Ysgol Dinas Brân€¦ · Web view- These have word labels. Ordered - These categoric variables can be ranked, in an order. Discrete - These can only have whole number values. Continuous

Ysgol Dinas Brân Biology Skill Booklet

Name:

Year 7Biology

Skills Booklet

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Measuring in Science

These are the standard units we use in science.

Quantity being measured Name of unit Symbol

length metre m

mass kilogram kg

time second s

force Newton N

temperature degrees Celsius °C

speed metres per second m/s

area square metres m2

volume cubic metres m3

Sometimes the standard units are not a convenient size, so we use bigger or smaller versions. An extra part is added to the name of the unit to show when we are using bigger or smaller versions. This is called a prefix.

Prefix Meaning Example

kilo 1000 1 kilogram (kg) = 1000 grams

centi 1/100 100 centimetres (cm) = 1 metre

milli 1/1000 1000 milligrams (mg) = 1 gram

micro 1/1 000 000

(1 millionth)

1,000,000 micrometres (µm)

= 1 metre

Conversion table: Fill in the gaps

1m cm 400cm m3m cm 620cm m

2.3 m cm 217cm m7cm mm 50mm cm

43cm mm 89mm cm300cm mm 234mm cm

5m mm 6000mm m2.3m mm 4600mm m

1kg g 6000g kg5.4kg g 7100g kg

8.32kg g 4560g kg3.04kg g 5010g kg

60s min 2.5 min s

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1. State the capacity shown in ml, for each of the following:

a) b) c) d) e)

2. State the weight shown, in g, for each of the following:

a) b)

c) d)

3. Read the following scales, make sure you give the correct unit (litres/millilitres/grams/kilograms/degrees centigrade):

a) b) c)

d) e)

g) h) i)

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j) k) l)

Reading Scales Challenge

Q1.

The diagram shows a temperature gauge.

How many degrees does the temperature have to rise to get to the danger zone?

..............................................................................................................................................(Total for Question is 2 marks)

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Q2.

The diagram shows the temperature in an oven.

(a) Write down the temperature.

..............................................................................................................................................(1)

(b) On the diagram below, draw an arrow to show a temperature of 125°C.

(1)Lorna switches her oven on at 5.50 pm. She sets the temperature at 180°C. It takes 15 minutes for the oven to reach a temperature of 180°C.

(c) What time will the oven reach a temperature of 180°C?

..............................................................................................................................................(1)

(Total for Question is 3 marks)

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Q3.

The thermometer shows a temperature.

Butter starts to melt at a temperature of 35 °C.

How many degrees does the temperature shown have to rise so that butter starts to melt?

...........................................................°C


Q4.

Mason is ill.

The diagram shows Mason's body temperature, in °C, on a thermometer.

Normal body temperature is 36.8 °C.

(a) Work out the difference between Mason's body temperature and normal body temperature.

. . . . . . . . . . . . . . . . . . . . . .°C

(2)Mason's body temperature drops by 1.2 °C.

(b) Show Mason's new body temperature on the thermometer below.

(1)(Total for Question is 3 marks)

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Q5.

The diagram shows the speed of a car.

(a) Write down the speed.

..............................................................................................................................................(1)

The diagram shows two boxes on some scales.

Each box has the same weight.

(b) Work out the weight of each box.

..............................................................................................................................................(2)


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Now check your answers using the Mark SchemeQ1.

Q2.

Q3.

Q4.

Q5.

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Equipment

Here is some common equipment used in science lessons. You will need to be able to use this equipment properly.

Equipment Name Equipment Name

Test tube Measuring cylinder

Boiling tube Tripod

Beaker Gauze

Conical flask (i.e. cone-shaped)

Bunsen burner

Crucible Filter funnel (with paper)

Tongs Test tube holder

Mortar and pestle

Thermometer

Pipe clay triangle

Test tube rack

Stand boss and clamp

Balance

Dropping pipette

Evaporating dish

Glass rod Spatula

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Equipment Test 1 – Give the missing equipment names.



T

t

M

c

Boiling tube Tripod

B G


B

b

Crucible Filter funnel (with paper)

T Test tube holder

Mortar and pestle

Thermometer

Pipe clay triangle

Test tube rack

S boss and

c

B

Dropping pipette

Evaporating dish

Glass rod S

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Equipment test 2 - Give the missing equipment names.



Test tube M

c

B

t

T

B G


Bunsen burner

Crucible F

f

(with paper)

Tongs T t

h

Mortar and pestle

Th

Pipe clay triangle

Test tube rack

Stand boss and clamp

Balance

D

p

E

d

G

r

Spatula

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Equipment test 3 - Give the missing equipment names.



Test tube


Crucible F

f

(with paper)

T Test tube holders

Mortar and pestle

Pipe clay triangle

Test tube rack

S boss and

c

Dropping pipette

E

d

Glass rod S

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Variables

• Variables are things which can affect an experiment

• The independent variable is the one which you decide to change.

• The dependent variable is the one which you measure.

• The controls variables are the ones you must keep the same for the experiment to be a fair test.

Which variable ?

• An investigation to see how the solubility of salt is affected by temperature.

Independent variable Dependent variable Control variables

• An investigation to see how a persons heart rate is affected by exercise.


• An investigation to see which variety of tomatoes gave the most juice to make ketchup


Categoric, Discrete, ordered and continuous variables

• Categoric - These have word labels.

• Ordered - These categoric variables can be ranked, in an order.

• Discrete - These can only have whole number values.

• Continuous - These can have any numerical value17


The Colour of Summer VariablesFor the following experiment name the:-


Extension : For each of the variables state if it is continuous or discrete

Two pupils carried out the same experiment but they wrote up their methods independently. Identify parts of the methods you think need improving and write a new, improved method.

The colour of summer – Pupil 1

The aim of my experiment is to find out if the colour of water a flower effects the colour of the flower. Five white roses were placed into 5 separate beakers each containing water. Each of the 5 beakers had a few drops of one of five different colours of food dye added to it (red, green, blue, yellow and brown). The beakers were then placed on a windowsill and the colour of the flowers monitored twice a day for two weeks.

The colour of summer – Pupil 2

The aim of this experiment is to find out if the colour of water a flower is grown in effects the colour of the flower. Select five white roses of a similar size and shape and place into 5 separate beakers each containing 250 ml of water. Add a few drops of one of five different colours of food dye (red, green, blue, yellow and brown) to each of the 5 beakers. Place the beakers on a windowsill and record the colour of the flowers after two weeks.

The colour of summer – my improved method.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Potato EnzymesPotatoes contain an enzyme known as catalase. This enzyme speeds up the breakdownof hydrogen peroxide into water and oxygen, the reaction is below.

Hydrogen peroxide Catalase water + oxygen

Two students carried out the following experiment:

Questions:1. What equipment did they use?

2. How did they make the experiment a fair test?

3. What were they investigating?

4. Is the experiment valid?

5. How could they improve the experiment?

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They cut two pieces of potato of the same size.

They then put one into a boiling tube containing 5cm3 of hydrogen peroxide.

The mixture frothed up. Using a ruler they measured the

highest point the froth got to in the tube in cm.

They then did the same experiment with the second piece of potato, except that they cut up the piece of potato into smaller pieces.

Again they measured the highest point the froth reached in the tube in cm.

The results are in the image to the right.


Different groups recorded their results in a table.

Group 1

Number of potato pieces

Height of froth in the boiling tube (cm)Try 1 Try 2 Try 3 Mean

1 1 2 1 1.32 3 4 3 3.33 5 4 4 4.34 7 10 21 8.55 12 9 13 11.3

The teacher awarded this group, 10 marks out of 10 for their table. What have they done to deserve full marks?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

They have crossed out one result for 4 pieces of potato and not used it when calculating their mean. Why did they do this?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Group 2


Height cmTry 1 Try 2 Try 3 Mean

2 3 4 3 33 5 4 4 41 1 2 1 15 12 9 13 114 7 10 21 13

The teacher awarded this group, 6 marks out of 10 for their table. What have they not done to deserve full marks?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Group 3

numbers Oxygen made Try 1 Try 2 Try 3 Mean

1 1 cm3 2 cm3 1 cm3 1.33333333 cm3

2 3 cm3 4 cm3 3 cm3 3.33333333 cm3

3 5 cm3 4 cm3 4 cm3 4.333333333 cm3

4 7 cm3 10 cm3 21 cm3 12.66666666 cm3

5 12 cm3 9 cm3 13 cm3 11.33333333 cm3

The teacher awarded this group only 3 marks out of 10 for their table. What have they not done to deserve full marks?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Group 4


Height of oxygen froth in the boiling tube/ cmTry 1 Try 2 Try 3 Mean

1 1 2 1 3.32 3 4 3 83 5 4 4 10.34 7 10 21 245 12 9 13 25.3

The teacher liked the layout of this table but could say straight away that all the means were calculated incorrectly. How did the teacher know without doing any calculations that the means were incorrect?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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Table of results – Success Criteria

Make a list of all the things you need to include in an excellent table of results?

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Bar chartsUse a purple pen to circle all the mistakes on this bar chart.

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Bar Chart – Success Criteria

Make a list of all the things you need to include in an excellent bar chart?

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Line graph

Use a purple pen to circle all the mistakes on the graph.

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Line graph – Success Criteria

Make a list of all the things you need to include in an excellent line graph?

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P r o d u c e a m a r k s c h e m e t oP r o d u c e a m a r k s c h e m e t o m a r k a l i n e g r a p h ?m a r k a l i n e g r a p h ?

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/1

/1

/1

/1

/1

/1

/1

/1

/1

/1

TOTAL /10


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Plot that Graph!

Consider the results below that were collected during various experiments.

Task One You must decide upon the most suitable type of graph for each set of resultsTask Two Write a conclusion concerning the results shown in each graph

Experiment One

How did the number of cigarettes smoked per day affect the birth weight?

Number of cigarettes smoked per day Birth weight of baby (Kg)0 3.5

1-10 3.111-20 2.621-30 2.2

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Experiment Two

How different indigestion powders neutralised acid in the stomach?

Type of indigestion powder pH of hydrochloric acid after 3 minutesClear Turns 6

Indiclear 6AcidGone 7Fizzacid 8

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The relationship between cigarettes smoked per day and birth weight of baby is:

As the number of cigarettes smoked per day increases/decreases, the birth weight of the baby increases/decreases.

The graph shows a negative/positive correlation.

___________ is the strongest indigestion tablet because it has caused the biggest/smallest change in pH.

___________ is the weakest indigestion tablet because ___________________________


Experiment Three

Gerda wanted to see how the length of a holly leaf affected the number of prickles that it had?

Length of leaf (cm) Number of prickles3.0 53.5 74.0 94.5 115.5 15

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As the holly leaf gets __________

the number of prickles __________

For example:

___________________________


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Experiment Four

How temperature changes when magnesium is added to sulphuric acid?

Time (seconds) Temperature of reaction (0C)0 195 2210 2515 2720 2940 29

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The er… er… rule is the way to complete conclusions. It involves using words that finish in the letters er. Here are some useful words that you could use.

All of the answers to these questions fit into a sentence like this.

The __________er the __________, the ____________er the____________.

Here are some examples of using the er… er… rule to answer a question.

faster slower lesser greater higher

lower further nearer colder hotter

brighter dimmer quieter louder thicker

thinner harder softer smaller bigger

1. Describe how the size of a persons feet effects the size of shoes that they need.

Answer: The bigger the feet, the larger the shoes they need.

2. Describe how the length of a queue effects how long you need to wait in the line.

Answer: The bigger the queue, the longer the wait.

3. Describe how the length of time a cup of coffee is left out effects the temperature of the coffee.

Answer: The longer the coffee is left out, the colder the coffee will be.

4. Describe how the number of pupils in the playground effects the amount of litter left in the playground.

Answer: The ____________ the number of pupils, the _______________ amount of litter.

5. Describe how the amount of exercise a person does effects the number of times their heart beats.

Answer:

6. Describe how the number of foxes in a field effects the number of rabbits in the field.

Answer:

7. Describe how the length of time a kettle in left to boil effects how hot the water is.

Answer: The longer the kettle is left to boil, ________________________.

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Concluding – looking for patterns

Looking for patterns, trends and correlations in graphs

In this part of the paper, you will have to analyse your data and suggest or confirm a relationship between the independent variable (A), and the dependent variable (B). Here are some examples of relationships from graphs.

No correlation between variables A and

B.

Variable A changes, B doesn’t change.

Variable B is independent of variable A.

Direct proportion between A and B.

A changes, B changes in the same ratio, eg if A doubles, so does B.

A graph that shows direct proportion is a straight rising line that goes through the origin.

An example of this might be if A is the resultant force on a dynamics trolley and B is the acceleration of the trolley. The acceleration of the trolley is directly proportional to the resultant force.

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A and B are proportional to each other.

Variable A changes by a regular amount and so does B.

The graph does not go through the origin.

An example of this might be if A is a weight added to a spring and B is the length of the spring. The length of the spring is proportional to the weight added to it.

There is an increasing positive correlation between variables A and B.

A increases by a regular amount.

B increases at an increasing rate.

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There is a decreasing positive correlation between variables A and B

.


B increases at a decreasing rate.

Variables A and B show negative correlation to each other.


B decreases by a regular amount.

Variables A and B are inversely proportional to each other.

As A increases, B decreases.

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As A doubles, B halves.

An example of this might be if A was the mass of a dynamics trolley and B was its acceleration. The acceleration of the trolley is inversely proportional to the mass of the trolley.

What do these graphs tell us?

A graph showing the outside temperature and amount of ice-cream sold.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

A graph showing the length of lessons and the boredom of the pupils.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Judging the strength of the evidence

Scientists can have confidence in their conclusions if the evidence gathered in the experiment is strong. Before confirming a link between variables, they will evaluate their experimental methods and measuring techniques, and review the data taken.

Here are some questions that you may need to consider when you evaluate your experiment.

Method

Evaluation of method/experimental technique/improving accuracy.

Were there any random errors in measuring, eg reaction time, parallax error? Did you try to reduce them?

How precise were you in measuring, eg did you use instruments with higher resolutions and read to the smallest division?

Were there any systematic errors, eg zero errors in the instruments? Was your method of taking results good, or did you make mistakes? Are there any sources of inaccuracy in your method, eg did you keep the control variables completely

constant?

Suggest improvements to method/measuring technique to improve confidence in the data and the conclusion.

What did you do well and what could you improve on? What would you do differently next time? Could you suggest improvements to the method that would increase the confidence in the outcome, eg

larger sample size, more repeats, slow motion camera to show bounce heights or computer sensors to remove reaction time errors.

Evaluate the strength of evidence/data

Repeatability. How repeatable are your results? Did your results vary by large amounts? Did you have any off points on the graph, or anomalous readings in the table? How could you check these? Were enough repeat readings taken and a mean calculated? Is the sample size high enough?

Reproducibility. Did other groups following a similar method get the same graphs or patterns in their results, eg have you compared your graphs and data with other, different groups who followed the same method, to confirm the same conclusion has been reached? Was the range of the independent variable sufficient to show a pattern?

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An experiment to look at how changing the distance between the lamp and pond weed will affect the number of bubbles produced.

Results – Group 1

Distance between lamp and beaker (m) Number of bubbles produced in a minutemean

0.2 15 12 130.4 11 10 100.6 5 10 4

Evaluation

Were your results repeatable? Explain why.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Results – Group 244



0.2 14 10 160.4 11 12 100.6 4 6 4

Results – Group 3


0.2 12 12 130.4 8 10 90.6 3 3 4

Were your results reproducible? Explain why.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

What do you think was the cause of the largest error? Explain how you could reduce this error

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Other people trying to repeat your investigation might get different results from yours. Suggest and explain one reason why they might get different results.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwj_uOHX9bvjAhUERBoKHQrJC6wQjRx6BAgBEAU&url=https://www.slideshare.net/SECBIO/photosynthesis-16309048&psig=AOvVaw2OCT7s6Ub2DlUu1FdRmMUl&ust=1563451611180695


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Writing a conclusion and evaluation

Explain your results.

Use scientific knowledge to explain your

results. How can you

further your investigation?

Techniques and equipment Describe the

limitation imposed by the techniques and

equipment used.

Quality of data. Make a claim for

accuracy (repeatability)

Identify any outliers.

Give reasons as to what might have

caused them.

Analysis of results. Identify patterns

in your data. Look at you results table and

graph. Describe what

they show.

Concluding remark

Answer your original

question. State whether

or not the original

prediction is supported.

Improvements Suggest improvements to your

equipment or method. Explain these improvements.

Accuracy of results Use your results

to assess accuracy.

Large or small range bars?

Line of best fit?

Explain how you did this.

Documents

Ysgol Dinas Brân€¦ · Web view- These have word labels. Ordered - These categoric variables can be ranked, in an order. Discrete - These can only have whole number values. Continuous