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Measuring forces
Setting the scene

Objects feel forces all the time. In this practical you will measure the force
needed to carry out different actions. You will also measure forces acting on
objects.
Aims
In this practical you will:
 measure the force needed to carry out different actions
 measure forces acting on objects
 compare the size of different forces.
You will be working scientifically to:
 make predictions
 record your measurements.
Safety
 Take care when lifting heavy objects.
 Use springs sensibly.
Equipment and materials

 newtonmeters
 pencil case with a zip
 handle (on a door/drawer/cupboard)
 two magnets, one with string tied round it
 object (book or mass)
 spring
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

This resource sheet may have been changed from the original.
Method
1 Working in pairs, attach the object to the hook
of your newtonmeter.
2 Use the newtonmeter to measure the force
needed to carry out the following actions.
Record your results in the table below.
a lift the object up
b pull the zip of your pencil case open or closed
c pull the drawer or door open
d pull the two magnets apart
e pull the object along the bench
f stretch the spring to double its length
3 Look around you. Find some other small objects
around the laboratory that you can attach to
your newtonmeter. Record the force needed to
lift these objects.
Results
Action Force required for action (N)

Questions
1 List the actions above in order of size. Start with the smallest force.
2 Describe how you used the newtonmeter to take accurate readings.
3 Compare your readings with another group.

a Are your readings the same or different?
b Suggest two reasons for any differences in your readings.
Extension
1 Using your list from Question 1, add other actions that you would expect to be the
same size in force.
2 Predict the size of different forces needed for everyday actions. For example, the
force needed to lift a chair.

Measuring forces
Use this table to record your results.
Force needed to carry out the

Action
action (N)
Lift a pencil case
Open a zip
Open a drawer or cupboard
Pull magnets apart
Stretch a spring
Pull a book along the bench

Squashing and stretching
Aims
In this lesson you are given a question to answer. You will find the answer to this
question by testing how much a piece of elastic stretches when weights are
applied. You will then write your answer to the question.
Big Question
An organiser of a bungee jumping competition changes the length of the bungee rope
so different people can use the rope safely. Use your idea of forces to describe how
the size of a person affects the rope when they jump.
Extra information: The rope is 15 m long and it extends by 3 m when an adult jumps.
An adult weighs twice as much as a child. (6 marks QWC)
What I need to know

Before answering a 6-mark question you should always think about the
information you need to know to answer it.
The table below states the things you need to be able to do to answer the
question. You might not know how to answer all of them yet. Tick the box for the
answers you know, and write your answer in the answer box.
Learning objective  Answer
Describe how the length of

elastic rope changes when a
force is applied
State Hooke’s Law
State that extension is found by

taking the original length away
from the new length
Key words
Add all the key words you need
to answer the Big Question in
this box.

Answer to the Big Question
Now you need to write your answer to the question.
This is a QWC question. This means you will be marked on:
 spelling
 grammar
 organising your ideas and information clearly
 using key scientific words.
Write your answer in the space below.
Improvements
Your teacher will you give you a mark scheme for the question. Mark your own
work or swap with a classmate. Write any suggestions for improvement in the
box below.

Investigating elastic
Setting the scene
It is important that bungee jumpers know how far their bungee rope will
stretch. For this reason, you will test how far elastic stretches when masses
are added to it. Then you will plot your results on a graph.
Aims
 describe how elastic changes when it is stretched by a mass.
 make a prediction
 make and record observations and measurements
 plot results on a graph.
Safety
 Wear eye protection.
 Ensure the elastic is fastened firmly to the clamp stand.
 Make sure you arrange the boss head of the clamp stand over the metal
base.
 Do not overload the elastic.

 clamp stand
 ruler
 elastic tied with a loop at each end
 1 N weights and a hanger
 eye protection
 G-clamp (used to keep clamp stands from toppling)
Prediction
What do you think will happen to the elastic when masses are added to it? Use
numbers in your prediction if you can.

Method
1 On the central, larger loop of the elastic,
draw two horizontal lines 10 cm apart.
2 Hang the elastic on the clamp stand from
the top loop.
3 Hang the 1 N hanger from the bottom
loop.
4 Measure the distance between the two
marks on the elastic carefully. Write this
in the results table.
5 Add a 1 N weight to the hanger and
measure the distance between the marks
again. Write this in the table (the hanger
and 1 N weight together weigh 2 N).
6 Repeat Step 6 until a total weight of 5 N
is reached.
Results
Add headings and your readings to this table. Take two sets of readings and calculate an
average in the final column.

Questions
1 Plot your results on a graph. The x-axis scale is 0–5 N and the y-axis scale goes up
to the highest mean distance.
2 Draw a straight line through the points that fit best.
3 Describe the pattern shown by your results. Use numbers in your answer if
possible.
4 Do your results match your prediction? Explain your answer.
5 Describe two ways you could improve your experiment.
Extension
If a piece of elastic obeys Hooke’s Law, its extension doubles when the force doubles.
The extension is the change in length.
1 Work out the extension for your results
Weight Extension (change in length)

Distance between marks (cm)
(N) (cm)
0 10

2 Use your results to explain if your elastic obeys Hooke’s Law.
3 Describe some uses for materials that obey Hooke’s Law.

Investigating elastic
Weight (N) Distance between marks (cm)
0 10

Investigating friction
Setting the scene
Friction is a force. It slows down moving objects or stops objects moving.
You will find out how friction depends on the surfaces involved in
movement.
Aims
 state the effects of friction
 describe factors affecting friction.
 test a prediction
 record measurements
 describe what your results show.
Safety
 Do not overload springs on newtonmeters.

 newtonmeter (0–1 N, 0–5 N)
 blocks with an eye and different surfaces underneath
 different surfaces to slide the blocks over
Prediction
Predict what surfaces will make friction for the block as large as possible. If friction
is large, a large force is needed to make the block move.

Method
1 Collect a block and newtonmeter.
2 Write down what the block’s surface is made from in the table.
3 Put the block on a surface and write the type of surface in the table.
4 Hook the newtonmeter over the eye on the block and pull the
newtonmeter so the block slides.
5 Read the force needed to keep the block sliding on your newtonmeter
and write this in your table.
6 Write down what you are keeping the same each time.
Results
Type of surface Type of surface the block Force to keep the block
on block slides on sliding (N)

Questions
1 Describe what your results show. Use some examples.
2 Did your results match your prediction? Explain your answer.

Investigating friction
Setting the scene
Friction is a force that slows down moving objects or stops objects moving.
You will plan an investigation to find out how friction depends on the types
of surfaces involved or the force of a block on the surface.
Aims
 state the effects of friction
 describe factors affecting friction
 explain why friction slows things down.
 make a prediction you will test
 design an investigation
 record measurements
 describe what your results show.
Safety
 Do not overload springs on newtonmeters.

 newtonmeter (0–1 N, 0–5 N)
 6 × 100 g masses
 identical wood blocks about 15 cm2 with an eye on one side and different
surfaces underneath
 different surfaces for the blocks to slide on
Prediction
Predict how to make friction for the wood block as large as possible using the
equipment provided. (If friction is large, a large force is needed to make the block
move.)

Method
You will investigate one factor (surface type, surface area, or the weight of the block).
1 Write down the independent variable (what you change).
2 How will you change the independent variable?
3 Write down the dependent variable (what you will measure).
4 What equipment will you use to measure this?
5 Write down the control variable (what you will keep the same).
6 Prepare the results table on the next page for your investigation.
7 Take readings by measuring the force needed to keep the block moving.
8 Record your readings in your table.
9 Plot your results. Decide if a bar chart or a line graph is best.

Results
Questions
1 Describe what your results show. Use your results to explain your answer.
2 Did your results match your prediction? Explain your answer.
Extension
Static friction is the force needed to make an object start moving. Sliding friction is the
force needed to keep the object moving. How could you investigate the difference between
static friction and sliding friction?

Gravity cups
Setting the scene
Imagine travelling around the Solar System with a container of food. You
don’t open the container but its weight changes on the Moon and on
different planets. If gravity is stronger, the container feels heavier. If
gravity is weaker, the container feels lighter.
Aims
 describe the effect of gravity
 explain the difference between mass and weight
 describe how weight changes in different places.
 make and record observations
 interpret observations.
Safety
 Handle containers safely.

 newtonmeters
 identical food containers placed at different stations
 calculator
Method
As you move round the room, imagine you are taking a container
to different places in the Solar System.
1 In your table, write the mass of the container that is shown on
the lid. Mass is measured in kg. It does not change.
2 Weigh the food container that is at each station using a
newtonmeter. Weight is measured in newtons. It does change
if gravity changes.
3 Write the weight of the container and station name in your
table.
4 Work out the gravity felt by the container in each station.
5 Use the data table to decide where you were when you visited
each station.

Data table
Place in the Solar System Gravity (N/kg)
Earth 10.0
Moon 1.7
Jupiter 27.0
Mars 3.8
Saturn 12.0
Results
Mass of the container at the start in kg = kg
Gravity
Station Mass Weight
(= weight ÷ mass)
Questions
1 Calculate gravity at each station. Make sure you include units.
2 Use gravity from your table and gravity in the data table to state where each
station was
a Station A was:
b Station B was:
c Station C was:
d Station D was:
3 Explain what weight is and state if it changes in different places.

4 Explain what mass is and state if it changes in different places.
Extension
1 Imagine you took the same container to other places. Work out what it would weigh
in these places:
Place Gravity (N/kg) Weight (N)
Mercury 0.6
Venus 9.0
Pluto 0.3
Triton (moon of Neptune) 0.8
Titan (moon of Saturn) 0.13
2 As you travel in a space rocket between planets, sometimes you feel weightless.
Describe what happens to the mass and the weight of the container when you feel
weightless.
3 A rocket feels a force of 30 N/kg when it is launched. This is three times larger than
Earth’s gravity. Describe, in as much detail as you can, what happens to the mass
and the weight of the rocket when gravity is 30 N/kg.

Gravity cups
Write down your results in the table below.
Station Weight (N)
Gravity is strongest on Jupiter. It is weakest on the Moon. Look at your results.
1 Which station shows what the container weighs on Jupiter?
2 Which station shows what the container weighs on the Moon?
3 Write down the name of the place or places where the container weighs less than
on Earth.
4 Write down the name of the place or places where the container weighs more than
on Earth.

Force circus
Setting the scene
Objects feel balanced forces when they move at a steady speed or
stay still. If the forces are not equal they are unbalanced and the speed of
the object changes. It may speed up, slow down, or change direction.
You will name forces acting on an object and use arrows to show the size
and direction of each force. A long arrow shows a larger force.
Aims
 identify forces acting on objects
 compare the size and direction of different forces
 decide if forces are balanced or unbalanced.
 record your measurements
 make predictions.
Safety
 Do not allow the toy car to roll off the bench.
 Mop up spills using a dry paper towel.
 Do not overload elastic bands to prevent heavy weights from falling.

 100 g mass hanger hanging from a rubber band or string, plus an extra
100 g mass
 test tube floating inside a boiling tube of water
 toy car on a ramp
 sheet of paper
 two magnets, one hanging freely from a clamp stand
 two 100 g masses tied to each end of a piece of string which is hanging
over a pulley

Method
1 For each experiment below, set up the experiment as described, name
two forces that the objects feel, and write them in the table.
Choose the forces from this list:
weight friction magnetic force upthrust reaction force tension
air resistance
a Hang a mass hanger from the rubber band.
b Float the test tube inside the boiling tube of water.
c Let the toy car roll down the ramp.
d Drop a sheet of paper.
e Hold a magnet near the magnet which is hanging from a clamp stand.
f Watch the masses hanging over the pulley.
2 Decide which direction each force acts in and write this in your table.
3 Decide if the object changes speed. If it changes speed the forces are
unbalanced. If it doesn’t move or change speed the forces are balanced.
Write balanced or unbalanced in your table.
Results
Force 1 Force 2 Balanced or

Experiment
Name and direction Name and direction unbalanced?
a
b
c
d
e
f

Questions
1 Draw a diagram of each experiment in the table below.
2 Use your results table to add two arrows to your picture showing the two
forces.
If the forces are balanced, both arrows are the same size but in opposite
directions.
If the forces are unbalanced, show the larger force using a larger arrow.
3 Label each arrow showing the name of the force.
Hanging object Floating object
Toy car on a ramp Falling paper
Magnets Two masses on a pulley

Extension
1 Hanging object: predict how the forces may change if a heavier object hangs from
the rubber band.
2 Floating object: predict how the forces may change if more water is added to the
test tube?
3 Object on a ramp: predict how the observations in the experiment would differ if a
wooden block was placed on the ramp instead of a toy car.
4 Dropping paper: predict how the forces may change if the paper is folded or
crumpled.
5 Magnets: predict how the forces may change if the different poles of the magnet
face each other.
6 Masses on a pulley: predict how the forces may change if one mass is heavier than
the other mass.

Force circus
Look carefully at each experiment and fill in the table.
Choose forces from the following list:
weight friction magnetic force upthrust reaction force

tension air resistance
Then decide if the object changes speed and if the forces are balanced.
If the object changes speed, the forces are unbalanced.
If the object stays still, the forces are balanced.
If the object keeps moving at the same speed, the forces are balanced.
Does the
Are the
Force 1 Direction Force 2 Direction object
Experiment forces
name of Force 1 name of Force 2 change
balanced?
speed?
hanging
mass
floating test
tube
toy car on a
ramp
two magnets
magnet and
paper clip
masses on a
pulley

Forces
Task 1: What do forces do?
Complete this table to explain what different forces do.
Force What it does

gravity
friction
upthrust
air resistance
driving force
support force
Task 2: Interaction pairs

Forces always come in pairs. We call these pairs interaction pairs.
Complete these examples to describe some interaction pairs. The first one has
been done for you.
You might find it easier to draw a picture for each one. Think about which part of
each object interacts and which way the force acts.
1 A book pushes down on a table. The table pushes up on the book.
2 A boy’s finger pushes a key on a keyboard. The key
3 A footballer’s boot pushes on a football. The football
4 A diver pushes on a diving board. The diving board

Task 3: Describing the effect of forces
Complete these sentences to describe the effect of forces. Sometimes there are
words missing. Sometimes you must choose the right word from the words given
in bold.
Experiment 1
When I pull/push the ends of a piece of elastic apart, the elastic .
This force deforms/fixes the elastic.
If I double/halve the force on the rubber band, the extension of the
rubber band doubles. This is law.
Experiment 2
When I drop a piece of paper, it down because
attracts it to earth. The paper falls because it is unsupported/supported.
The paper feels a force pushing up from the air. This is called
Air resistance is an example of a force.
On the Moon, paper falls faster/slower than on Earth. This is because gravity is
on the Moon than on Earth.
Experiment 3
When I roll a ball along the bench, it speeds up/slows down. This is because
of a force called friction/gravity. Friction/Gravity is greater if the surface of
the bench is rough/smooth. The ball changes speed because the forces on it
are balanced/unbalanced.

Explanation of drag forces
Solid moving through a liquid Solid moving through a gas
To explain why drag forces arise, you need to think about the arrangement of
particles.
Look at the diagrams above.
1 Do you think it is easier for the solid object to move through liquid or gas?
Circle your answer.
liquid gas
2 Explain your answer using the key word particles.
Task 4: Equilibrium
When forces acting on an object are balanced, the object is in equilibrium. This
means the two forces are equal.
1 A book is resting on a table. It is stationary. Draw force arrows on the diagram to show
it is in equilibrium.

2 Read the descriptions of forces acting. Tick the ones you think are in equilibrium.
Description In equilibrium?
A girl sitting on a chair.
A mass hanging from a spring, not moving.
A car accelerating (increasing in speed).
A picture hanging on a wall.
Task 5: Unbalanced forces

Look at the picture of the car. The arrows represent the driving force and
resistive force acting on the car.
Resistive force Driving force
1 The driving force is bigger. What effect do you think this has on the car’s movement?
2 Explain what you think would happen if the resistive force was increased (e.g., if the
driver applied the brakes).

Lights, camera, action!
Introduction
Imagine you are a scene writer for an educational video company.
Your company is making a film on balanced and unbalanced forces.
Your job is to write the storyboard for the film.
Task
Before a director can shoot a film they need a storyboard. The storyboard
explains to the director what happens on screen, what narration is needed, and
the order things should happen in.
You are going to write a storyboard showing how forces change during a car
journey. You need to show what happens to the forces and the movement of the
car when it:
 speeds up
 slows down
 stops
 changes direction.
In storyboard you need to include:
 pictures of the cars with force arrows
 narration text (to explain what is happening in terms of forces)
 instructions to the director (to explain how the car’s movement needs to change).
Storyboard tips:
 Make your diagrams clear. Draw them with a sharp pencil.
 Your narration needs to explain clearly what is happening using key words.
 You can add some excitement to your film script. For example, you could
choose to include a car chase!
 Make sure your storyboard has a logical sequence. Is it all in the correct
order?
 Ask one of your classmates to check it for you after. They will be able to tell
you if your instructions for the director are clear enough.
Creating your storyboard

Use an A3 sheet of paper. You should draw a set of boxes to draw your picture
in. Beneath each box you need a space for your narration text and your
instructions to the director.

Comparing waves
Setting the scene
All waves transfer energy from one place to another. Transverse waves and
longitudinal waves are different types of waves. You will look for things that are
the same and things that are different in both types of wave.
Aims
In this activity you will:
 state differences between longitudinal and transverse waves
 state things that are the same in longitudinal and transverse waves.
 make and record observations.
Observations
Your teacher will demonstrate different ways of showing transverse and
longitudinal waves.
1 Describe how the water moved when the wave passed.
2 Did the corks move up and down or sideways as the wave passed?
3 Did the corks stay in the same place after the wave passed?
4 Did the wave stop or come back the other way when it reached the end of the
fish tank?
5 Describe how the slinky spring changed as the wave passed.
6 Was the slinky spring in the same place after the wave passed?

7 Did the wave stop or come back the other way when it reached the end of the slinky
spring?
Questions
1 All waves transfer energy. Describe how you can tell there was a wave in the water
or the slinky.
2 Were the water and the slinky the same or different after the wave passed?

Comparing waves
Setting the scene
All waves transfer energy from one place to another. Transverse waves and
longitudinal waves are different types of waves. You will look for things that are
the same and things that are different in both types of wave.
Aims
 state differences between longitudinal and transverse waves
 state things that are the same in longitudinal and transverse waves.
Prediction
In a transverse wave you can see peaks and troughs because the material
vibrates at right angles to the direction the energy travels.
In a longitudinal wave you can see compressions because the material vibrates in
the direction the energy travels.
1 Predict whether water waves can be transverse, longitudinal, or both.
2 Predict whether waves on a slinky can be transverse, longitudinal, or both.

Observations
Your teacher will demonstrate different ways of showing transverse and
longitudinal waves.
1 Describe how the surface of the water changed as the wave travelled past.
2 Describe how the corks moved as the wave travelled past.
3 The amplitude of a transverse wave is the size of the peaks from the original water
level. Describe how to change the amplitude of water waves. For example, how
would we make the amplitude bigger?
4 The wavelength of a transverse wave is the distance between peaks. Estimate the
wavelength of the water waves.
5 Describe how the slinky spring changed as the wave travelled past.
6 The amplitude of a longitudinal wave is the maximum distance moved by a ring on

the slinky from its original position. Describe how to change the amplitude of waves
on a slinky.
7 The wavelength of a longitudinal wave is the distance between compressions.

Estimate the wavelength of the waves on the slinky.

Questions
1 Describe how you can tell a wave transfers energy through the water and the slinky.
2 Describe how particles in the water move when the transverse wave passes along
its surface.
3 Describe how particles in the slinky moved when the longitudinal wave passed along it.
4 Explain where particles in the water or the slinky were after the wave had passed.
Extension
Prepare a table to compare the two types of wave. The table could show similarities
and differences between longitudinal and transverse waves.

The speed of sound
Setting the scene
Sounds do not reach us straightaway. You will learn why sounds travel at
different speeds through solids, liquids, and gases.
Aims
 state the speed of sound in air
 state how the speed of sound varies in solids, liquids, and gases
 be able to link the particle arrangement in solids, liquids, and gases with the
speed of sound.
 make predictions using scientific knowledge
 ask questions based on observations of the real world, and use previous
knowledge and experience.
Task
Read the text and answer the questions that follow.
After an earthquake, rescuers search for survivors under the rubble of fallen buildings.
Every few minutes everyone stops what he or she is doing to listen very carefully. The
rescuers are listening for shouts from survivors but more often they can hear tapping
sounds when survivors tap stones or metal pipes. One person was rescued after 11 days
trapped under rubble when the rescuers heard faint tapping sounds.
The table shows the speeds of sound in different materials
Material Speed of sound (m/s) Type of substance

aluminium 6 400 solid metal
steel 5 800 solid metal
brick 4 200 solid non-metal
wood 3 600 solid non-metal
glycerol 1 900 liquid
water 1 500 liquid
mercury 1 450 liquid metal
helium 970 gas
air 340 gas
carbon dioxide 260 gas

Questions
1 State the speed of sound in air. Give the units.
2 State whether sound travel fastest in solids, liquids, or gases.
3 Explain why a sound travelling along a steel rod and an identical wooden rod
reaches the end of the steel rod sooner.
4 Sounds travel through materials by passing vibrations from particle to particle.

Particles in solids are very close together. They pass on vibrations better than
particles in gases, which are far apart. Use this information to explain why tapping
sounds from survivors after earthquakes travel better than shouting for help.
Extension
1 Fill in the boxes to show how particles are arranged in solids, in liquids, and in gases.
Solid Liquid Gas

2 Explain why sounds do not travel as quickly through liquids as through solids.
3 The Sun is incredibly noisy. The space between Earth and the Sun is called a
‘vacuum’, a place where there are no particles. Use these ideas to explain whether
sounds from the Sun can reach Earth.

Sound and energy transfer
Aims
In this lesson, you are given a question to answer. You will find the answer to
this question by comparing how sound travels in different materials and
comparing the speed of light and sound. You will then write your answer to the
question.
Big Question
Compare the time it takes light to travel around the world with the time it takes sound
to travel the same distance. The distance around the equator is about 40 000 km.
(6 marks, QWC)
What I need to know

Before answering a 6 mark question, you should always think about the
State the speed of light and the

speed of sound in air.
Calculate the time taken for

light and sound to travel the
same distance.
Explain the difference in time
taken for light and sound to
travel the same distance.
Key words
this box.
© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements 1

 spelling
 grammar
Improvements
box below.

Wave diagrams
Setting the scene
We can see sound waves using an oscilloscope. The oscilloscope shows the sound
wave as a transverse wave which changes shape when it gets louder or softer or
changes pitch. In this activity you will draw diagrams to represent sound waves.
Aims
 use diagrams to compare different sounds
 give examples of how the hearing range in animals is different from human
hearing.
 interpret observations and data
 present reasoned explanations.
Task
1 The diagram shows a transverse wave.
Fill in the table to name the parts of the wave shown in the diagram.
Choose from these words:
amplitude peak trough wavelength
Part of the wave Part of the diagram
B–D

2 Look at this diagram. It shows three different sounds.
Describe how the sounds are different. Explain why you made this prediction.
3 Look at this diagram. It shows two different sounds.
Describe how the sounds are different. Explain why you made this prediction.

Questions
The table includes information about animals and the sounds they make and
hear. The loudness of sounds is measured in decibels (dB). The loudest sound
has the most decibels.
Animal Hearing range (Hz) Loudest sound produced (dB)

human 20–20 000 90
dog 40–60 000 113
elephant 10–10 000 117
howler monkey 100–30 000 140
cat 30–50 000 100
bat 3 000–120 000 100
1 Name the animal that can hear the highest sounds.
2 Name the animal that can hear the lowest sounds.
3 Name the animal that can make the loudest sounds.
5 Name all the animals that can hear sounds too high for humans to hear.
6 Calculate the range of human hearing. Show your working.

7 Explain why a dog cannot hear the same sounds as an elephant. Use the data
from the table.
8 Explain why bats can hear more sounds than any other animals in the table.
Extension
1 Use information from the table of animal sounds and hearing ranges to compare the
loudest sounds made by a human and an elephant.
a Draw a wave diagram showing two waves with the same pitch but different
loudness.
b Label the wave that matches the loudest human sound and the wave that
matches the loudest elephant sound.
2 Use information from the table to compare the lowest sounds heard by a
human and a dog.
a Draw a wave diagram showing two waves the same loudness but different pitch.
b Label the wave that matches the lowest sound a human hears and the wave that
matches the lowest sound a dog hears.
3 Predict how the sounds you hear every day would seem different if you had the
hearing of another animal.

Wave diagrams
Use the following facts to help you answer the questions on your activity sheet.
 High-pitched sounds have a high frequency (waves appear closer together).
 Low-pitched sounds have a low frequency (waves are further apart).
 The loudest sounds have the highest decibel number.
 Animals that can hear sounds above the human hearing range hear sounds
above 20 000 Hz.
 Animals that can hear sounds below a dog’s hearing range hear sounds lower
than 40 Hz.
 The range of hearing is the difference between the highest frequency and the
lowest frequency heard by an animal.

Hearing and how it is damaged
Setting the scene
Our ears can be damaged over a period of time through exposure to high levels
of noise. This activity sheet helps you understand how hearing is damaged and
what you can do to prevent harm.
Aims
 describe how hearing can be damaged
 suggest ways to reduce hearing damage.
 evaluate risks.
Task
1 The diagram shows the structure of the ear. Complete the table with the correct name
for each labelled part of the ear:
Label Part of the ear

2 Read the text and answer the questions below:
Joe
Joe played the drums in a rock band several times a month and sat next to the loudspeakers.
After each gig Joe’s ears would ring and he couldn’t hear conversations but his hearing recovered
after a few hours. Joe’s friends asked him to wear earplugs or sit somewhere else but he wouldn’t.
When Joe wasn’t playing at a gig he was listening to his favourite bands on his mp3 player for
inspiration. He used earbud headphones to block out other sounds. After a few months Joe
couldn’t hear conversations clearly and needed to turn up the volume on his mp3 player. Joe
started hearing a ringing sound in his ears most of the time and music sounded muffled.
Joe’s dad
Joe’s dad worked in a factory with constant noise from machinery. All workers wore
earmuffs to protect their hearing from the constant noise. Joe’s dad said the ringing sound
was noise-induced tinnitus and it would get worse unless Joe stopped damaging his hearing.
Joe and his dad both damaged their hearing because of noise exposure. Loud noises over a
period of time damage hairs in the cochlea. Decibels measure how loud sounds are. Sounds
less than 80 decibels do not damage these hairs but loud music through headphones (90
decibels) for half an hour a day will. Damage from a rock concert (100 decibels) can happen
after just 15 minutes. The factory where Sam’s dad worked produced sound levels of 95
decibels. To begin with, the hairs can recover and the damage is reversible but after a while
the damage becomes permanent.
Questions
1 Describe how Joe damaged his hearing. Include the length of time that each activity
needs to go on to cause damage.
2 Describe three effects of damaged hearing.
3 Suggest two ways that Joe can protect his hearing.

Extension
1 Explain how noise levels, and how long we listen to loud noises, are connected with
the damage caused.
2 Suggest reasons why Joe didn’t take the risk to his hearing seriously.
3 Use your knowledge to suggest two ways young people could protect their hearing
at a concert. Suggest which way is likely to work best.

Using echoes
Setting the scene
Echoes are reflections of sound waves. You will have come across different
examples of this in everyday life and may not have realised it. In this
activity you will learn about the usefulness of echoes.
Aims
 learn what ultrasound is
 describe and explain uses of echoes and ultrasound.
Task
If you walk into a large empty hall with stone walls and floors you may hear your
footsteps echoing. Echoes are the sound reflections from hard surfaces. In a very
large room, the echo is quiet and takes a long time to be heard. Echoes help animals
find their position even if they cannot see, for example, at night or underwater.
Dolphins make clicking sounds which reflect from nearby objects. As soon as the
dolphin hears an echo it produces the next click. The clicks are heard in both ears
so the dolphin can work out the distance and direction of the object.

Questions
1 State what is meant by an echo.
2 Suggest why it is hard to hear an echo in the classroom.
3 Write down two ways dolphins use echoes.
4 Try this short experiment with a partner. One of you closes your eyes. The other
person clicks their fingers near your head, for example, behind your head or to
one side. Work out where the sound is coming from.
5 Use your experiment to explain how dolphins tell which direction the object is in.

Using echoes
Setting the scene
Echoes are reflections of sound waves. You will have come across different
examples of this in everyday life and may not have realised it. In this activity you
will learn about the usefulness of echoes.
Aims
 learn what ultrasound is
 describe and explain uses of echoes and ultrasound.
Task
If you walk into a large empty hall with stone walls and floors you may hear your
footsteps echoing. Echoes are the sound reflections from hard surfaces. In a very
large room, the echo is quiet and takes a long time to be heard.
Some animals use echoes to work out where nearby objects are, for example, at
night or underwater. The animal sends out a signal, listens for its echo, and works
out where the object is. This is called ‘echolocation’. Echolocation works well
underwater as sound travels quicker underwater than in air.
Many animals using echolocation produce ultrasound signals. ‘Ultrasound’ is sound
that is too high for human hearing. The signals travel as a focused beam giving a lot
of detail about nearby objects.
Dolphins make very high-pitched clicks using their nasal sacs. The clicks reflect
from nearby objects. The dolphin detects echoes using its ears and can work out the
distance to the object and what it is made from. By turning its head, the dolphin can
also work out the direction and size of the object.

Questions
1 State the meaning of echolocation.
2 After the animal sends out a signal, describe the next two stages in echolocation.
3 Explain why echolocation is more effective in water than in air.
4 Explain why many animals use ultrasound, rather than audible sound, for
echolocation.
5 Try this short experiment with a partner. One of you closes your eyes. The other person
clicks their fingers near your head, for example, behind your head or to one side.
Change the distance and position of the clicks. Work out where the sound is coming
from.
6 Use your experiment to describe how dolphins tell which direction the object is in and
how far away the object is

Extension
1 Bats live in large colonies in caves and buildings. At night they hunt for flying
insects. Explain how a bat uses echolocation to hunt, find out where they are, and
avoid collisions with other bats.
2 Different species of bats use different sounds for echolocation. Bat detectors are
machines that are used to identify different species of bats. Explain how a bat
detector can tell which type of bat is flying.

Aims
This activity sheet will help you revise waves and sound.
Task 1: Waves
Draw a diagram showing a longitudinal wave and a transverse wave. Label:
 the wavelength
 direction the energy travels
 direction particles vibrate in.
Transverse wave Logitudinal wave
Task 2: Sound waves

Complete these sentences using the key words.
before echo pressure reflects slower superpose vibrates
A sound wave is created when something .
Sound waves travel as waves in the air or other materials.
Sound waves travel much than light waves. This is why lightning is
seen we hear thunder.
When a wave hits a barrier it and travels the other way.
When a sound wave reflects off a surface, it creates an .
Two waves in the same place add together. We say they .

Task 3: How sound waves travel
1 Complete these boxes to show the arrangement of particles in solids, liquids, and gases.
Solid Liquid Gas
Once you understand the particle arrangements, complete the following sentences.
2 Sound waves travel when particles pass vibrations to each other.
Sound travels quickest in because the particles are close together

and with strong bonds.
Sound travels slowest in because particles are spaced apart from
each other.
Task 4: Properties of sound

1 What changes when the loudness of a note changes?
2 How does it change?
3 What changes when the pitch of a note changes?
4 How does it change?
5 What is frequency measured in?

Task 5: Hearing ranges
Choose the answers from these frequencies. You can use them more than once
or not at all.
10 Hz 20 Hz 100 Hz 200 Hz 2000 Hz 10 000Hz
20 000 Hz 30 000 Hz
1 Write down one frequency below the range of human hearing.
2 Write down one frequency above the range of human hearing.
3 Write down one frequency that is higher pitched than 200 Hz.
4 Write down one frequency bats can hear that humans cannot hear.
Task 6: The ear
Fill in the table to explain what each part of the ear does, and how it can be damaged
Part of the ear What it does How it can be damaged

ear drum
ossicles
cochlea
auditory nerve

Use the information in your table to write a full description for someone of how
hearing can be damaged.
Task 7: Detecting sound

Describe how a microphone works using the sequence in the table below. Fill in
the columns on the left. Hints are given on the right.
Sequence Hints
1. Use the term ‘sound wave’
2. What does the sound wave hit?
3. What happens to the thing the sound

wave hits? What is this similar to?
4. What does this produce? What is this
similar to?
Task 8: Ultrasound
Ultrasound has many uses. Give two examples of how ultrasound is used by
completing the right-hand column of the table below.
Who uses it? How is it used? (Write a description)

doctors key words: reflect, echo
ships key words: transmitter, receiver

Aims
You are going to create a poster explaining how people hear music at a music
concert. You will need to use scientific language and diagrams for your
explanation.
Task
For your poster to be effective it needs to include a combination of text and
diagrams. You need to include all of the following information:
 a labelled diagram of the ear explaining what each part does as the person
listens to music
 a description or drawing of how the music travels as waves from a

loudspeaker
 a discussion of how hearing can be damaged at a concert
 a comparison of the best ways to protect hearing at a concert
 a labelled diagram showing different sounds from the music on an

oscilloscope.
Poster plan
Before you start your poster you should plan what order and position you want
all of your information. Use the space below to plan your poster.

How bright is the light?
Setting the scene
Some materials absorb more light than others. Less light passes through these
materials. You will make measurements to compare how much light different
materials absorb, then group them as transparent, translucent, and opaque materials.
Aims
 measure the light intensity through different materials
 compare how well different materials absorb or transmit light.
 make predictions
 take and record measurements of light intensity
 interpret the data from your experiment.
Safety
 Take care with lifting and adjusting lamps. These may get hot.
 Do not look directly into the light from the lamp.
 Do not allow materials to touch the light bulb, to avoid overheating or burning.

 light meter
 clamp stands
 cardboard to direct the torchlight
 light source
 materials for testing, as provided by your teacher
Prediction
From the materials you have been given, predict which materials you think will
transmit the most light and which materials will transmit the least light. Explain
your prediction.

Method
1 Measure light intensity in different parts of the room using the light meter.
2 Complete the headings in your table to record the type of material and light intensity.
3 Include a column for repeat readings and another column for a mean.
4 Use the clamp stand to hold the light meter near the level of the bench.
5 Set up the light source 5–10 cm from the light meter and at the same height.
6 Make sure the light meter points towards the light source.
7 Arrange the cardboard to block out all light except the light from the light source.
8 Measure the light intensity with nothing between the light source and the light meter.
9 Record the reading in the table.
10 Slide a material to be tested between the cardboard and the light meter.
11 Measure the light intensity and record the readings in your table.
12 Repeat steps 10 and 11 for all the materials.
13 Calculate the mean reading and record this in the last column.

Results
Questions
1 Rank the materials starting with the material that transmitted most light. Group the
materials into transparent, translucent, and opaque.
2 Did the list match the order you predicted? If not, suggest why not.
Extension
1 Was your second set of readings the same as the first set of readings?
2 If the second set was not the same as the first set of readings, explain why this may
be the case.
3 Write down one way to improve the accuracy or precision of your results.

How bright is the light?
Material Light intensity (lx) or resistance (Ω)
no material
aluminium foil
sheet of paper
clear plastic
tracing paper

Investigating reflection
Setting the scene
When light reflects off a surface it changes direction. The type of surface affects
how light reflects. You will predict the path of a reflected ray from a mirror. You
will then investigate how light scatters off other surfaces.
Aims
 describe what happens when light is reflected off different surfaces
 compare diffuse reflection and specular reflection.
 make predictions using scientific knowledge and understanding
 make and record observations
 evaluate data.
Safety
 Act sensibly when working in a darkened room.

 torch or other light source
 mirror
 coloured surfaces
 white card
Prediction
You will see a demonstration of light reflecting off a mirror. This is called specula
reflection.

Predict which path, A, B, C, or D, the reflected light will travel along. Suggest a
reason.
After the demonstration, state which ray of light is the correct reflected ray.
Explain your answer.
You will now investigate how light reflects off different surfaces. When light reflects off
a surface that is not smooth it is called diffuse reflection.
Method
1 Arrange the mirror so it stands upright on the bench.
2 Position the white card about 10 cm away so it is facing the mirror and vertical.
3 Shine the torch towards the mirror. The light must reflect towards the white surface.
4 Describe where the light travels after it reflects from the mirror in as much detail as
possible in the table below.
5 Describe the appearance of the light on the white surface (e.g., colour, brightness) in
the table below.
6 Replace the mirror with an upright coloured surface and repeat the experiment.

Results
Surface (colour, Where light travelled from Appearance of light on the

how shiny it is) the surface white card
Questions
1 A clear image of the light bulb is seen on the white surface if there is specular reflection.
State the surface(s) that gave specular reflection.
2 You cannot see a clear image if there is diffuse reflection. State the surface(s) that gave
diffuse reflection.
3 Suggest how the colour of the reflected light was dependent on the colour of the
reflecting surface.
4 Describe how the amount of reflected light was dependent on the reflecting surface.

Extension
1 Use ideas about reflection to explain why some surfaces did not reflect a clear image
of the torch bulb.
2 Applying your knowledge of reflection, suggest two ways you could improve your
results.

Investigating refraction
Setting the scene
When light travels from air into glass, it changes direction. This effect is called
refraction. You will see how refraction depends on the angle of the light arriving
at the glass block.
Aims
 describe what happens when light is refracted
 describe how the angle of incoming light affects how light changes direction
 name the normal, incident ray, and refracted ray.
Safety
 Take care when handling glass blocks as edges may be sharp.

 ray box
 single slit
 powerpack
 ruler
 sharp pencil
 glass block
 sticky tack
Method
1 Line up the long side of the glass block with the boundary line drawn below.
2 Draw around the whole of the glass block. Use a sharp pencil.
3 Shine a ray of light from the ray box along incident ray 1.
4 Watch the ray entering, travelling through, and leaving the glass block.
5 Draw three dots in the middle of the ray leaving the block, along the length of the ray.

6 Remove the glass block.
7 Use a ruler and pencil to join the dots in a straight line from the edge of the block.
8 Draw a line inside the block, joining the ray coming in and the ray going out.
9 Repeat steps 1–8 for incident ray 2.
Results
Questions
Answer these questions by selecting the correct words or phrases.
1 Light travels in a straight line/curve through air.
2 Light travels in a straight line/curve through the block.
3 When light travels into the glass along the normal, it does/does not change direction.
4 When light travels into the glass at another angle, it does/does not change direction.
5 It changes direction at the boundary/inside the glass.

Investigating refraction
Setting the scene
When light travels from air into glass, it changes direction. This effect is called
refraction. In this practical you will see how refraction depends on the angle of
the light arriving at the glass block.
Aims
 describe what happens when light is refracted
 describe how the angle of incoming light affects how light changes direction
 name the normal, incident ray, and refracted ray.
Safety
 Take Take care when using glass blocks as edges may be sharp if damaged.

 ray box
 single slit
 powerpack
 ruler
 protractor
 sharp pencil
 glass block
 sticky tack

Method
1 In the results section below, draw a dotted line roughly in the middle of the boundary
line at right angles to the boundary line. Use a sharp pencil, a protractor, and a ruler.
2 Label this dotted line ‘normal’.
3 Line up the long side of the glass block with the boundary line.
4 Draw a line around the whole of the glass block.
5 Set up the ray box to shine a ray of light along the normal.
6 If you see reflected rays, cover the top of the slit in the ray box with a small piece of
sticky tack.
7 Watch the ray entering, travelling through, and leaving the glass block.
8 Draw three dots in the middle of the ray entering the block, and three more dots on the
ray leaving the block.
9 Remove the glass block and join each set of dots into two straight lines from the edges
of the block.
10 Draw a line inside the block, joining the ray coming in and the ray going out.
11 Replace the glass block and shine a ray of light at a different angle into the block.
12 Use dots to draw the ray going in, and the ray coming out.
13 Remove the block and draw in the rays entering, travelling through, and leaving the
block.

Results
Boundary line

Questions
1 The ray travelling into the glass block is the incident ray. Label the two incident rays
on your diagram.
2 The ray travelling through the glass block is the refracted ray. Label the two refracted
rays on your diagram.
3 Describe the path of the light as it travels towards and through the block. Include
light travelling along the normal and at other angles.
4 Suggest what could happen if a light ray enters a clear plastic block instead of a
glass block. Explain your answer.
Extension
1 Compare the direction of the light travelling into the block and the direction of light
rays coming out of the block.
2 Suggest how the shape of the glass block affects your answer to Extension
Question 1.
3 Write down a rule to predict which direction light will travel in when it enters and
leaves the glass block.

Modelling the eye and the camera
Setting the scene
The eye and the camera seem very different but they have similar parts that do
the same job. In this activity you will make models of the eye and a camera and
compare them.
Aims
 name parts of the eye and camera
 describe the job of parts of the eye and the camera
 use models to explain how the eye and camera work.
 use appropriate apparatus, and materials during laboratory work.
Safety
 Take care when using sharp objects, for example, scissors.
Task
1 Label the diagram below to show the different parts of the camera.

2 Label the diagram below to show the different parts of the eye.
3 You have been given a selection of modelling materials.
o Choose items from what you have been provided to match each part of the eye.
o Make a model of the eye using these items.
o Repeat the steps above but to make a model of a camera.
o On your diagrams, add the materials you have chosen for each part of the eye
and the camera.
Questions
1 List parts of the eye that are also in the camera.
2 Describe how the camera forms an image.

3 Compare how the eye and the camera form an image.
Extension
1 Compare the similarities and differences of your models.
2 Explain why the material for your lens worked well in both models.

The camera and the eye
Aims
this question by comparing a model of an eye and a model of a pinhole camera.
You will then write your answer to the question.
Big Question
Compare the eye and the camera. (6 marks, QWC)
What I need to know

Before answering a 6-mark question, you should always think about the
Describe features of the eye

and features of a camera.
Describe features of images

produced by the eye and by a
camera.
Describe differences in features

of the eye and a camera.
Key words
this box.

 spelling
 grammar
Improvements
box below.

Modelling the eye and the camera
This table lists parts of the eye and parts of the camera that you can use to label
the diagrams. Not all the words will be used.
These parts can also be shown in your model.
Part of the camera Part of the eye
lens lens
film retina
shutter eye ball
aperture optic nerve
camera box pupil
iris
cornea
eye lid

Colour mixing
Setting the scene
The colour of an object depends on the colour of light we shine on it. In this
practical you will investigate how this happens.
Aims
 investigate the effect of filters on coloured light
 investigate the appearance of coloured objects in coloured light
 mix coloured light to produce secondary colours.
 make predictions.
Safety

 red, blue, and green lights
 red, blue, and green filters
 red, blue, and green shapes
 black paper
 white paper
Prediction
1 Fill in the table to predict the appearance of a coloured object in coloured light:
Colour of light Colour of object Appearance
red red
red blue
red white

2 Fill in the table to predict the colour of light after it passes through a filter:
Colour of light Colour after it passes through red filter
red
blue
green
Method
1 Collect different coloured lights.
2 Shine two different coloured lights onto white paper. Record the colour you see in
the first table below.
3 Shine the three colours of light onto white paper. Record the colour you see.
4 Collect different coloured filters.
5 Shine each colour of light in turn through the red filter onto white paper. Note down
your observations in the second table.
6 Repeat using other coloured filters.
7 Collect different coloured objects and put them on black paper.
8 Shine each colour of light in turn onto a red object. Write down your observations in
the third table.
9 Repeat using other colours of light on the different coloured objects. Record
observations in your table of results.

Results
Fill in the tables below.
Number of different colours shone Colour observed on

onto white paper white paper
Colour after it passes through …

Colour of light
Red filter Blue filter Green filter
red
blue
green
Colour of light Colour of object Appearance
red red
blue red
green red
red
blue
green
Questions
1 a State the primary colours of light.
b Explain how the secondary colours of light are formed.

2 Suggest a rule to predict which colour of light passes through a coloured filter using
your results.
3 Suggest a rule to predict which colour objects appear in coloured light using your
results.
Extension
1 How would your answers to Question 2 change if you used a secondary colour like yellow
light, which is a mixture of red and green lights?
2 How would your answers to Question 3 change if you used a secondary colour like yellow
light, which is a mixture of red and green lights?

Colour mixing
Mixing coloured light
Colour of light Colour of light Colour seen on white paper
red blue
red green
blue green
Using coloured filters
Colour of light Colour of filter Colour seen on white paper
red red
blue red
green red
red green
blue green
green green
red blue
blue blue
green blue
1 What do your results show?

Shining coloured light on coloured objects
Colour of light Colour of object Colour the object appears
red red
blue red
green red
red green
blue green
green green
2 What do your results show?

Aims
In the activity you will learn more about how we see, how light interacts with
materials, and how we see colour.
Task 1: Light
Use these words to complete the sentences about light:
absorb different diffuse focus prism refraction
same slower specula transmit
Transparent materials like glass light.
When light passes through glass, it changes direction at the edge. This is called
. The light travels in the glass. A lens uses
refraction to light at a focal point.
When white light passes through a it splits into a spectrum.
Opaque materials like cardboard light.
Task 2: Reflection
Use these numbers to complete the sentences.
20 90 300
Joe shone light at a flat mirror. He measured angles from the normal. The normal is
at degrees to the mirror’s surface.
The angle of the incident ray was 20 degrees. The angle of the reflected ray was
degrees. This obeyed the law of reflection.
The speed of light is million m/s.

Task 3: Diffuse or specular?
Use the remaining key words from Task 1 to complete the following sentences on
reflection.
1 Light reflecting from a sheet of paper is called reflection. It reflects
in directions.
Shiny surfaces like a mirror light. Light reflecting from a mirror is
called reflection. It reflects in the direction.
2 Two scientific terms are used in the passage above. How can you remember which way
round they go? Write down a way you can remember:
Task 4: Explaining refraction

Look at this diagram of light moving through
a glass block.
Understanding this diagram can help you
explain what happens when light is refracted.
Write an explanation for the refraction of light.
Make sure you include these key words.
lights travels glass block
direction bend because
normal

Task 5: Lenses
How do lenses work? Complete the diagram to show what happens to light as it
passes through this lens.
Describe what you have drawn to the person sitting next to you.
Task 6: The eye and the camera

1 Fill in the table to explain what each part of the eye does. In the last column, compare
the parts of the eye with parts of a camera.
Part of the What part does the same job

What it does
eye in the camera?
lens
cornea
pupil
iris
retina
optic nerve

2 Write a full description of how the eye works in the space below. You can use the
information in the table above to help you. You should write in full sentences and
in a logical sequence.
Use these key words in the order they are given:
light reflected pupil cornea focus retina image inverted
3 Use the information in the table above to help you compare the eye and the camera.
Write down 2 ways that the camera and eye are similar:
Write down 2 ways that the camera and eye are different
Task 7: Prisms and colour

1 Use coloured pens or pencils to show what happens to white light when it enters a prism.
In the box on the left write a description of what happens. You should include the key
words provided.
white light colours prism spectrum dispersion

2 Complete these sentences:
The primary colours of light are , , and
Mixing all three primary colours together gives you light.
A filter transmits light that is its own colour and absorbs all other colours. For example,
a red filter red light and a red filter green light.
A coloured object reflects light that is its own colour, for example, a red book
red light. A book reflects all colours of light.
3 Complete the table to show how secondary colours are made:
Primary colour Primary colour Secondary colour
red green
red blue
blue green
4 Complete the table to show how coloured filters affect coloured light and the appearance
of coloured objects:
Colour of filter Colour of book Appearance of book in the light
blue blue
red blue
red yellow
red white
blue white

Aims
You will prepare a poster describing the journey of light when a person looks at a
view through a window.
Task
Draw a poster to help explain the journey of light when India looks at the post
box out of her window. You should draw a poster to show what happens and how
the light from the Sun means India can see the post box.
You need to include this information in your poster:
 a description or drawing of how the light travels from the Sun to India’s eye
 a discussion of why different coloured objects can be seen
 a discussion of where light is transmitted, reflected, and absorbed
 a labelled diagram of the eye explaining what each part does as India looks at
the view. If you have time, you could also give information on what happens if
India takes a photo of the view.

What is in the Universe?
Setting the scene
When you look into the night sky you see lots of different bright objects. They
are so far away they can look the same. This activity helps you understand your
place in the Universe.
Aims
 name different objects in the night sky
 describe different objects in the night sky
 describe your place in the Universe.
 understand that scientific methods and theories develop as scientists modify

earlier explanations to take account of new evidence and ideas.
Task
Read the text carefully and answer the questions that follow.
When we send a letter abroad we include the house name or number, street, town,
and country. The Universe includes everything that exists. If we could send a
message to another place in the Universe we would need more information in the
address.
We live on a planet called Earth which travels around a star called the Sun. Planets
are smaller than stars. Moons travel around planets and are smaller than them. Earth
has one moon.
Our Solar System includes the Sun, eight planets, and moons. All stars give out heat
and light. We see planets and moons in the Solar System because they reflect the
Sun’s light.
The Sun is in a group of billions of stars called a galaxy. Our galaxy is called the
Milky Way galaxy. There are billions of other galaxies in the Universe.
Questions
Use the list of objects in the universe to answer the questions.
galaxy moon planet Solar System star
1 Name the objects in the universe that give out their own light.

2 Name the objects in the universe that reflect light from stars
3 List the objects found in the Solar System.
4 List the objects in the universe in order of size, starting from the smallest.
5 Write down the address of Earth in as much detail as possible.

What is in the Universe?
Setting the scene
When you look into the night sky you see lots of different bright objects. They
are so far away they can look the same. This activity helps you understand your
place in the Universe.
Aims
 name different objects in the night sky
 describe different objects in the night sky
 describe your place in the Universe.
 understand that scientific methods and theories develop as scientists modify

earlier explanations to take account of new evidence and ideas.
Task
Read the text carefully, and answer the questions that follow.
When we send a letter abroad we include the house name or number, street, town,
and country. The Universe includes everything that exists. If we could send a
message to another place in the Universe we would need more information in the
address.
We live on a planet called Earth. Planets are smaller than stars and travel around
them. Earth is our planet and it orbits the Sun. Moons are smaller than planets and
travel around them. Earth has one moon. A Solar System includes a star, its planets,
and their moons.
All stars give out heat and light. We can see the planets that orbit the Sun because
they reflect the Sun’s light. The star closest to the Sun is called Proxima Centauri.
Billions of stars grouped together form a galaxy. Our galaxy is called the Milky Way
galaxy, and it is shaped in a spiral. The Sun is in one of the galaxy’s arms. The
closest galaxy to the Milky Way is the Andromeda galaxy. There are billions of
other galaxies in the Universe.

Questions
1 State the objects in the Universe that give out their own light.
2 State the objects in the Universe that reflect light from stars.
3 List the objects found in the Universe in order of size, starting from the smallest.
4 Describe the different types of objects found in the Universe.
5 Write down the address of Earth in as much detail as possible.
6 Explain which parts of the Universe are in the Solar System and in a galaxy.
Extension
1 It is hard to imagine how big a billion is. A billion is 1 000 000 000 (or one thousand
million). There are 1 000 millimetres in 1 metre and 1 000 metres in 1 kilometre.
How many millimetres are in 1 kilometre?

2 How many kilometres would make one billion millimetres?
3 The distance from the tip of Scotland to the bottom of England is 1 340 km. Is this
longer than one billion millimetres?

The Solar System to scale
Setting the scene
People often think that the planets are about the same size and about the same
distance apart. This activity helps you understand the size and separation of the
planets in our Solar System.
Aims
 name different planets
 describe how planets are arranged in the Solar System.
 interpret observations and data.
Task
The table shows how far the planets are from the Sun compared with Earth.
Planet Distance from Sun (compared with Earth)

Mercury 0.4
Venus 0.75
Earth 1
Mars 1.5
Jupiter 5
Saturn 10
Uranus 20
Neptune 30
1 Fold a strip of paper into three equal sections.

2 Write ‘Sun’ at the top, ‘Saturn’ at the first fold, ‘Uranus’ at the second fold, and
‘Neptune’ at the bottom.
3 Fold the top of the page (Sun) to the first fold (Saturn). Label the new fold ‘Jupiter’.
4 Fold the top of the page (Sun) and the new fold (Jupiter) into three equal sections.
5 Label the fold closest to the Sun as ‘Mars’.
6 Write the remaining planets equally spaced between the Sun and Mars. These planets
are Mercury, Venus, and Earth.
7 Use the student book to add information about the inner planets and the outer planets.
Include the temperature of the different planets.

Questions
1 Describe how the inner planets are different from the outer planets.
2 State how the temperature of a planet is linked to its distance from the Sun.
Extension
The table shows how the diameter of the planets compares with the diameter of
Earth.
Planet Diameter compared with Earth

Mercury 0.4
Venus 1
Earth 1
Mars 0.5
Jupiter 11
Saturn 10
Uranus 4
Neptune 4
1 Draw a bar chart comparing the diameter of the planets, or use another way to
compare the size of the different planets.
2 Describe the difference between the diameters of the inner planets compared to the
outer planets.

The Solar System to scale
Use this information to answer the questions from the activity sheet.
Distance from
What the planet is Maximum
Planet Sun (compared
made from temperature (°C)
with Earth)
Mercury 0.4 rocks 430
Venus 0.75 rocks 480
Earth 1 rocks 58
Mars 1.5 rocks 0
Jupiter 5 gases –150
Saturn 10 gases –170
Uranus 20 gases –200
Neptune 30 gases –210

The seasons
Setting the scene
Different places on Earth experience different day lengths and temperatures. This
is because the Earth is tilted on its axis. Places tilted towards the Sun have more
daylight than places tilted away from the Sun.
Aims
 describe differences in day length and temperature
 explain differences in day length and temperature.
 present data using graphs
 interpret data to identify patterns
 present explanations of data.
Task 1: Daylight hours
Daylight hours in different regions (h)

Month
South Pole North Pole Equator UK
January 24 0 12 8
February 24 0 12 9
March 0 24 12 11
April 0 24 12 13
May 0 24 12 15
June 0 24 12 16
July 0 24 12 16.5
August 0 24 12 16
September 24 0 12 14
October 24 0 12 11
November 24 0 12 10
December 24 0 12 8

1 Prepare a graph showing daylight hours on the y-axis and months of the year on the
x-axis. The y-axis scale is 0 to 24 daylight hours, and there is data for 12 months of
the year.
2 Plot the daylight hours for the South Pole, the North Pole, the Equator, and the United
Kingdom.
3 Draw a line of best fit for each data set.
Average temperature in different regions (°C)

Month
January –26 –30 20 3
March –50 –33 20 7
May –54 –12 19 12
July –56 0 16 17
September –55 –10 18 14
November –37 –28 19 8
Task 2: Average temperature

1 Prepare another graph on a different piece of graph paper showing average temperature
on the y-axis, and months of the year on the x-axis. The y-axis scale is
–60 °C to +20 °C, and there is data for six months of the year.
2 Plot the average temperature for the South Pole, the North Pole, the Equator, and the
United Kingdom.
3 Draw a line of best fit for each data set.
Questions
1 Use your graph from Task 1 to describe how the daylight hours change during the year
at the North Pole, at the South Pole, and at the Equator.
At the North Pole:
At the South Pole:
At the Equator:

2 Use the data to state where the UK is located compared to the places above. Give a
reason for your answer.
3 Add labels to the diagram below to show the position of the UK.
4 Use your graph from Task 2 to compare the temperature at the North Pole, the South
Pole, and the Equator.
5 Use your ideas about the Earth’s tilt to explain your answer to Question 4.

Extension
1 Use your graphs to describe how the temperature and daylight hours are linked. Use
examples from your data.
2 Apply your knowledge of the tilting Earth to suggest how the daylight hours will vary for
a country between the UK and the North Pole.

The Earth
Aims
this question by investigating the reasons that we have seasons. You will then
write your answer to the question.
Big Question
Explain in detail what you would experience throughout the year if the axis of the Earth
was not tilted. (6 marks, QWC)
What I need to know

Before answering a 6-mark question, you should always think about the
Describe differences between

the seasons
Explain why seasonal changes

happen
Predict how the seasons would

be different if the Earth’s axis
was not tilted
Key words
this box.

 spelling
 grammar
Improvements
box below.

The seasons
Use the data below to plot your graph in Task 1.
Daylight hours in different regions (h)

Month
January 24 0 12 8
April 0 24 12 13
July 0 24 12 16.5
October 24 0 12 11
You can use this graph grid:

Use the data below to plot your graph in Task 2.
Average temperature in different regions (°C)

Month
January –26 –30 20 3
April –54 –25 20 9
July –56 0 16 17
October –48 –20 20 11
You can use this graph grid:

The Moon and eclipses
Setting the scene
The Moon constantly orbits the Earth. Its appearance changes because different
amounts of the lit side face the Earth. The changing appearance is called the
phases of the Moon. Total eclipses of the Sun happen when the Moon blocks our
view of the Sun. Total lunar eclipses happen when the Earth’s shadow falls on
the Moon.
Aims
 describe how the appearance of the Moon changes during the month
 explain why we see phases of the Moon
 explain why we see total lunar eclipses and total solar eclipses.
 Present observations as diagrams.
Safety
 Take care when lifting lamps. These may get hot.
 Take care if using mains electricity.

 lamp (Sun)
 tennis ball (Earth)
 table tennis ball coloured black on one half, white on the other half (Moon)
Method: phases of the Moon

1 The light represents the Sun. Turn the light on.
2 The tennis ball represents Earth. Hold it in the ‘Sun’s’ light. The side facing the Sun
has daytime, and the side facing away from the Sun has nighttime.
3 The table tennis ball represents the Moon. Always hold it so the white side faces the light
and the black side faces away from the light.

4 The Moon orbits the Earth once each month. Move the table tennis ball around the
tennis ball.
5 Watch how the appearance of the side of the Moon facing the Earth changes as the Moon
travels around the Earth. This is how phases of the Moon happen.
6 Complete the diagram in the results section using the instructions provided.
Results
Draw a diagram showing the position and appearance of the Moon (in relation to
the Earth and the Sun) for three phases:
o When the dark side faces Earth. Label this ‘new moon’.
o When the light side faces Earth. Label this ‘full moon’.
o When we see a half light and half dark moon. Label this ‘quarter moon’.
Method: eclipses
1 To see why we have total solar eclipses, move the Moon between the Sun and Earth.
2 The Moon can block out our view of the Sun: this is a total solar eclipse.
3 To see why we have total lunar eclipses, move the Moon so Earth is between the Sun
and Moon.
4 Move the Earth so its shadow falls onto the Moon: this is a total lunar eclipse.
5 Complete the diagram in the results section, showing why we have total solar eclipses
and total lunar eclipses.

Results: eclipses
Complete this diagram to show where the Moon is during a total solar eclipse.
Use shading to show how the Moon blocks our view of the Sun.
Total solar eclipse
Complete this diagram to show where the Moon is during a total lunar eclipse.
Use shading to show the Earth’s shadow on the Moon.
Total lunar eclipse

Questions
1 State how we see the Moon. (Where does its light come from?)
2 Describe, using your model, why the appearance of the Moon changes.
3 Explain why we have total lunar eclipses.
4 Explain why we have total solar eclipses.
Extension
1 Explain why we can only have total lunar eclipses when there is a full moon.
2 Explain why we can only have total solar eclipses during the middle of the day.
3 Explain why we can only have total solar eclipses when the Moon is a new moon.

The Moon and eclipses
Complete the diagram showing the phases of the Moon, shading in darker areas
of the Moon where sunlight cannot reach. Label three phases of the Moon as
follows:
 When the dark side faces Earth, label this ‘new moon’.
 When the light side faces Earth, label this ‘full moon’.
 When we see a half light and half dark moon, label this ‘quarter moon’.

Aims
You are going to create a poster about space. First work through the tasks on
this page to make sure you know all the information you need to include. Once
you have completed the tasks, think about how you want to present the
information in your poster. If there is a diagram to draw in a task, draw a sketch
for now. You can add a neater diagram on your poster.
Task 1: The Solar System

1 Complete these sentences about objects seen in the Solar System.
The is at the centre of the Solar System. It is a star giving out
and light. There are eight which orbit the Sun.
The four closest planets are smaller and , and the four outer planets
are much and gassy.
The orbits the Earth. We see the moon because it
the Sun’s light
2 Use these key words to write a description about the structure of the Universe. Include
this in your poster.
star planet Solar System galaxy Universe Sun
Earth Moon Milky Way
Task 2: Orbits of the planets and the Moon

On your poster you will need to draw the following diagrams. Draw a sketch on a
scrap piece of paper before drawing them on your poster.
1 Draw a diagram showing the Sun, Mercury, Venus, Earth, the Moon, and Mars and the
orbit for each planet and the Moon.
2 Add an arrow to show which way the planets orbit the Sun.
3 Label the planet with the longest year and the planet with the shortest year.
4 Label the coldest planet.

Task 3: The age of the Universe
Fill in the missing numbers
14 billion years 4 hours 100 million years 4 years
8 minutes 5 billion years 14 billion years
It takes for light to travel from the Sun to Earth, and
for light to travel from the Sun to Neptune.
Light from our nearest star takes to reach us.
The Solar System is part of a galaxy. It takes light to travel
across the galaxy.
The Universe contains everything and is so big it takes light to reach
us from the very edges.
The Solar System formed ago when dust and gas was pulled together
by gravity from the Sun. The Universe formed years ago.
Task 4: The seasons

Are these statements true or false? You should include the true statements in
your poster. Think about diagrams you could draw to go with them.
Statement True or false

The Earth spins on an axis that is tilted.
The North Pole has summer when it is tilted towards the Sun.
The North Pole has winter when it is tilted towards the Sun.
The South Pole and North Pole have summer at the same time.
It is warmer in summer because the earth is closer to the Sun.
It is warmer at the equator because the Sun’s rays are more
concentrated.
The time of daylight is less in summer.
The Sun rises as high in the sky in winter and in the summer.
The Sun and stars seem to move because Earth is spinning.
The Moon changes appearance because Earth is spinning.
The Moon orbits the Earth. It reflects the Sun’s light.

Task 5: The Moon
The Moon orbits the Earth. It reflects the Sun’s light. In your poster you should
include labelled diagrams to show what is happening. Try sketching them first on
scrap paper.
 Label the diagram showing the Sun, Earth, and Moon when there is a solar
eclipse. Write a sentence explaining what happens.
 Sketch a diagram showing the Sun, Earth, and Moon when there is a lunar
eclipse. Write a sentence explaining what happens.
 Sketch a diagram showing the Sun, Earth, and Moon when there is a new
moon (it is not visible), a full moon, and a quarter moon. Write a sentence
explaining what happens.

Introduction
In this activity you are going to write an account of a journey
through the Solar System. You are going to combine your
knowledge of forces and space to write an interesting and
scientific account.
Task
Imagine that you are on a space ship about to travel through
the Solar System. The space ship will visit the Moon and then
move onto the different planets heading away from the Sun.
Write an account of your trip including these details:
 how the forces you feel change during lift off and when you travel between the
planets
 the effect the different gravitational fields of the different planets have on you
 other differences, for example, when you try to walk on the planets in your
space suit
 the time it takes you to travel between planets, if it takes the rocket a month
to reach Mars.
Here is some data about the planets but you can use other sources of information:
Distance Length
Surface Mass Gravity
from Sun of year
Planet temp (x Earth’s (x Earth’s Composition
(Million (Earth
(°C) mass) gravity)
km) days)
Mercury 69.7 88 –185 → 430 0.06 0.38 Rocky surface; no
atmosphere
Venus 109 225 480 0.82 0.9 Rocky surface; very
dense carbon
dioxide atmosphere
Earth 152 365 –89 → 58 1 1 Rocky surface; air
atmosphere
Mars 249 687 –110 → 0 0.11 0.38 Rocky surface;
carbon dioxide
atmosphere
Jupiter 816 4 380 – 150 318 2.7 Gas giant; hydrogen
and helium
Saturn 1 510 10 768 –170 95 1.2 Gas giant
Uranus 3 010 30 660 –200 14.5 0.93 Gas giant
Neptune 4 540 60 225 –210 17.2 1.2 Gas giant; methane
gas


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Measuring forces

Setting the scene

 measure the force needed to carry out different actions

 measure forces acting on objects

 compare the size of different forces.

You will be working scientifically to:

 record your measurements.

 Use springs sensibly.

Equipment and materials

 pencil case with a zip

 handle (on a door/drawer/cupboard)

 two magnets, one with string tied round it

 object (book or mass)

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

Action Force required for action (N)

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

2 Describe how you used the newtonmeter to take accurate readings.

3 Compare your readings with another group.

b Suggest two reasons for any differences in your readings.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

Force needed to carry out the

Lift a pencil case

Open a drawer or cupboard

Pull magnets apart

Pull a book along the bench

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

What I need to know

Learning objective  Answer

Describe how the length of

State that extension is found by

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

 organising your ideas and information clearly

 using key scientific words.

Write your answer in the space below.

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

 describe how elastic changes when it is stretched by a mass.

You will be working scientifically to:

 make and record observations and measurements

 plot results on a graph.

 Ensure the elastic is fastened firmly to the clamp stand.

 Do not overload the elastic.

Equipment and materials

 elastic tied with a loop at each end

 1 N weights and a hanger

 G-clamp (used to keep clamp stands from toppling)

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

4 Do your results match your prediction? Explain your answer.

5 Describe two ways you could improve your experiment.

Weight Extension (change in length)

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3 Describe some uses for materials that obey Hooke’s Law.

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Weight (N) Distance between marks (cm)

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements

 state the effects of friction

 describe factors affecting friction.

You will be working scientifically to:

 describe what your results show.

Equipment and materials

 blocks with an eye and different surfaces underneath

 different surfaces to slide the blocks over

© Oxford University Press 2014 www.oxfordsecondary.co.uk/acknowledgements