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Skill sheet 1
Using a microscope
1
Microscopes are very delicate pieces of equipment. They are easy to
break and expensive to mend! You must be very careful when using
one. Make sure you carry it around properly and never touch the
glass of the lenses.
Take care! If
you hit the
thin glass slides
when you focus the
microscope they will
break.
!
^ _ Looking at your slides
1 Turn the lenses so that the
shortest lens (one with the
lowest number) is pointing
down at the stage.
Never use a
microscope where
the Sun’s rays could
reflect off the mirror.
light goes into
your eye
4 Before you look down
the microscope,
eyepiece
move the lens nearest
lens
the slide down until it
is just above the slide.
objective lenses of different
strengths (make
things look bigger)
focusing
knobs
5 Look down the
eyepiece and
slowly turn the
focusing knob
so that the lens
moves away
from the slide.
2 Place your slide on
the stage. Hold it
in place with the
metal clips.
3 Arrange the
lamp/mirror so that
light shines up
through the hole in
the stage.
mirror or light source
(depends on type of
microscope)
stage
clip to hold slide
in place on the
stage
6 Carefully focus
until you get a
clear picture.
Looking closer
7
8
To look at cells in more detail you need to use a higher
magnification. Turn the lenses until the middle lens is pointing
down at the stage.
Turn the fine focusing knob to get a clear picture.
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Sheet 1 of 1
Magnification
2
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Skill sheet 2
A magnifying glass makes small things look larger. It magnifies
things. The magnifying glass in the picture makes things look twice
as large. A one penny coin is 2 cm across, so through the magnifying
glass it will look 4 cm across.
^ _
1
1
The magnification is ‘times 2’. We write this as 2. Magnifying by 2
is the same as multiplying the size by 2.
2 cm 2 4 cm
Microscopes work in the same way. They magnify things more than a
magnifying glass does. How well you can see things through a
microscope depends on how large it makes them look. This depends
on the magnification of the microscope lenses.
1
Look closely at the eyepiece lens or the objective lens. You should
be able to see a number like 10 on it. This is the magnification
it gives. A magnification of 10 means the lens makes things
look 10 times larger.
2
Look again at both lenses and write down the magnification of
each lens. They may be different.
3
Now multiply the two numbers together. For example:
10
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscope’s
lenses. You can write it as 40.
The objective lens makes things 4 times larger and then the
eyepiece lens makes them 10 times larger again, making
40 times larger in total.
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Microscope magnification
3
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Skill sheet 3
A microscope makes small things look much larger. It magnifies
things. How well you can see things through a microscope depends
on how large it makes them look. This depends on the
magnification of the microscope lenses.
10
^ _ 1 Look closely at the eyepiece lens or the objective lens. You should
be able to see a number like 10 on it. This is the magnification
it gives. A magnification of 10 means it makes things look
10 times larger.
2
Look again at both lenses and write down the magnification of
each lens. They may be different.
3
Now multiply the two numbers together. For example:
eyepiece lens x10
objective lens x4
10 x 4 = 40
The number 40 is the total magnification of the microscope’s
lenses. You can write it as 40.
The objective lens makes things 4 times larger and then the
eyepiece lens makes them 10 times larger again, making
40 times larger in total.
4
Look again at the objective lens. This can usually be changed to
give different magnifications. Often there are three lenses.
A microscope may have three objective lenses: 4, 10 and 40.
With an eyepiece lens of 10 you get a total magnification of
40, 100 and 400.
5
If a cell was 0.1 mm wide and you looked through a microscope
with a total magnification of 40, the cell would look 4 mm wide
through the microscope.
6
It is possible to measure the size of objects under the microscope
by measuring the size of the field of view. This is the diameter of
what you can see at a particular magnification.
4
10
Place a slide with a scale on it (like a tiny ruler) under the
microscope and focus on it. Count up how many divisions you
can see. This is how wide the field of view is.
If each division was equal to 0.2 mm and you could see
6 divisions then the field of view would be 1.2 mm wide.
Remember: The field of view is different at different
magnifications. The more you magnify something, the less of it
you can see in the same area.
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^ _
Skill sheet 4
Web searches
The World Wide Web (Internet) is a very useful source of information, but to make sure
you get only the information you really want you must ask yourself these questions before
you start:
Where
can I find the
information I am
looking for?
One of the best ways is by
using a search engine. Choose
the one that works best for you
and keep its address in your
favourites folder.
How can I
make sure the
search engine
finds what I am
looking for?
Describe the information you
want really carefully. Think of at least three
words that will describe what you are looking for. For example, if
you want to find out about the atmosphere on Mars try the words
Mars, planet and atmosphere.
How can I
make sure the
search engine
understands
me?
●
●
●
●
●
Yahooligans!
Yahoo!
Alta Vista
HotBot
Google
A search engine will display the names of any websites or pages
containing any of the words that you have used for your search. But
you will only want pages containing all the words you have listed.
There may be a menu that allows you to specify what you want it
to match.
Select a search method:
Otherwise use the word ‘and’. So you would use
Intelligent default
Mars and planet and atmosphere to make sure
An extract phrase match
the search engine looked for all the words.
Matches on all words (AND)
Anyone can put information
Matches on any word (OR)
onto the Internet so you need to
How
can I use the
be careful about what you choose to read.
information I
A page written by NASA will be very reliable for information about
get?
planets but might be too complicated. NASA For Kids would be
simpler to understand.
Sometimes people put information that is silly or incorrect on their web pages. You
should always try to avoid sites with the words ‘alternative’, ‘alt’ or ‘unofficial’ in their
address. Remember, you must choose the sites with care and do not believe everything
you read on the Internet!
What
should I do with
the information?
Never use information in your work that you do not understand.
Always read the information carefully and then answer your
question in your own words. Copying someone else’s work could
land you in a lot of trouble, and not only with your teacher!
Always remember to ‘surf’ sensibly and safely. Never give your e-mail address or password
to anybody on the Internet without first checking with your teacher.
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Skill sheet 5
Drawing charts and graphs
5
Choosing the right type of chart or graph
?
Ask yourself, ‘What is the input variable?’
Variables like
this are continuous
variables.
t u If it is a number that can have any value …
like 1.2, 4.8, 7.9, 16.8
^ _
… then you want a line graph.
If it is has values …
like red, green, blue
or tall, medium, short
or January, March, April
… then you want a bar chart.
Variables like
this are discontinuous
variables.
Which way round?
That is easy! The input variable (the thing you change) goes along the bottom
and the outcome variable (the thing you measure) goes up the side.
Bar charts look like this:
Line graphs look like this:
6
Length of root in cm
6
Number of cars
5
4
3
2
1
×
5
×
×
4
×
3
2
1
×
red
5
blue green black other
10
15
20
25
Remember
● give the graph a title
● label the axes
● if there are units, put
them on the axes
● make sure each point
is in exactly the right
place
Time in days
Colour
Lines of best fit
When you are drawing a line graph do not join the crosses. Instead, look for the pattern.
The line of best fit should show the pattern. The pattern can be a straight line or a curve.
The pattern looks like a
straight line:
×
5
×
4
×
3
×
2
1
×
5
10
15
20
Time in days
6
Length of root in cm
6
Length of root in cm
The pattern looks like a curve:
25
×
5
×
×
4
×
3
2
1
×
5
10
15
20
25
Time in days
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Bar charts
Using the bar chart you can tell that:
● there are 6 red cars, 2 blue cars, 4 green cars,
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3 black cars and 5 cars of other colours
● that there are 20 cars altogether (by adding up all
^ _
the bars).
6
?
Number of cars
5
4
3
2
1
Line graphs
blue green black other
red
Colour
Using graph C you can tell that:
● as the time increases, the speed decreases
● the straight line slopes downwards
● the slope of the line stays the same
● when time increases by 5 s, the speed
always decreases by about 10 m/s.
Using graph D you can tell that:
● as the volume increases, the pressure decreases
● the curve slopes downwards
● the slope decreases as the volume increases
● at the beginning, when the volume increases by
5 m3 the pressure decreases by about 20 Pa
● at the end, when the volume increases by 5 m3
the pressure decreases by 2 Pa.
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×
50
40
×
30
×
×
20
×
10
5
10
15
20
25
Time in seconds
60
Distance in metres
Using graph B you can tell that:
● as the time increases, the distance increases
● the curve slopes upwards
● the slope increases as the time increases
● at the beginning, when the time increases by 5 s
the distance increases by about 2.5 m
● at the end, when the time increases by 5 s the
distance increases by about 20 m.
A
60
0×
0
×
B
50
40
×
30
20
×
10
×
×
0×
0
5
10
15
20
25
Time in seconds
C
60 ×
Speed in m/s
Using graph A you can tell that:
● as the time increases, the distance increases
● the straight line slopes upwards
● the slope of the line stays the same
● when the time increases by 5 s, the distance
always increases by about 10 m.
Distance in metres
If there is a pattern to the line graph, then there is a relationship
between the input variable and the outcome variable.
×
50
×
40
×
30
×
20
×
10
0
0
5
10
15
20
25
Time in seconds
D
×
40
Pressure in Pa
p
Skill sheet 6
Interpreting graphs
30
×
20
×
10
0
0
5
×
10
×
×
×
×
15
20
25
Volume in m3
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Skill sheet 7
Good results
What makes good results?
There are several things that help make good results. Taking enough
readings in an investigation, taking your readings to a suitable number of
t u
decimal points, and using good measuring instruments will all help you get
^ _ reliable, precise and accurate results. Let’s look at each of these things in
more detail.
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Reliable results
Your teacher has probably suggested sometimes that you should repeat
your experiment a few times to get several readings for each value of the
input variable.
For example, if you are pulling shoes with weights in them to investigate
friction, you might pull the shoe five times for each weight and record the
force reading.
1st reading
2nd reading
3rd reading
4th reading
5th reading
Average
10 N
11 N
10 N
12 N
13 N
11 N
Then you need to take an average of all five readings to get an average
reading, by adding them up and dividing by the number of readings.
Any value becomes more reliable, the more readings are taken for it.
Precise results
Whenever you are taking readings, you need to decide how
precisely to read the measuring scale. This means to how
many decimal points to take a reading. There are two things
to consider here: how precise to be and what is most suitable
for the thing you are measuring.
Jane’s readings are more precise, but John’s readings are
precise enough for foot size.
Accurate results
When you use measuring instruments, you need to
make sure they work well. If you use a forcemeter
that has been overstretched, it will always have a
reading on it, even when there is no weight on it.
The forcemeter in the diagram will always give a
reading that is one newton more than the actual weight.
To be accurate, your instruments must work well. You
should check they work and if necessary adjust any
instruments to zero if possible.
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0
1
2
3
4
5
6
7
8
9
10
I’m
taking my readings
of foot length to the
nearest centimetre.
I’m
taking mine to the
nearest millimetre.
As you can
see, to get good
results you need to
take reliable, precise
and accurate
measurements.
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Variables
Skill sheet 8
What are variables?
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When you do an investigation there are usually many factors to consider
which may affect your results. These factors are called variables. Some
examples are time, distance, speed, weight, mass, different metals or acids.
^ _ In science you need to make sure that your investigation looks at just two
variables at a time, so you can see how they affect each other. Below are five
steps to help you decide what variables you are going to work with in an
investigation.
1 Name all the variables
Imagine you decided to investigate shoe soles and friction. What are all the
variables that might affect the friction of shoe soles? They are:
● weight of the shoe
● the type of surface the shoe is in contact with
● surface area of the shoe
● the lubricant, such as water, between the sole and
● the slope the shoe is on
the surface
● the force with which you pull the shoe.
2 Decide what you are going to investigate
The next thing is to decide which of these variables you are going to
investigate. You need to choose just two variables.
For example, you could look at how the weight of the shoe affects the force
you pull it with to make it move.
3 Decide what you are going to change
Now you need to decide which of the two variables you are going to
change. This is the input variable (or independent variable).
In the example, you would choose to change the weight of the shoe by
putting weights in it, such as 100 g, 200 g, 300 g, etc.
4 Decide what you are going to measure
The other variable is the one you are going to measure. This is the outcome
variable (or dependent variable).
In the example, you would measure the force you need to pull the shoe
with at each weight, using a forcemeter.
5 Decide what you are going to keep the same
Finally, you need to keep all the other variables the same if you can, to make
sure the investigation is a fair test. This means that you need to decide on
values for all them.
In the example, you would need to use the same surface all the time, the
same slope and not introduce any lubricant such as water. You need to
include these values in your plan.
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Safety in the lab
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Skill sheet 9
Class 7Z is very noisy and careless. They never listen to what
the teacher says. Here is a picture of them in the lab.
^ _
Make a table like the one below.
Hazard
1
2
3
Why is it dangerous?
What should be
done instead?
Identify the different safety hazards there are in this lab. There
are at least 17 of them to find. Write them in the left-hand
column of your table.
Explain why each action is a hazard in the middle column.
Explain what they should do to make it safe in the right-hand
column.
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Skill sheet 10
Hazard symbols
Symbol
Stands for Meaning
Example Safety precautions
Highly
flammable
Catches fire
easily
Ethanol
Corrosive
May destroy
living tissues
(e.g. skin and
eyes) on
contact
Sodium
Wear eye protection
hydroxide Do not swallow or spill
on skin
Wash off skin immediately
Wipe up spills
Toxic
Poisonous –
can cause
death either
by swallowing,
breathing in
or absorption
through the
skin
Cyanide
Harmful
Petrol
May have
health risk if
breathed in,
taken internally
or absorbed
through the
skin
Wear eye protection
Do not swallow or spill
on skin
Wash off skin immediately
Wipe up spills
Irritant
Not corrosive
but can cause
reddening or
blistering of
skin
Bleach
Wear eye protection
Do not swallow or spill
on skin
Wash off skin immediately
Wipe up spills
Oxidising
Provides
oxygen which
allows other
materials to
burn more
fiercely
Liquid
oxygen
Keep away from
flammable materials
Keep away from flames
^ _
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You will not be using any
toxic chemicals!
Sheet 1 of 1
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Risk assessment
Skill sheet 11
You should carry out a risk assessment on any activity you plan.
Use your risk assessment to decide what safety precautions should be taken, then write
them down.
Show your safety precautions to your teacher before you begin.
^ _ 1 Does everyone in your group follow the safety rules?
Check that everyone in your group understands the safety rules.
Check that everyone in your group has agreed to follow the safety rules.
2 Are you using chemicals?
Check that the chemicals are suitable for pupils of your age.
Look at the hazard symbols on the chemicals. Decide on and record suitable
safety precautions.
Agree to wear eye protection.
Agree to wash off any chemical that comes in contact with your skin.
Agree to wipe up any spills that occur. Report spills to your teacher.
Check with your teacher how to dispose of the chemicals.
Agree to wash your hands after handling chemicals.
3 Are you heating anything?
Agree to wear eye protection.
Decide how to hold the object to be heated (tongs, test tube holder or tripod).
Think about how to heat chemicals (for example, do not point the open end of
boiling tubes and test tubes at yourself or others).
Make sure there is a heatproof mat for hot objects.
Check all heated objects have cooled before touching.
Plan to report all burns to your teacher and follow the first aid advice you are given.
4 Are you cutting anything?
Agree to treat sharp edges with respect.
Agree to report any cuts to your teacher.
5 Using equipment
Make sure you understand how to use the equipment and ask if you are not sure.
Plan to arrange the equipment safely on your table.
Agree to report all breakages immediately.
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Skill sheet 12
Lighting a Bunsen burner
The Bunsen burner is attached to a gas supply by rubber tubing.
p
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The gas is lit using a match or a splint .
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1
Wear eye
protection.
Place the Bunsen burner onto a heatproof mat.
^ _ 2 Attach the rubber tubing firmly onto a gas tap.
3
Close the air hole completely.
4
Put on your eye protection.
5
Light a splint.
barrel
air hole
base
6
Turn on the gas tap.
● Quickly light the gas with the splint.
● Once a flame appears from the Bunsen burner, move
your hand away quickly.
7
Turn the collar to get the correct flame for the experiment.
8
Always leave the air hole closed when you walk away from the
Bunsen burner.
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collar
gas in
Sheet 1 of 1
12
Skill sheet 12
Lighting a Bunsen burner
The Bunsen burner is attached to a gas supply by rubber tubing.
Wear eye
protection.
The gas is lit using a match or a splint .
1
Place the Bunsen burner onto a heatproof mat.
2
Attach the rubber tubing firmly onto a gas tap.
3
Close the air hole completely.
4
Put on your eye protection.
5
Light a splint.
barrel
air hole
base
6
Turn on the gas tap.
● Quickly light the gas with the splint.
● Once a flame appears from the Bunsen burner, move
your hand away quickly.
7
Turn the collar to get the correct flame for the experiment.
8
Always leave the air hole closed when you walk away from the
Bunsen burner.
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collar
gas in
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Skill sheet 13
Heating substances
M
Different flames are needed to heat different types of substances.
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The diagram below shows which flame should be used for heating
solid substances and liquids with a Bunsen burner.
Wear eye
protection.
The diagram also shows the flame which must be left on when the Bunsen burner is
^ _ not being used. This flame is called the safety flame. It looks yellow.
If the flame is too big, adjust the gas at the gas tap.
yellow
flame
very pale
purple flame
roaring
flame
blue cone
air hole
closed
air hole
half open
This is known as a safety
This flame can be used
flame and must not
for heating most substances
be used for heating
and it is always used for
substances.
heating liquids.
air hole
fully open
This is the hottest flame
and is used to heat solids.
The hottest part of the
flame is just above the
blue cone.
Heating solids
When you are heating solids in test tubes:
● hold the test tube with a test tube holder near the
top of the tube
● heat at an angle as shown in the diagram
● do not point the tube towards anybody
● heat the tube for a short amount of time and check
to see if anything is happening
● keep heating a little longer each time and keep on checking.
Heating liquids
When you are heating liquids in boiling tubes:
● fill the boiling tube no more than a third full
● use a boiling tube holder or clamp the tube
● heat at an angle as shown in the diagram
● do not point the tube towards anybody
● watch the liquid carefully and if it starts to boil remove the tube from the flame.
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Skill sheet 14
Laboratory equipment
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Name of
apparatus
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beaker
Drawing
Diagram
^ _
test tube
filter funnel
and filter
paper
paper
paper
funnel
funnel
tripod
gauze
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Skill sheet 14
Laboratory equipment (continued)
14
Name of
apparatus
Drawing
Diagram
mat
^ _
Bunsen burner
heat
teat pipette
measuring
cylinder
spatula
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Skill sheet 15
Word equations
Word equations are used to show chemical reactions.
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You start with …
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methane oxygen → carbon dioxide water
^ _ The substances you start
with are put on the left.
A plus sign is put between
the substances.
These substances are
called reactants.
You end up with …
The substances you end up
The arrow with are put on the right.
shows the
Again, a plus sign is put
chemical
between the substances.
reaction
happening.
These substances are
called products.
Some common reactions
●
Burning magnesium:
magnesium oxygen → magnesium oxide
●
Photosynthesis:
carbon dioxide water → glucose oxygen
●
Respiration:
glucose oxygen → carbon dioxide water
●
Neutralising acid:
hydrochloric acid + sodium hydroxide → sodium chloride water
●
Displacing copper:
copper sulphate + zinc → zinc sulphate copper
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Skill sheet 16
Energy transfer diagrams
Stored energy is shown using a box.
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^ _
Strain energy
in a stretched
elastic band
Chemical
energy in
the battery
Gravitational
energy in the
skydiver
The words in the box tell you:
● where the energy is being stored
● what type of energy is being stored.
Energy being transferred is written on an arrow.
light energy
sound energy
electrical energy
movement (kinetic) energy
heat (thermal) energy
The arrow tells you:
● where the energy is coming from and where it is going.
The words tell you:
● what type of energy is being transferred.
Devices that transfer energy but do not store it are shown
between arrows. Sometimes the energy is changed from one type to
another in a device.
electrical energy
heat (thermal) energy
cooker
Energy transfer diagrams can branch. They can show more
than one energy transfer.
heat (thermal) energy
Sun
light energy
Chemical
energy
in tree
light energy
This energy transfer diagram shows:
● energy being transferred into a tree during photosynthesis
● the tree storing the energy
● the energy being released during burning.
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Sheet 1 of 1
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Skill sheet 17
Reading an ammeter
17
How to connect it
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An ammeter is used to measure the current through a circuit in
amps. To measure the current through a circuit you must include
the meter so that the current will flow through it.
^ _ Here is a circuit with a lamp,
a battery and a switch.
Here is the same circuit with the ammeter connected to
measure the current through the circuit.
+0.09 A
0.1
mA 1
10
100
A 10
M
A
the current flows from
to inside the ammeter.
If you connect it the wrong way
round there will be a – sign here.
M ETE R
How to read it
There are two types of ammeter you might use – digital and analogue.
Digital meters have a digital number display,
so they are easy to read. But when you are
using one, you must make sure you have
switched it to the right scale.
0000.48 A
0065.20 A
0.1
mA 1
10
100
A 10
A
Look at these scales and readings.
A reads 65.2 100 6520 amps because
the dial is set to 100.
M
A
0.1
mA 1
10
100
A 10
M
M ETER
A reads ...........................
Analogue meters have a pointer. You have
to decide what each mark on the scale means,
then decide where the needle is pointing.
Look at these scales and readings.
0
1
2 3 4 5 6
7
0
1
4 5 6
2 3
7
8
Amps
Amps
C reads ...........................
D reads ...........................
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
B reads ...........................
1
1
2
0
M ETER
Amps
E reads ...........................
2
0
Amps
F reads ...........................
Sheet 1 of 1
18
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Skill sheet 18
Reading from graphs
Reading information from a graph point
u
^ _
● Start at the point you want to read, marked with
a cross on the line.
● Read down the grid to the axis along the bottom
and read off the value from the scale (input
variable). Write the value down.
● Read across the grid to the axis up the side and
read off the value from the scale (outcome
variable). Write the value down.
In this graph, the graph point shows that when the
time is 10 seconds the distance is 20 metres.
Distance in metres
t
In the same way as you plot graph points, you can read information from a
graph point which is already plotted for you – the process is just reversed.
60
50
40
30
20
10
0
0
5
10
15
20
25
Time in seconds
Reading information between and beyond graph points
It is possible to read information from a graph that has not come directly
from measurements in an investigation. This can be between two points or
beyond the points plotted on a graph. Such information is part of the
pattern or relationship between the input variable and the output variable.
Here are two examples.
● Start from a point on the line (between two
crosses) for which you want the information.
● Read down the grid to the axis along the bottom
and read off the value from the scale (input
variable). Write the value down.
● Read across the grid to the axis up the side and
read off the value from the scale (outcome
variable). Write the value down.
In this graph, the line shows that when the time
is 8 seconds the distance is 15 metres.
Distance in metres
?
60
50
40
30
20
10
0
0
5
10
15
20
25
Time in seconds
This is how you can predict values that are bigger than those measured in
an investigation.
● Continue the graph line at the same angle as it is
plotted but with a dashed line.
● Choose a point on the dashed line whose value
you want to know.
● Read off the input and outcome values as above.
In this graph, the dashed line shows that when
the time is 30 seconds the distance would be
60 metres.
80
Distance in metres
p
70
60
50
40
30
20
10
0
0
5
10
15
20
25
30
35
Time in seconds
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This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
19
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Skill sheet 19
Writing frame: Research
Be an excellent researcher
When you use any resources, such as books, CD-ROMs and the
Internet, you will often find a lot more detail than you were looking
t u
for. You don’t have to use it all. In fact, it is better to use less
^ _ information but use a small amount of research properly.
p
?
Try not to write down things that you don’t understand. Ask for help
if you need it. Look for something else you do understand on the
same subject. Most importantly, write in your own words the
information you are presenting from your research.
The topic I am researching is …
Questions I need
to answer are ...
Answers
Extra details
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
Source
Sheet 1 of 1
20
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Writing frame: Plan an
investigation
p
?
Title …
t
u
The aim of this activity is to …
Skill sheet 20
^ _ I am trying to find out …
What I think will happen is …
I think this will happen because …
I am going to need …
For safety reasons, I will …
I will set up my equipment like this …
(attach any diagrams of lab equipment)
Fair testing is important, so the things I will keep the same are …
During the activity, I will look for …
I will count …
I will measure …
The number of measurements I will take is …
I will repeat my experiment to …
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This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
21
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Writing frame: Report an
investigation
p
?
Title …
t
u
Obtaining evidence
Skill sheet 21
^ _ The aim of this activity was to …
Firstly, I …
Then, I …
My reason for doing this was …
Finally, I …
Presenting the results
(attach your tables and graphs)
Considering the evidence
I have found out …
What I thought would happen was …
If I compare my results with my prediction, I can see that …
My graph shows that …
This is because …
Evaluating
I found it easy to …
Although, it was hard to …
My results …
A more accurate way of doing this experiment would be …
If I had more time, I would …
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This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
22
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Writing frame: Debate
Skill sheet 22
Title …
p
?
t
u
^ _
We think that …
The arguments for are …
Our research shows that …
On the other hand …
The information supporting this can be found …
We have seen that …
The evidence clearly points to the conclusion that …
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1