Ce ey a nace More on planning how to answer a question 2 Critique claims and justify opinions More on analysing and evaluating Risks and benef Pee Pee eed 1.3.1 friction and drag 141 Press 132 squashing and stretching 1.42 Pressure in liquids 133 Tuning forces 1.43 _ stress on slids Part 2 Summary and Questions 2:/Electromagnets Part 2 opener Eee es 2.3.1 Magnets and magnetic Fels 24.1 Fletromagnets 2.42 _Using electromagnets Part 2 Summary and Questions 3: Energy Pert 2 opener 3.3 work 3.4 Heating and cooling 33.1 Work, energy. and mactines 341 Energy and temperature 342 Energy transfer particles 3.43 _ Energy transfer radiation and insult art 2 Summary and Questions Cet ey eee ead 43.1 Sound abt ves 432 Rodi Part 2 summary and Quest Seemed PolymersLo eee PA eee Gas exchange Breathing Drugs Aloha smoking cee 9.3 Respiration 9:3. Aerobie respiration 9.32 Anaerobic respitation 9.3.3 Biotechnology BU eso Foren Natural selection Charis Darin Extinction Preserving biodiversity Glossary Index Periodic Table ea 84.1 Nuttents| 842 Food tests 843 Unhealthy det B46 Digestive syste 8.4.5 Bacteria ard encymes in digestion Part 2 Summary and Questions eed ‘944. Photosynthesis ‘94.3 Investigating photosynthesis 9.4.4 Plant minerals Part 2 Summary and Questions ceed 104.1 Inheritance 3042 DNA 10.4.3 Genetics 10.4.4 Genetic modification art 2 Summary and QuestionsLeaming objectives Each spread has ase flaming ebjectves, These tll you what {you wl be able to do by te end of the lesson ‘© the first learning objective tells {you what you wall Know by the end ofthe lesson ‘© the following learning objectives tell you how you ‘will Apply what you know. ra ‘The key words in each spreadare bighighted in bold and summarised Inthe key-word box. They can also be found inthe Glossary xO Links show you where youcan learn ‘more about something mentioned in the Big dea A A questions with one conical flask surbel are the easiest, 2 AA thequestions get harder as ‘youmove down the ist eve covert he eaten reclto theta foie Pee eee tre ciel pdt, Introduction Welcome to your AQA Activate for KS3 Student Book. This introduction shows you all the different features ‘that will support you on your journey through Key Stage 3 Science. Being a scientist is great fun. As you work through this Student Book, you'll learn how to work lke a scientist, and get answers to questions that science can answer. This book is packed full of fantastic (and foul!) facts, as well as plenty of activities to help build your confidence and skills in science. @ These boxes contain short questions. They wil help you check that you have understood the text. Maths skills a record Cartes Fantastic Fact! ‘These interesting facts elateto something inthe topic.opener Picture Puzzlers Each de begins with n opener Tres paces eteto spread Ts invoauces you to some semettngin te Big os ofthe key concepts tat you wl an yo wort the aners? cover ne Big ea ia ‘You aready know "Mists tings youve asa earn that come up again the Big es Check through them to see teres ‘euthing you need torecap on Big Questions “These ae ome ofthe mpotant uesionsin science thatthe ‘Big de wl help ata aver ‘Making comections “isshows how what you wl in ach ig ean up we sleet you ville in oter prs oF he couse section spreads ach lesan nas adoutle page spread containing learing cctves, practice questens keyword and task bows to lp you wottough thesig td, Tis tea summary of he ig idea. Youcan seit tochek that you have undeood the main ideas inthe fig dss ada staring pont torres, End-of Big Idea uestions su canuse ese Pracce questions totes we you rw the content in the big ee ig wrtehaths chalenge/Cate study fande althoond ofthe ig Ids. Ww lp you to Practise ing your sentiie Sil aed knowledgeLeaming objectives After this section you wil be able to: ‘© explain why and how we test hypotheses: ‘© explain why controling variables Is Important ‘© explain why itis important that someone else repeats your experiment. ‘hinkot severe ‘You leat about variables and scent ‘enquiry question in Book 1,1 Asking scientific questions Fantastic Fact! The highest bungee ump inthe work is froma bridge in Colorado USA You all adistance of 321 mandzeacha speed af 110mph. Ca ‘hypothesis independent variable, Geena repeale More on planning how to answer a question You can bungee jump off bridges and at fun fairs. Bungee Jumping can be exciting, The organisers need to know about the bungee cords to make it safe for you to jump. They need data. scientists collect data about bunges cords that frganises use when you jump. Deciding how to answer a scientific question Katie and Toms teacher has shown them a video about bungee jumping The video shows the bungee jumper getting on scales ist She asks therm to devise a question. They can usea piece of elastic ta model a bungee cor. Katie and Tom produce a table to show some ofthe possible questions, and the best type of enquiry you can use to answer them, Howaestarxongee —|anoteatoneraiy, Jumgedreenttemesen | Youcolcaaa stout cent anda to ‘hie bet Teshenyoaseah? | helengh aralase epaen. Howaetungeecons | natanatorl era reschata—| Yauco deat te hy You can investigate a question scenticaly if you can collect data Data can be observations or measurements, you cannot collect data then the question is nat scientific. [A Write down another scientific question about elastic that {you could answer with a pattern-seeking enquiry,Deciding which data to collect Katie and Tom decide to investigate the link betneen the thickness (of apiece of elastic and the length, ‘Their hypothesis is ‘the thickness ofthe piece of elastics greatar, the extension will bbe smaller when you strechit. fine double the thickness the ‘extension will halve, Thete ate mote bonds forthe frce to stretch They make alist of variables. In their plan they: ‘¢ identi the Independent variable (he thickness) anc dependent variable (he enoth ‘© Identify allthe variables they need to contra and say how they ‘will control them. Se onde hee festinew vinci vrst) 1 dB copy and complete these iintiecatence oie contthe confident in ae Srncee if youcompate your sus to someone ees and they ae f sire ay they ae alent rt geon ‘This means that you have more 'B Write down one of the variables that Katie and Tom need ‘in your conclusion, to control, ‘emarks) Kate and Tom discuss what data they ae going to collet Here i part of their discussion, «© A bigger range means our conclusion can be more genera. 2 smal range wilt what we say ‘© Assmater interval between measurements wll help us to see the pattern very clea, but wl tke longer. Tom realises that they cannot control things ke the temperature in the room. Tey vil sill be able to daw a conchsion because the temperature will not change very much. In your investigation there ‘may be variables that you cannot contol and youneed to assess the impact they might ave on your concision, Repeating the experiment Kate anc Tom wil repeat their experiment to hep them identify resis that dot fit the pattem (outs) and to increase their confidence in their conctuson Other people in the casa do the sae investigation, and Katie and Tom can compare thei ests wth those other groups they are simi, hen the exetimentis repeatable, Aepeatability is very important in scence. The results ofall experiments need to be checked by ote scientist to make sure that the resus are accurate This increases confelence in the conclusion of the experiment.pel CCL ire mene) evaluating Leaming objectives _safetyisthe most important consideration when you Afterthis section you willbe ableto. want to do a bungee jump. How do the organisers know it will be safe for you to jump? ‘© identify ways to use data and line graphs © explain how toevaluate Investigations and ask further questions, sefore you do | bungee jump gounave to Stand on some Zales. The company uses thevalue of your weight to Stork out howto adjust the cord {or your jump, u Analysing data using a graph . Katie and Tom look t ther results table, Here is part of - o7 ng 122 120 120 101 woo | woz 101 Shestin aie NN To ind outf doubling the thickness means that the length halves Katie and Tom plot aline graph To nd the relationship te stating point foreach axis needs to be 2er0. You need to decide which Hine of best fitio draw on your graph. This line sa curve. you drew a straight line alot more of the [pints wold be further from the in, {A Write down the length when the thickness is 1mm 1 fatie and Tom decide to draw a besa ‘ved line, not a tight ne 36 J their line of best it Astraght ine ‘would not the data Katie reads thelenth when the thickness is 1mmand 2mm. tra She notices that if you luble the thickness the fap inter concert length s more than half. sary ile Eeiprvaten the iced dos neta fy doyKatie and Tom could still draw a imited conclusion even though part of thei hypothesis was wrong andthe rests dd not match their prediction. Their conclusion is more believable because they ‘ow have data to suppor it B Write down what you do if your results do not support UL A ach a epeigin A. Bi copy and complete these: Sentences by eletng he conect Conclusions and limitations eee Tom was concemed because they ony had a imited number of Taine olbosal aoe weunnea thicknessesin ther ests table Thi meant tha the'rconcusion Re RST we ‘would be mere ited than f they hada larger range They had ‘morethe same number of ts taken mary reacings ve they were confident thatthe data vee tow ad below thetine Data accurate. The range and interval for the variables that you use can ‘that you use in your conclusion depend on the equipment avaiable the messurnginsruments or | atyoudid nt cole awe cal the time available, oie ees) Thypothess by colecting data ‘rakes ny explanation ft mre Using secondary data and other questions Hees Katie wondered what eal bungee cords wer ite, She looked up some re tmnanhernanasn ants geplfeere spare cops gututwionorasencceivnenanyare edo eta cent tasPeople write for a wide range of purposes, and for lots Learning objectives of different audiences. What makes communication Afterthis section you willbe able to: effective? ‘© describe how to plan to Planning what to write communicate effectively ‘When you need to communicate ideas you need to think about ‘© describe how to adapt your how you are going todo it. Here are some questions that you need ste to diferent audiences, to think about ‘© Who sthe audience? ‘© Whatis the purpose? ‘© What s the best structure? ‘© How cen imakeit clear, concise, comect, and coherent? Concise witing means that you descibe or explain as much as possible using the minimum numberof wards Writing is coherent ifitis logical well organised, and easy tounderstand [A Write down two things you need to consider when you decide on the style of your writing, Writing for a scientific audience \When you write upan investigation you are writing fora particular audience, whichis probably your teacher or other students. A report ofan investigation involves apatticular type of wrtng, Conse encode faciatsanitegors oo anc ‘A. The audience for same slentiie siting is the general public. There are acts about erence Innewspapers and magazines Scientists publish thelr research Injourmas, which ate any read by ‘ther scents Fantastic Pact! Katie and Tom need ta make sure that they use the covect Tiaei cere ail tooth Scientfc vocabulary. There are many words in science that have a research published in scenic ourals __slfeent meaning when you use them in everyday If, ke force ceery year. It should be clear from ther report which evidence they are using co te back up thei conclusion, 'B Write down one thing you need to remember when you © 2xzience write up an investigation.Writing for other audiences ‘There are many other types of audience You wil communicate effectively ifyou adapt your writing to suit the audience, Here are some examples Coenen geo te 1 ines wee cerbng ann {repo an weston + use bras omaletbereang cx peony © Write dawn one thing that you include in a newspaper article but not in an investigation report. Writing well for any audience . Good communication has certain qualities whoeveriswritingand yeaa te cotter the mae of wherever the audience is The wrter wil do particular things to our audenee when ou wre ensure that the communication i efective They wil: «© use clear language and wel formed sentences © teed hat they have witten and rewrite anything thats not clear check there are no mistakes in speling, punctuation, or grammar ‘= putparagraphsin sensible order «© uselink words to hep the reader connect sentences and paragraphs Sur me ene A Bussttourot tne strategies that dou shuld se when yo ae iting bout e scence ‘vestigation femares) 2 BA compare waiting fora Selenceoural wih ting forthe ener pale #- sedgams/carsfaphs : ‘tocommunicate alot of e a ination mor easy «include eveything thatthe Dlagamsareveryimpatant Tere dadad | ebaecusremeds “i drlabsleoiliel clearly. It would take many but leave out unimportant paragraphs to describe what this deta es Aes eas hep to make sure the reader understands what the o writer is saying, and why the wit i saying itWha wae tetidingy ote» Obs Kage whore sec ing? stetndno Deeithescieithaweaveard | hoi thefndar fe eesch? ee inte ren? 1 Ope hescemst wok acorpay ta oudiletreconcente bce? Wire tare ough ately» How many ditspont wes cnleces? steeoncuen? 1 icv therarean eo ‘sastesergleigeneugh? Dattesompe me attRecagares oF Spelgecertl tht sroude rele? + Pe fing bcd up bythe esearch [hod it eek? ‘Answering these questions will enable you to judge the relabilty ofthe source. B Virite down three things you need to comment on when {you judge the reliability of a source. Who funds scientific research? Scientists need money to do research. They need to pay for equipment, pay themselves a salary and possbty employ other ‘people. Where does the money come fom? Here ae the main sources of funding ‘© Governments, Governments set up funding councils. Scientists ‘wte grant proposals to get money to-do research. Scentists Inuniversities may get funding, but this has come from the ‘government. The gavernment gas its maney rom people who pay taves. (Companies. A car compary might fund research into the emissions of ther cars [Non-profit organisations, such a chats. The British Heart Foundation might do research into the effect ofa particular diet fn the sk ofheart disease. What is bias? \fsomeone has a blasitean that they havea preference, which canbe unfair f#Ascentist doing research into the side effects ofa drug may hhave a bas about the results if they work forthe company producing the drug ‘Journalist may have abies when they are reporting the results ofthe scientist's research ifthey have family member who has suffered side effects because of similar drugs. ‘A. Companies making medicines need to test them in laboratories, A B copy an complete tne Semerces baw ‘han other eentstschecka Seles work we say thas boon PERSE SESE He ae ‘hates he eidence the ware ‘nore Evidence ay bee person doing ‘the eeareh could bereft omit ortthe ofthe ‘esearen could make rey rom eran sll mars)Leaming objectives Afr this section you willbe able to ‘© describe how to critique a claim (describe how to justify your opinion ‘A. Some people think thatthe mean landing isa hoax, but the evidence shows that did happen, People make lots of decisions fevery day What isthe evidence that genetically modified food s harmful? eC CeCe Um lati) yuh) Can you believe what you read in the newspapers? You need to look at evidence a andere i cames frm to ‘workout claim may betue Se What do you do when you ‘critique a claim’? When you ctique a elaim you need te look atthe claim the evidence fr the claim, andhow the evidence was collected. Then you can work out fthe evidence supports the claim, What is the claim, and the evidence for the claim? Identifing the cain may be dificult because claims are not always cleatly stated, you ead that eating particular food is beter for yOu; you need to immediately ask yourself better in what way? Toctiquea daim, you need to state the dim precisely Itisimportant to lookat the type of evidence the author has used to make the caim. You may have less confidence in the claimfthe article says ‘Studies show. ‘but It does say which studies or wo did ther, Scientists say. but it doesnt say which scientists or what they havedone, In some articles there willbe alist of roferences atthe bottom. This is where you can look tofind the evidence fo the claim. 1A Write down a place to look for evidence of a claim in an article. You ae looking for detals about the experiments or research done — the data collected, how twas collected the range of data, who collected it, and whether has been published ina scentfic journal How good is the evidence, and the reasoning for the claim? Te evidence should be scientifically accurate and relevant tothe lai. The claim should fellow logically rom the evidence. You can explain how believable you think the claim i by presenting the evidence ond reasoning,'B Write down two things you are looking for when you. assess the evidence for aclaim, Sometimes the reasoning is not clearly linked tothe evidence. For example, scientists have found that your brain does adapt as youget older but this does not mean that using brain traning ‘Computer games makes you smarter How do you justify your opinion on an issue or decision? Evidence from science can help people to make decisions, orto form an opinion on an issue. You should start by stating the issue ‘or decision, and al the options. ‘You can use scientific evidence to justify our opinion. You should state your opinion clearly and list all the facts, ideas or data that support your opinion. It shouldbe clear which isthe most Important piece of evidence, and you should use one or two pieces oF supporting evidence. Give an example of an opinion that someone might hold about organic food, 4 — s = ‘A. Nany parents stopped ‘A. There have been clams that vaccinating thelr chien ‘ing Fish ll to students against Ma bocaus they increases their amination thought iteauses autism. There rests, ‘sno cent evidence fortis opinion There will always be other options You should identify those ‘options and explain how the evidence supports yaur opinion, and, does not support the other opinions. Your reasoning should be clear, but you can indicate how someone ‘may have a different opinion based on the same evidence, Think about what you would say fsomeone citcises your opinion. Cina ‘lai, evidence, reasoning Link ‘You eart about peer-reviewed journals ing Bvidence and sources Summary Questions 1. Deutthese statements in order toshowhow to justify your opinion. state your opinion acknowledge other opinions ‘stall the data supporting your opinion “dentiy the most impertant piece of evidence state the sue or decison to bemade ‘explain how the data support yout pinion @ mares)11) Risks and benefits Leaming objectives After this section you will be able to: ‘© describe how to assess the impact ofan invention or discovery ‘© describe which types of groups need to be considered «explain how a decision might be reached ‘A Barcodes on donated blood help townsure that ean be correctly Wentiied Cio benefit =m You learnt about risk assessment in Book 1.2 Planning inves gations A scientific discovery or invention can lead to an. application that we use in society. The invention of the laser led to the use of barcodes. Estimate risks To make a decision about whether to use a discovery o application YyOU need! to weigh up the benefits and sks. Here ae some examples winch maycase In many medical situations such as the Xray, the benefits outweigh the rst. In al situations that affect you personally you reed to weigh up the risks and benefts when you make a decision Ite to list the risk, and to look nt ust atthe consequences, but atthe probabilities aswell Then you can explain why you made the decsion, 1k Explain why someone would choose to havea dental X-ray. Examine consequences Decisions about applications of science can affect indviduns {cluding you, famies,communiies, and whole countries Some people might benefit, and some may lose out.Thismears thattheir perception ofthe rst or the benefits, or both willbe diferent They would come toa cfferent decision about what shouldbe done Imagine that a smal cy wants to allow peopl to use civtess electric cas The table onthe next page shows some ofthe groups and how they may beafetedconenof | haeuacattrtecaansorinstingatugng site thor | youstelessytocauseanaecdert siesscos_ | wecarttey mater don 3 oucano ote ting onary ‘oi caveaned |» fever pecpe vous reed xs - Bo oE js rone diate | ven coud eters asengigees [ » ates anon woes coud abs = noe nes hey had ane ‘heeaud be mae congestion ar dare cancouliep prope | "sae der erat oe ely ofthendiehone Teasers [te cule moe ca andere conston = is pluie om baring sa ue ON enarnmena |» fee coutbe need pelitin fou ve fo none | «tere would ler oun tela ae oe oes Sotono gree ects rois peatbenghzh + stielonginfablas etd ylation og, sarah) maybe |» airline ecalenvenmant walter stees Summary Questions 1 copy and complete these sentences, ‘when youexamine the ‘consequences fan invention or discovery you need to corse the the. 4 Actriveress concept car the Swodiferent Itis important to workout the risks and benefits foreach group. Sera eearetnes There are many other groups that are not on the list ~ people who eee ‘repair cars that have been in accents Insurance companies, B Identify a group that benefited, and one that did ‘not benef, from the invention of hands-free mobile phone kits. \When you examine consequences you should ‘© consider people, including yourself ‘© consider the environment including air quality and animals ‘© consider the money, including the financial consequences for the groups concerned. Listing the risks and benefits means that you can predict the views that people might have about the introduction of a new invention or discovery ‘Thereisnoight'answer Youcan try to select a choice that _maxienises the benefits ard minimises the harm, You can azo list ‘we should'or'we should net'rles that youthink everyone should fallow,12) Review theories 1 Leaming objectives When hereisa sudden unusual event you might hear aver thissection you wile ableto. someone say" have a theory about that: When a scientist says'Ihave a theory itdoes not mean the same thing. ‘© describe what a scientific theory is ‘© describe the link between theory and evidence in the development of a theory, 4 some people think events happen because of things tke astrology There iso Ssclentife endence that ‘astology predicts what wa happen. What is a theory? A theory isnot just an idea. Its an idea thats supported by sclentic evidence. There are lots of efferent words to describe what scientists have worked out about the universe we live i, and how it works. You may have met some area. Here are some examples: ‘¢amodel the model af the atom, the model af the Solar ge Pech, Sytem «theory theo oslo hen fconbuson 89 ‘A Alotoflaws inphusiesare wnittenas __Bangthecry achat «Slo tule caneon of ry Hook ae A nosey epeenegsoneting ha 0 art Asi slybscse oobi ost compa Themen nagel ghesyov ele: you oor terete © sraimetorioneatecuconectaneteneinet =H [A Write down a theory that you have used in science lessons. ‘theory is an explanation for pattems that we seein observations or data tis supported by sciennic evidence, and repeated experiments show that it's true A theory can bea statement ‘You learnt about Hooke’s Law in words ora mathematical formula, i Ti sar Torbeatees as 1s a statement that describes a phenomenon that ala isF skxwhereF = force, k= spring (266. astatement that describes a ph tae BS ‘constant and = extension, ‘curs under certain conditions such as Energy is always @ conserved'lt does not offer an explanation about why it happensBoth laws and theores ae supported by scientific evidence Kinetic theory explains the behaviour of gases using the idea of pastes and Einsteis theory of rlatity explans observations ofthe night sky. To see the ole of evidence in producing and supporting a theory it ‘s useful to look atthe history of some theories, Changing scientific theories The table below shows how theories have changed the ideas that people have aboutlivina things, mate, and the Universe rsma(iadat aheh [taremtedty | epmacna and eowicrat issn) |g ato meron rat [orcomeced and iad | betwen irs ane | re sorters seecton Janasensedthe wey |tiortarsuvie|erooterspeces treywerethetathe [andrepodcrpsse [ata ont emer cles combneswtn te | ncenes progr tais | mater hen rs Fadteensdsieshy | pene prodiced | cearatie atten apowansd [rte rational |voline cfs ae teetargngandies | tebmeangabout | Eth and more B Write down a piece of evidence that you have learnt that showed that everything does nat orbit the Earth, ‘Tere ate many unanswered questionsin science. Some examples ae: ‘© whats the link between the brain and what we think? ‘© what wl happen to our Universe? ‘There ae lois of scientists working on these and other questions to produce a theory that explains the evidence, ra ‘evidence, model theory law xT ‘Youlearat about the heliocentric model ofthe Solar Syetemin Book 724 The Moon and changing ideas. You learnt abou evolution in 103 Evoluton and combustion in 632 Combustion, ‘A. Anold theory sald that wood releases Phlogiston when i burns Gree hence 1. Awe doan the ceniton ofa theo (mart) 248 ‘a Name a they that has changed and a pece of evidence fort. (emarks) 1 Explain why theories are used in scence 2marks)