10 minutes a day for 10 days = 10 4 10

It's easy to revise with this handy pack!

You have been working hard in Science lessons to prepare for your KS3 SATs exams. This pack has 10 tasks for you to do 1 each day
over the Easter holidays (weekends are free!). Each task has 2 activities which should take you 10 minutes to complete. The tasks will
help you keep Science fresh in your mind so that you don't forget what you have been practising in school. When you get back to school,
you will be able to check your answers with a friend. If you are really stuck - remember to ask your teacher.

Name:
 KS3 SCIENCE

10 4 10

LEVEL 5-7

DAY 1

Some pupils did an experiment to see how long it took for different volumes of sand to go through a funnel. The graph shows their
results. Complete the graph by drawing the best line through the points then answer these questions!
How long does it take for 100cm of sand to go through the funnel? .(hint dont forget the units!)
How much sand will go through the funnel in 60 seconds? ..
How long would it take for 125cm of sand to go through the funnel? .
Use this line to estimate how long it would take for 300cm of sand to go through the funnel .
Describe the relationship between time and volume of sand .
What variables would it be necessary to control in this experiment ..
The quagga is an extinct animal that lived in Africa. Quaggas belonged to the same group as zebras. The drawings below show a zebra and a quagga.

Zebras and quaggas used to breed with each other. The offspring contained a combination of both zebra and quagga genes (genetic information).
How were zebra and quagga genes passed on from the parents to their offspring?

...................................................................................................................................................................................................................
........

These days there are some zebras that still show some quagga features. Scientists are using zebras to try to produce quaggas by selective breeding. Describe
the steps in this selective breeding process.

........................................................................................................................................................................................................

........................................................................................................................................................................................................
 SCIENCE TRUE OR FALSE!

Decide which of these statements are true and which are false!
KS3 SCIENCE
pH 2 is acidic. T/F
All soils are pH 7. T/F
10 4 10
Acid rain is the only factor which can make soils acidic. T/F
All plants grow healthily in soil of any pH. T/F
LEVEL 5-7 Plants always give out carbon dioxide and take in oxygen. T/F
Air contains carbon dioxide naturally. It is vital for food production. T/F
DAY 2 Carbon monoxide is poisonous. T/F
Humans can live in pure oxygen. T/F
Fossil fuels produce nitrogen when they are burned. T/F
Carbon dioxide produced when fossil fuels are burned dissolves in rainwater to make acid rain. T/F
Burning fossil fuels produces oxides of nitrogen and sulfur which dissolve in rainwater to make it acidic.T/F
Sulfur dioxide and carbon dioxide are produced naturally when a volcano erupts. This makes rainwater acidic. T/F
The chemical symbol for sulphur is Su. T/F
Acid rain does not affect sandstone. T/F
Global warming has something to do with carbon dioxide. T/F
Iron is not affected by acid rain. T/F
The ozone layer absorbs harmful ultraviolet light. T/F
We breathe in oxygen and breathe out carbon dioxide.T/F
 Acid rain kills animals. T/F
We cannot reduce the amount of acid fumes that enter the air. T/F

A pen cap floats in a plastic lemonade bottle three-quarters full of water. If you squeeze the bottle the pen cap sinks to the bottom.
If you then let go of the bottle, the pen cap floats to the surface.

p la s t ic b o tt le

a ir

a ir

w a te r

pen cap

ta b le

(a) When the bottle is squeezed what, if anything, happens to:

(i) the distance between the air molecules inside the bottle?...................................................................................................

(ii) the distance between the water molecules inside the bottle?...............................................................................................

(iii) the pressure of the air trapped inside the pen cap?...........................................................................................................

(iv) the volume of the air trapped inside the pen cap?.................................................................................................

Explain why the pen cap sinks when you squeeze the bottle.


KS3 SCIENCE

10 4 10

LEVEL 5-7

DAY 3

Some pupils put a lighted candle under jars of different volumes. They timed how long the candle took to go out under
each jar.
These were their results. Use the results to plot a graph
One of the four sentences below is best at describing the
Volume of jar (cm3) Time for candle to go out (seconds) relationship between the volume of the jar and the time taken
for the candle to go out. Tick the correct one.
200 9 (a)The greater the volume, the shorter the time for the
candle to go out
300 15
(b)The biggest jar kept the candle going longest
(c )As the volume of the jar increases so the time gets longer
(d)The candle went out quickest under the smallest jar.
400 22

500 25

SERIES AND PARALLEL CIRCUITS.

Electric current flows around a circuit provided it is .. and that all parts of the circuit are
made of .. in a ... circuit there is only one path for the current to follow. In
a . circuit the current can go more than one way around. In a ..... circuit if one
component fails then this breaks the circuit and the other components all .. . In a .
Circuit if one component fails then the others ..... As there is another path for the current to
follow.
 t o m a in s p lu g t o m a in s p lu g

c ir c u it A c ir c u it B What would happen in each of these circuits if one bulb went out?

KS3 SCIENCE
Write a sentence for each of these graphs to explain
what is happening use the correct scientific terminology wherever possible
10 4 10
1. 2.
Height of
LEVEL 5 -7 bean plant Length
cm of
spring
DAY 4 In graph 1 the relationship is ..
cm

In graph 2 the relationship is

Number of days Mass (kg)
.
3. Amount
of pesticide In graph 3 the relationship is ..

.
Thickness of
eggshell mm
a) The diagrams below show an animal cell and a plant cell.
(i) The lines from the boxes show the positions of two of the parts that are present in both cells.
In the boxes, write the names of these two parts.

(ii) Give the names of two parts which are present in plant cells but not in animal cells.

1. ........................................... 2. ...........................................
(b) Organs can carry out their functions because of the special cells they have.

Draw a straight line from the name of each type of cell to the function of the cell and then to the process it carries out.
One has been done for you.

c e ll fu n c tio n p ro c e s s

w h it e b lo o d c e ll a b s o r b s lig h t to p r e v e n t d is e a s e

le a f c e ll tr a n s p o r ts o x y g e n to d ig e s t fo o d

c e ll in t h e tra p s f o r r e s p ir a tio n
in t e s t in e m ic r o - o r g a n is m s

r e d b lo o d c e ll p ro d u c e s e n z y m e s fo r p h o to s y n th e s is
 HOW RELIABLE IS YOUR EVIDENCE?
KS3
SCIENCE

Look at these three sets of results which do you think is the most reliable.
10 4
10 Set_____ is most reliable because _____________________________
LEVEL 5-7
________________________________________________________
DAY 5
SET A SET B SET C

TIME (s) TEMP TIME TEMP (C) TEMP(C) TIME (s) TEMP (C) TEMP (C)
(s)
(C)
1st try 2nd try 1st try 2nd try

10 25 10 25 32 10 24 26

20 35 20 34 36 20 37 35

30 50 30 48 60 30 48 47

60 75 60 70 82 60 73 76
 (a) Magnesium chloride is formed when magnesium reacts with an acid.

(i) Complete the word equation for the reaction between magnesium and this acid.

magnesium
magnesium + ............................... + ...............................
chloride

(ii) Suggest why magnesium chloride can be made by mixing magnesium with this acid but copper chloride cannot be
made by mixing copper with this acid.

.............................................................................................................

.............................................................................................................

(b) Copper sulphate is made by adding copper oxide to a different acid.

Give the name of the acid which is used.

..............................................................

(c) In the table below, write the name of the compound represented by each formula.

formula name

CuSO4

MgCl2
 SCIENTISTS HAVE TO PROVE THEIR IDEAS BY FINDING AND PRESENTING
EVIDENCE!

KS3 SCIENCE Evidence can come from a variety of different sources but it is important to know what is
evidence and what is an opinion
10 4 10
Decide which of these is evidence and put a tick in the box!

LEVEL 5-7

DAY 6 Is this evidence? if you think it is!

An experiment you carry out at school
What your big sister thinks
A newspaper article
A radio interview with a famous scientist
A graph
Something written in your science textbook
A table of results
The results of a survey
What you find out on the internet
What your teacher tells you
Something you see on a science based TV programme
The photograph shows some pupils in a log car on a theme-park ride.

The drawing below shows the ride.

The letters A, B, C, D, E and F show different points along the track.

s ta r t
A

B car
D bum per

E w a te r F
fin is h

The car starts from A and travels to F, where it stops by hitting a bumper. At E the car enters a trench filled with water.

At which two points does the car have no kinetic energy? Give the two correct letters................ and ...............

At which point does the car have the most gravitational potential energy? Give the correct letter................

At which point does the car have some kinetic energy and the least gravitational potential energy?
Give the correct letter. ...............
(b) (i) The cars are not powered by a motor.
What force causes the cars to move along the track from B to C?

...........................................................

(ii) When a car splashes through the water at E, it slows down.

What force acts on the car to slow it down?

...........................................................

(c) Complete the sentence below by choosing from the following words.

c h e m ic a l g r a v ita t io n a l p o te n tia l k in e t ic

lig h t sound th e rm a l

When the car hits the bumper at F, its ................................... energy

is transferred into .............................. energy and

.............................. energy.
 Sometimes questions will ask
about plants or animals or
habitats that you do not know
about. You do know the
science and will be able to
KS3 SCIENCE
answer if you read the question
carefully! You might think that you
10 4 10 cannot answer this question if
you dont know anything about
rhododendrons but you can!
LEVEL 5-7

DAY 7

Rhododendron plants grow bigger and faster than other plants.

The drawing shows a man cutting down rhododendron plants.

(a) (i) Scientists think the rhododendron roots might produce a chemical that stops other plants growing nearby.
Why does this help rhododendrons to grow?

................................................................................................................................................................

(ii) Give another reason why hardly any other plants can grow under the rhododendron bushes.

...................................................................................................................................................................

After the rhododendrons and their roots are cleared away there will not be any of the chemical in the soil.
What will happen to the number of other plants growing there? ...............

Respiration and photosynthesis

Plants make their own food by photosynthesis - write the word equation for photosynthesis

Living things release energy by respiration - write the word equation for respiration

Use these two equations to explain why a park is sometimes called the lungs of a city

and why green plants are sometimes taken out of hospital wards at night

..

.
 When you plot a graph it is
KS3 SCIENCE
very important to label your
axes correctly and choose
a suitable scale.
10 4 10 For the set of results below
label the axes and add the
LEVEL 5-7
scale, then plot the graphs.

DAY 8

Amount of salt (g) Time to dissolve (sec)

10 32
20 51
30 69
40 123
The table contains information about five metals, A, B, C, D and E.

Metal how it reacts how it reacts

with cold water with hot water

A no reaction extremely slowly

B no reaction no reaction

C hardly at all slowly

D slowly quickly

E quickly very violently

(a) Use the information in the table to arrange the metals in order of reactivity.

most reactive .............................

.............................

.............................

least reactive ............................

Which metal in the table could be copper? ..............................................

Which metal in the table could be sodium? ...................................
Which metal in the table could be iron? ..............................................
 Two groups of pupils carried out an experiment to see how much salt would dissolve in
water at different temperatures.
KS3 SCIENCE
Name one variable they would need to control ..
10 4 10
The table below shows their results.

LEVEL 5-7 Temperature C Group 1 (salt in g) Group 2 (salt in g) Average grams of salt
dissolved
30 1.7g 1.7g 1.7
DAY 9 40 1.9g 2.1g 2.0
50 2.2g 4.0g 3.1
60 3.3g 3.3g 3.3
70 4.7g 4.5g 4.6
80 6.0g 5.8g 5.9

Can you spot the odd (anomalous) result?

What do you think would be a more
accurate result? If you use this, more
accurate result, what happens to the
average?

Plot a graph of average amount of salt

dissolved against temperature think
carefully about what to do about the
anomalous result.
The diagram below shows a car park barrier.

p iv o t
b a r r ie r
0 .1 m 1 .5 m

ir o n 50 N
c o u n te r w e ig h t

(i) Calculate the turning moment produced by the barrier about the pivot. Give the unit. ...

...............................................................................................................................................................................................

...............................................................................................................................................................................................

(ii) The barrier is horizontal. The weight of the barrier is balanced by an iron counterweight. Calculate the downward force produced by the
counterweight.

.......................................................................................................................................................................................... N
(b) An electromagnet is placed beneath the iron counterweight as shown below.

ir o n
c o u n te r w e ig h t
b a tte ry

e le c t r o m a g n e t
ir o n c o r e

When the switch is closed the barrier rises.

Explain how the electromagnet can be used to raise the barrier.

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................

.....................................................................................................................
 CHOOSE THE RIGHT VARIABLE

KS3 SCIENCE In any experiment or investigation it is important to choose the right variable

10 4 10 REMEMBER The INDEPENDENT VARIABLE is the one you choose to change

in some way the DEPENDANT VARIABLE is the one that changes as a result and you
LEVEL 5-7
observe or measure.

DAY 10 In the table below decide if the pupils have chosen correct independent and dependant

variables for the title of the enquiry. If you do not agree with their choice cross it out and put in

a better one.

TITLE OF ENQUIRY INDEPENDENT DEPENDANT TITLE OF ENQUIRY INDEPENDENT DEPENDANT

VARIABLE VARIABLE VARIABLE VARIABLE

Does the length of the Torch used Length of Does the type of Size of Force to
pencil affect the size of surface affect the
the shadow? pencil trainer move
amount of friction?
trainer (N)
Does the height a stone Height Depth of Does the type of Different Number of
is dropped from affect exercise affect the
the size of the crater? above crater exercise breaths per
pulse rate?
ground minute

Does the amount of Temperature Volume of Do the number of Number of times Number of
acid affect the amount coils affect the the wire is
of acid CO2 (cm) wrapped around paperclips
of CO2 produced? strength of an
 electromagnet the soft iron core picked up

Scientists measured the concentration of the insecticide, DDT, in three animals and a microscopic plant called chlamydomonas. The food chain for these four organisms
is shown below.

not to scale

In the space below, draw the pyramid of numbers for this food chain. Write the name of the correct organism next to each section of the pyramid.
The bar chart shows the concentration of DDT in the four organisms.

1600

1400

1200

1000
c o n c e n tr a tio n
of D D T 800
( p a r ts p e r m illio n )
600

400

200

0
c h la m y d o m o n a s d a p h n ia fis h h e ro n

Give one reason for the difference in the concentration of DDT in these organisms.......................................................................................

....................................................................................................................................................................................................................

In 1970 the average concentration of DDT in the tissues of sea lions in California was 760 parts per million. Nearly half the sea lion pups born in that year died

because of high levels of DDT in their tissues.

How does DDT get from the body of a mother sea lion into the body of her pup: before the pup is born

And after the pup is born .

..............................

You will be able to check your answers with a friend. Use the answer booklet carefully; the words you use in your answer are very
important. Using the correct scientific terms in the right way gets you the full marks for a question. If you are really stuck - remember to
ask your teacher.

Name:
10 4 10 answersL5-7
Day 1

Straight-line graph through origin

30s

200cm3

37.5s (allow 35 40s)

line extrapolated to give 90s

The larger the volume of sand the longer it takes to go through the funnel

Same funnel and sand poured into funnel in same way.

sperm and eggs

Identify males and females with quagga features

Breed
Choose offspring with most obvious quagga features
Breed etc
Day 2

T,F,F,F,F,T,T,F,F,T,T,T,F,F,T,F,T,T,T,F

Less/closer

Same

Higher

Less

Same mass, lower volume means density of air increases

Day 3

Graph drawn using maximum possible amount of grid, sensible scales (0 to 500 and 0 to 30), volume on x axis, time on y axis, points correct,
line of best fit drawn

Relationship is best described by sentence ( C )

complete, conductor or metal, series, parallel, series, stop working, parallel, work (normally).

A all go out
B stay on
Day 4

The bean plant gets taller as time passes

The bigger the mass the longer the spring

As the amount of pesticide increases, the thickness of the eggshell increases at first, to a maximum, and then decreases.

a) i) Cell membrane ii) Chloroplast, cell wall

Cytoplasm
 c e ll fu n c tio n p ro c e s s

w h it e b lo o d c e ll a b s o r b s lig h t to p r e v e n t d is e a s e

le a f c e ll tr a n s p o r ts o x y g e n to d ig e s t fo o d

c e ll in t h e tra p s f o r r e s p ir a tio n
in t e s t in e m ic r o - o r g a n is m s

r e d b lo o d c e ll p ro d u c e s e n z y m e s fo r p h o to s y n th e s is

Day 5

Set C because the two repeats are closer together than in Set B. As there is no repeat of results in Set A it is not possible to tell how reliable they
are.
a) ..+ hydrochloric acid .+ hydrogen

copper is less reactive/does not react

b) sulphuric c) copper sulphate and magnesium chloride

Day 6

Y,N,N,N,Y,N,Y,Y,N,N,N

1a) A F
A
E

b) Gravity
Friction

c) Kinetic Thermal Sound

Day 7

A i) Less competition any answer referring to specific example eg more light, water etc.
ii) less light/ water/ nutrients
b) increase
c)
chlorophyll
Carbon dioxide +water glucose + oxygen
In the presence of light

Glucose + oxygen carbon dioxide + water energy is released

During the day, photosynthesis and respiration occur so carbon dioxide is made and used up. At night, no photosynthesis so carbon dioxide level
increases.

Day 8

Graph with suitable, sensible scale, points correctly plotted and curved line of best fit

D
C
A
B

b) B
E
C
Day 9

Temperature or volume/mass of water

Group 2 at 50C. Decreases.
Graph drawn, points correct. Line of best fit anomalous point ignored.

Ai) 50 x 1.5 = 75Nm

ii) F x 0.1 = 75

F = 750N

b) Electromagnet switched on, core becomes magnet, attracts iron counterweight.

Day 10

Length of pencil length of shadow

OK OK
Volume of acid OK
Type of surface OK
OK Pulse rate
OK OK
H
F

D
C

Heron eats lots of fish, fish eat lots of daphnia, daphnia eat lots of chlamydomonas

Through placenta

milk