw. here is a nerve ce
the activity.
as
• possible to each other without touching.
eye-dropper b For each organism: messages to and
1 • Getting to know the microscope 5 Looking
• cotton through
wool the eyepiece, turn the coarse focusing lamp
provide students with opportunities to plan investigations,

i state whether it was unicellular or not
knob so that the stage and objective lens move further
Before starting this experiment, make sure that 5 Record how the image moves when the slide • paper towel or tissue ii describe its characteristics.
apart.
you have read and understood the SkillBuilders is moved to the right and away from and • toothpick (optional) 2 Describe any difficulties you had observing
towards you. 6 Keep doing this until the specimen is in focus.
‘Preparing a wet mount’ and ‘Using a microscope’. the organisms. How did you overcome these
Procedure
7 Adjust the fine focusing knob to sharpen the focus on the FIGURE 2.1.15
6 Increase the magnification and then observe the difficulties?
design and trial their plans, to seek answers and solve

Purpose newsprint again. specimen.
1 Place two drops of pond water on a slide.
3 Why do you think the cotton wool fibres were
4
To make a wet mount and view it using a monocular
science
8 If 2youTease
missout
the apoint of focus,
few fibres go back
of cotton to step
wool and 4place
and start again.
Results added to the slide? Did the fibres achieve this?
or binocular microscope. them on the slide.
For two different magnifications: 4 Describe the most interesting organism you
Timing 30 minutes 3 Carefully lower the cover slip onto the slide and observed.
problems. A timing suggestion assists with planning, while Materials

1 Sketch what you see in a field of view. 2 • Using the
dry off microscope
any excess water. Water move
2 Record the magnification used. 4 Examine
Before starting the slidemake
this activity, usingsure
the low
that power of the
you have
• a section of newspaper SAFETY SPARKlab alternative
Where does the water g
containing small print 3 Count how many letters fit in the field of view. microscope.
read and understood the SkillBuilders ‘Preparing a available for this activity
Cover slips and Collect this …
Review wet mount’ and try
5 Now ‘Using
higha power.
microscope’.
Remember that you are not
safety boxes highlight significant hazards. Full risk assessments,

• monocular microscope microscope slides • celery stick with leave
• microscope lamp (if break easily. Treat 1 When you viewed the letter ‘e’ under the Purpose only magnifying the size of the organisms but Procedure attached
them with care. microscope, was the image the same way up as they also appear to be moving faster.
needed) To observe common objects at various 1 Observe a small specimen of each item under the • red and blue food
on the newsprint, or upside down? magnifications. microscope. colouring
• eye-dropper
2 Copy and complete the following sentences in Timing 30 minutes
safety notes and technician’s checklist and recipes provided via

• glass microscope slide 2 If you do not see an image, try shining the • two yoghurt container
your notebook. microscope lamp onto the surface of the object. • knife
• cover slip Materials
When I moved the slide to the right, the letters SAFETY You may notice that this works veryCyclops
Diatoms well with Do this …
• toothpick (optional) appeared to move to the . • small samples suitable
for viewing under a Cover slips and solid objects. 1 Add water to both c
Procedure Moving the slide towards me seemed to make the
microscope, such as microscope slides Results one-third filled.
ProductLink and eBooks support investigations.

1 Cut out a small section (1 cm × 1 cm) of letters move from me. a sugar crystal (both break easily. Treat 2 Add a few drops of
Sketch what you see in each case and record the
newspaper with small print. Make sure that there When I moved the slide away from me, the plain and caster), salt, them with care. container to give it
magnification used to obtain the clearest image.
is a letter ‘e’ in the section. letters moved me. copper sulfate, hair, few drops of blue fo
2 Use the newspaper to prepare a wet mount slide. Every time I moved the slide, the letters seemed clothing fibres, leaf, insect, writing sample (in Review container.
to go in the direction. ballpoint pen ink), mini grid (optional). Note:
Euglena 3 Carefully cut the ce
3 Set the microscope to the lowest magnification These do not need to be viewed as wet mounts. 1 DescribeSpirogyra
how each specimen appeared. In your
Nematode
end of the stalk to j
Practical investigation icons appear throughout the modules.

and focus the image of the newsprint. Try to get 3 How many letters fitted into the field of view at description, note observations that were not
• monocular or binocular microscope shown in the diagra
the letter ‘e’ into the field of view. each magnification? possible without the microscope.
• microscope lamp 4 Cut across the end
4 Slowly move the slide containing the newsprint 4 Describe what happens to the field of view when Amoeba 2 a Which specimen or specimens did you find dried end.
to the left, and record which way the image the magnification is increased. • glass microscope slides most interesting?
5 Place one half of th
An icon will also appear to indicate where a SPARKlab

appears to move. • cover slips b Explain why you found it interesting. and the other half i
• eye-dropper
• toothpick (optional)
FIGURE 2.2.24
Paramecium Chlamydomonas Daphnia
alternative is available. Prac 1

54 PEARSON SCIENCE 8 2ND EDITION 68 PEARSON SCIENCE 8 2ND EDITION CHAPTER 2 • CELLS 55
p. 175 PS_8_SB_2E_02.indd 54-55 PS_8_SB_2E_02.indd 68-69 10/12/16 10:15 AM
CHAPTER CHAPTER CHAPTER CHAPTER
2 Chapter review 2 Inquiry skills 2 Inquiry skills 2 Glo

Be extended 15 Identify the types of cells represented in these
diagrams.
Evaluating
20 Look back at Figure 2.3.4 on page 71, showing
cardiac muscle. The fibres of cardiac muscle are
arranged in a network. What do you think the
Research
1 Be a thinker
Research different types of microscopes
4
The invention of the light microscope led to
the discovery of singled-celled organisms.
The combination of improvements in light
Thinking scientifically
LS
1 Four cells were viewed under a microscope

and their diameters were measured. Use the
LightbookStarter
information in the diagram to decide which one

LS 3 When a cell was cut from a section of
a plant stem and viewed under a
microscope, it appeared as a circle,
as shown.
axon: long fibres that
extend from nerve cells
carry messages over lon
distances
Each chapter concludes In addition to the chapter

to find: Which one of the following could not be the
benefit is of having the fibres interlocking in this microscopes and the invention of electron was most likely to be a cell from an animal. bacteria: very simple
a c • images of each type of microscope three-dimensional shape of the cell?
way? microscopes have greatly improved our A 100 µm B 15 µm unicellular organisms th
• what each type of microscope is used for A B
21 Many plants have leaves that are thin and flat. understanding of these microorganisms. It is now C 2 µm D 45 µm lack a nucleus and othe
How do you think changing the shape of a leaf to • the maximum magnification for each type understood that some microorganisms cause organelles
of microscope
with an improved and richer review, there is a set

a cube would affect the functioning of the leaf as disease. Techniques have now been developed plant cells benign: describes a tum
an organ of photosynthesis? • the advantages and disadvantages of each to kill these organisms or minimise their spread. animal cells
type of microscope. Research: that is not able to spread
bacteria cells
22 a Assess whether you can or cannot answer other parts of the body
Present your research as a poster. • how the microscope led to the discovery of
b d the questions on page 45 at the start of this binocular microscope:
microorganisms
assortment of questions of thinking questions

chapter. 2 C D
• key discoveries related to microorganisms microscope that has two
b Use this assessment to evaluate how well you Robert Hooke is best known for being the first
and disease lenses
understand the material presented in this person to observe and name cells. What isn’t as
chapter. • the role played by electron microscopes 0 10 20 30 40 50 60 70 80 90 100
cancer: uncontrolled gr
well known is that he studied many other areas cells
of science, including chemistry, physics and • how these discoveries helped minimise
organised within the relevant to the chapter.

Diameter (µm)
Creating astronomy, and made many important discoveries. the spread of the diseases that unicellular cell culture: growing ce
Analysing 23 Use the rules for drawing cells to construct a Some people argue that Hooke was one of the organisms caused separately from organis
diagram showing the cells in Figure 2.2.21 greatest scientists of the seventeenth century and • the main people involved in these 2 The unicellular organism shown here 4 Some normal plant cells are shown here. the laboratory
16 Classify each of the following cell types as plant
on page 65. should be more famous than he is. discoveries. was viewed under a microscope with cell membrane: the ‘ski
or animal cells.
Bloom’s structure, that These test students’

Research Robert Hooke. Find: Present your findings as a timeline. a magnification of ×2. Which diagram it controls what comes i
a guard cells 24 Use the following ten key terms to construct a
represents the image you would see? cell wall: a rigid layer o
b nerve cells visual summary of the information presented in • when and where Hooke was born 5
this chapter. • what areas of science Hooke studied outside of a plant cell; p
c muscle cells Research stem cells and the advantages and
cell plant • what discoveries Hooke made the skeleton of a plant
d photosynthetic cells disadvantages that their use in the future may
bring together the learning science and interpretive

animal unicellular organism A B cells: the building block
e root hair cells. • Hooke’s relationship with other scientists. bring. Your research should:
multicellular organism tissue Present your research as a booklet on Hooke’s Which of the four options below shows what the living things
17 Compare the cells that Hooke studied in 1665 organ organ system • include images of stem cells
life and work, in which you address the above dot cells would most likely look like if the plant they cell theory: the idea tha
with the cells that Leeuwenhoek observed in specialised cell microscopic • compare embryonic stem cells with adult
points. came from had no water for 3 days? living things are made u
1674. stem cells
of concepts from across skills.

In the last section of your booklet, write one to two A B
one or more cells that c
18 a Compare the magnification of the AB paragraphs in which you use the information • list the advantages and disadvantages of from existing cells
2.12 using embryonic and adult stem cells
microscope Leeuwenhoek used with gathered in your research to answer the question: C D chemotherapy: the use
the magnification of modern electron Should Robert Hooke be more famous than he is? • find reasons why some people support the drugs to destroy cancer
microscopes. use of embryonic stem cells while others
3 chlorophyll: the green
a chapter. Students must

b Discuss any advantages that Leeuwenhoek’s argue against their use
Jellyfish (Figure 2.5.3) have
chemical in chloroplasts
microscopes had over electron microscopes. • discuss the statement: Supporting scientific
very specialised stinging cells. traps the Sun’s energy f
19 Classify each of the organisms in Figure 2.5.2 as
research in new areas such as stem cells is
Investigate how these cells help C D photosynthesis
unicellular or multicellular. important.
the jellyfish to survive. Include: chloroplast: an organel
apply knowledge and

Present your research in a digital form.
a b c within the cell where
• which jellyfish have stinging
cells photosynthesis takes pla
• why jellyfish have stinging connective tissue: a typ
cells tissue that adds support
skills to answer questions,

FIGURE 2.5.3
• how stinging cells are structure to the body, e.
FIGURE 2.5.2 bone, cartilage, tendon
structured and how they function
• what causes the sting and how this affects
other organisms.
and engage in fresh new

Present your research as a poster.
88 PEARSON SCIENCE 8 2ND EDITION CHAPTER 2 • CELLS 89

opportunities for inquiry PS_8_SB_2E_02.indd 88-89 10/12/16 10:27 AM

PS_8_SB_2E_02.indd 90-91
and research to take their learning to a new

level with the enhanced chapter review.
PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION xi

CHAPTER
2 Glossary
Be supported mitosis: cell division that

produces two identical cells
monocular microscope: a light
microscope that has only one
ocular lens
ribosomes: structures that produce proteins
root hairs: extensions on the outer surface of some
root cells
specialised cells: cells that have a special job to do in
Be prepared
Every chapter concludes Focussed on supporting the greater diversity of
the body and have a structure that makes them better
multicellular organisms: living able to do their job
mitosis
things made of many cells specimen: the object being looked at through a
muscle tissue: specialised microscope
tissue that can contract
with an illustrated glossary learners and pathways, a ‘step-up’ program has

stem cells: cells that can become different types of
nerve cells: cells that carry cells under specific conditions
information in the body stereo microscope: a binocular microscope that
nerve tissue: many nerve cells creates a three-dimensional image
grouped together
that is an easy reference

stomata: very tiny pores in
nucleus: the control centre of
a cell
objective lens: the lens of the
microscope closest to the stage
monocular microscope
leaves
tissue: groups of similar cells
that all perform the same
function in the body
been developed to launch students into senior
for additional support in sciences, in addition to the ‘core’ science program.
ocular lens: the lens of the tissue engineering: the stomata
microscope closest to your eye, growing of tissues or organs
also known as the eyepiece outside a living thing
organ: a structure that contains tumour: a group of cancer
comprehension of key terms. A series of step-up chapters, written by experienced

at least two different types of cells; can be benign or
tissues that work together to malignant
complete a task unicellular organisms: living
organ system: two or more muscle tissue things made up of only one cell
All key terms are bolded senior science teachers, have been developed with
different organs that work vacuole: a small structure in
together animal cells that may contain
organelles: the smaller parts of a cell. Found in the wastes or chemicals, or a large unicellular organism
cytoplasm and have a variety of important functions sap-filled structure in plant cells
throughout the chapter. the view to providing all students with the best
phloem: cells in a plant that carry glucose from the that stores water, wastes and nutrients
leaves to all other parts of the plant vascular tissue: made up of cells that create hollow
photosynthesis: the process used by plants to make tubes for the transport of nutrients and other
food from water and carbon dioxide using energy substances in fluid
chance of success in senior sciences.

from the Sun white blood cells: part of the immune system; help
protists: a group of unicellular organisms often found the body to fight infection
in ponds and soil xylem: cells in a plant that carry water from the roots
radiotherapy: the use of to the rest of the plant
radiation such as X-rays and
The Year 9 Student Book features a step-up

gamma rays to destroy cancer
cells AB
2.11
red blood cells: cells that carry
oxygen from the lungs around
the body red blood cell
chapter on Psychology. The Year 10 Student Book

includes step-up chapters for Biology, Chemistry
and Physics. These chapters are referenced from
PS_8_SB_2E_02.indd 92 10/12/16 10:28 AM
the print text and are provided in full via the eBook.
PEARSON science
The eBook also contains worksheets specific to
supporting the application and development of skills
Be reinforced A.B.
2ND EDITION
and knowledge for the step-up chapters.

The Activity Book provides
PEARSON
All Year 10 Student book chapters include a new

a set of worksheets for
science 2ND EDITION
series of exam-style questions to provide students

every student book chapter,
with practise and exposure in preparation for
giving lots of opportunities
examinations.
for practise, application and
extension. Activity Book icons
in the Student Book indicate
the best time to engage with a
ACTIVITY BOOK
particular worksheet.
RALI
ST
• AU
AN
•
CU
RR
ICUL
U
AB
4.2
LightbookStarter
Be progressed
Lightbook Starter contains complementary
LS LS
sets of questions for the module and chapter
review questions from the Student Book. This serves
as an alternate or additional assessment opportunity for
students who enjoy the benefit of instant feedback, hints
and auto-correction when engaging with this cutting-edge
digital formative and summative assessment platform.
Questions are all tracked against curriculum learning
outcomes, making progress monitoring simple. Icons in
the Student Book indicate the best time to engage with
Lightbook Starter.
xii PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

SERIES COMPONENTS
Pearson Science Lightbook Starter

Lightbook Starter offers a digital formative and summative shows student achievement against curriculum learning
assessment tool with hints, instant feedback and auto- outcomes. Lightbook Starter provides questions with the
correction of responses. Students and teachers also enjoy most sophisticated auto-correction of answers.
the visibility of learning through a progress tracker which
Be ready Be in control
Commence each chapter with questions to establish a Lightbook Starter is written to enable teachers and
baseline for each student around prior knowledge. The students to use this digital assessment tool as an
‘before you begin’ section includes useful preparatory alternative (or additional practise) to Student Book
material with interactive resources to activate prior questions. The Lightbook Starter structure mirrors
knowledge and reteach key concepts. the Student Book question set, thereby providing
a complimentary alternative to the Student Book
questions. This supports a fully integrated approach
to digital assessment and feedback.
Be assisted
Module review questions (with hints and solutions),
help students check for understanding of learning, Be assessed
revise and provide useful formative assessment to help
teachers identify areas of weakness, and are great for The chapter review in the Student Book
lesson planning. These serve as a touchpoint throughout has a complimentary assessment set of
the chapter and students benefit from auto-corrected questions in Lightbook Starter. Use this
responses which provide instant feedback and support. as an alternative to a class test at the end
of a topic.
Be reflective Be tracked
An integrated reflection Enjoy seeing
set of questions progress through
supports students the learning LightbookStarter
in considering their outcomes updated
progress and future instantly in the
areas for focus. progress tracker. LS
LightbookStarter LS
LS LS
PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION xiii

Series Components continued
Pearson Science eBook

Pearson eBook enables viewing and interaction with the student book online
or offline on any device: PC or Mac, Android tablet or iPad and interactive
whiteboard. This eBook retains the integrity of the printed page while offering
easy to access resources, support and linked activities that will engage
students at school and at home.
The eBooks provide a fully integrated, digital learning platform. Enjoy the
benefits of having the following digital assets and interactive resources at your
fingertips:
* new interactive activities and lessons
* new Untamed Science videos
* web destinations
* student investigation templates and teacher support
*n ew STEP-UP student book and activity book chapters with answers at
Years 9 and 10
* full answers to all Student Book and Activity Book questions
* SPARKlabs
* risk assessments
* full teaching programs and curriculum mapping audits
* chapter tests with answers.
Pearson Science ProductLink

Additional student and teacher resources are available free when you purchase
Pearson Science 2nd Edition. To access, visit www.pearsonplaces.com.au
and log in. Click on ‘Toolkit’ then select ‘ProductLink’ and browse for the title.
Professional Learning, Training and Development

Did you know that Pearson also offers teachers a diverse range of training and development
product-linked learning programs? We are dedicated to supporting your implementation of the
Australian Curriculum: Science and the Victorian Curriculum: Science but it doesn’t stop here.
These curricula align closely with Pearson Science Second Edition which offers an in-depth
learning experience, combining both practical and theoretical elements, enabling you to
implement the resource effectively in your classroom.
Find out more about our product-linked learning, workshops, courses and conferences at
Pearson Academy www.pearsonacademy.com.au
xiv PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

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Table of Contents

How to use this book vi 3 Body Systems ■ ■ ■ 93

iv PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

7 Physical and chemical change ■ ■ ■ 285

PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION v

Pearson Science 2nd edition Teacher Companion

of and organise ahead of commencing.

PS_TC8_CH01.indd 1 1/25/17 11:53 AM

Vocabulary preview MODULE

average outlier 1.1 Primary data

Pearson Science 2e teacher, featuring wrap-around teaching and learning strategies and

compare the results. Ask them to record

• Literacy Consultant: Dr Trish Weekes

mathematically and then summarise the

be explicit about using language in science at these four levels.

2 PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

• building vocabulary PS_TC8_CH01.indd 2 1/25/17 11:53 AM

1.2 Secondary data

1.1 Practical investigations domain

instruction are present.

differentiation through content, process, product and environment.

approach integrated in this series for ‘Differentiation in the science classroom’.

vi PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION

Pearson eBook 1.3 Practical investigations 1.3 Practical inv

• School laboratory technicians: Penny Lee and Donna Chapman

4 a Rise in water level is not affected.

practical activities including:

LightbookStarter CHAPTER REVIEW ANSWERS

1.4 Practical investigations ISTEM

Student book questions have

A wide range of learning strategies are provided in

full answers included for all

each module and these assist teachers to support

students in developing their understanding. When

module reviews, chapter

questions are given for teachers to ask, suggested

review sets, Try yourself

answers are provided. Some examples of strategies

activities, Working with Science

7 a humidity or amount of water available, 10 a 45 W/m2 = 0.75 m

features, Science as a Human • inquiry activity: short hands-on activities that

stimulate learning; often drawn from the text, photos

Endeavour spreads, practical

or activities within the Student Book

activities, STEM investigations 9 The sound intensity could be expected

and Thinking Scientifically

promote greater understanding and interest or active

PEARSON SCIENCE 8 2ND EDITION • TEACHER COMPANION vii

Science4fun inquiries provide background support and,

possible outcomes and information for going forward in

the module or chapter.

STEM4fun activities include hints and suggestions as well

as possible results and information for going forward in the

CHAPTER 1 • WORKING WITH SCIENTIFIC DATA 33

PS_TC8_CH01.indd 2 1/25/17 11:53 AM

PS_TC8_CH01.indd 33 1/25/17 11:55 AM

3.5 The respiratory system 3.6 The heart

A variety of assessment ideas are provided at the end

The final section of the Pearson

The focus is on formative assessment and the range of

Science 2nd Edition Teacher

options can be categorised as:

Companion provides answers