Sample

Chapter

Measurable progression in KS3 for every student in every lesson

from the UKs number one science course

Look inside for FREE samples of:

Student Books
Teacher and Technician Planning
Activity Packs
Assessment Support
Details of our new ActiveLearn Digital Service!

www.pearsonschools.co.uk/newesws2015
 Our new edition of Exploring Science: Working Scientifically is
the comprehensive digital and print service for all your planning,
teaching, learning, homework and assessment needs for the
new curriculum. You can take a look at a range of the printed
material in this leaflet as well as information on the new
ActiveLearn Digital Service!

Clearly defined and differentiated Learning Objectives for every lesson. These
develop according to our unique progression grids, and allow you to define,
secure and measure progression for every lesson.
Extensive support on the use of formative assessment techniques. Our
approaches have been rigorously trialled by the University of Reading to
ensure that your students make greater progression through the use of
high-impact teaching approaches.
Tackle the barriers to progression in GCSE right from the start of Year 7,
and follow evidence-based approaches to the teaching of Literacy
and Numeracy.
Rigorous summative tests, which you can use to track progression in line with
your schools policy, including the continuing use of National
Curriculum Levels.
Our ActiveLearn Digital Service: combining front-of-class teaching
resources and planning materials with homework practice and support
for learners, our ActiveLearn Digital Service contains everything you need in
the classroom and at home all under one subscription.

You can try Exploring Science now for FREE

For more information including more free samples, a comprehensive
online evaluation and the chance to order a print evaluation pack
please visit:
www.pearsonschools.co.uk/newesws2015
Student Book Year 7

ENERGY AND
7Ia CHANGES
A

There are a lot of things happening in a theme park. Almost

B | Food is a store of energy.
everything that happens involves energy in someway.
Forexample, your body needs energy to stay alive, and to allow
you tomove around. Energy is needed to make all the rides in the
theme park work. The energy needed is stored in food and in fuels,
such as petrol.

1 Which of the rides shown in photo A needs the most energy and
which the least energy? Explain your answers.

2 a| Write down five different things that are happening in photos

A and B that need energy.
b| How is energy provided for these things to happen?

3 a| Write down five things you did yesterday that needed energy.
b| Which of these things do you think needed the most energy,
and which needed the least energy? How do you know?

135
Student Book Year 7

ENERGY
7Ia FROM FOOD
HOW DO OUR BODIES USE ENERGY?

Humans and other animals need energy to live. We need Nutrition Information
energy to help us to grow and repair our bodies, and to move Typical values Per bun (65 g) Per 100 g
and keep warm. Our bodies use food as a source of energy. Energy 544 kJ/130 kcal 837 kJ/200 kcal
Protein 6g 9.2 g
The unit for measuring energy is the joule (J). The amount
Carbohydrate 21 g 32.3 g
of energy needed to lift an apple from the floor onto a (of which sugar) (4 g) (6.2 g)
table is about 1J. Most foods contain a lot more energy Fat 2.5 g 3.85 g
than this, so we usually measure the energy in foods using (of which saturates) (0 g) (0 g)

kilojoules(kJ). 1kJ = 1000J. Fibre 1.2 g 1.8 g

Sodium 0.2 g 0.3 g

Nutrition Information
Typical values Per hot dog Per 100 g
sausage (50 g)
Energy 628 kJ/150 kcal 1256 kJ/300 kcal
Protein 9g 18 g
Carbohydrate 0.8 g 1.6 g
(of which sugar) (0 g) (0 g)
Fat 15 g 30 g
(of which saturates) (4 g) (8 g)
Fibre 0g 0g
Sodium 0.4 g 0.8 g

A | Nutrition information labels show how much energy is stored in food.

1 Why does your body need food?

2 a| How much energy does 100g of hot dog sausage contain?

Giveyour answer in kilojoules.

b| Mark eats two hot dogs (each hot dog is one sausage in abun).
How much energy is in the food he eats?

Different people need different amounts of energy. Your body needs

energy to help it to grow. You also need energy to move around. If you
do a lot of exercise, you need more energy than if you spend most of
your time watching television.

136
 Student Book Year 7

How energy required varies with age and activity

16000

Average energy required (kJ)

A good diet should provide only the amount
of energy that a persons body needs. If the
diet contains more energy than the person 12000
needs, the body will store the energy in
fat and the person will gain weight. If the 8000
diet does not contain enough energy the
person will lose weight and become thinner. 4000
A good balanced diet also provides all the
nutrients that the body needs for health, 0
and includes a mixture of different foods. Age 5 Age 11 Age 18 Adult Active Very
adult active
adult

C | Different people have different daily energy needs.

3 a| Suggest why a teenager needs more energy than a

5-year-old child.
b| Why do you think a pregnant woman needs more
energy from food than a woman who is not pregnant?
4 a| Write down these people in order of the energy they
need, starting with the one who needs the least
energy: baby, fire-fighter, secretary, 11-year-old child.
b| Explain your answer to part a.
5 a| A 5 year old only eats buns. How much would he
D | Mountaineers need to take their food with them have to eat each day to get the energy he needs?
when they climb mountains. They need to take b| If he only ate sausages, how much would he have
food that will give them about 19000kJ per day. to eat each day?
c| Why shouldnt you always eat only one type of food?
6 Explain the link between the amount of food someone
eats, the amount of activity they carry out and the
E amount of weight they gain.
7 Look at photo E. How will the amount of time koalas
spend asleep affect the amount of food they need to
find?
8 Scientists can measure the amount of energy stored
in different foods. How can this knowledge help
mountaineers and explorers?

I can
recall that our bodies need energy, which we get from food
Koalas live in Australia, and feed on explain why different people need different amounts of
eucalyptus leaves. The leaves do not energy from food
provide much energy, so koalas sleep recall that the units for measuring energy are joules (J) or
for around 20hours every day. kilojoules (kJ). 1kJ = 1000J.

137
 Student Book Year 7

FAIR COMPARISONS
7Ia AND RATIOS
HOW CAN YOU COMPARE THE ENERGY STORED IN DIFFERENT FOODS?
You can compare the
amount of energy stored in
different foods by burning
them. Photo B shows the
kind of apparatus you need.
The energy released by the
burning food heats the water
in the boiling tube. The
higher the temperature of
the water, the more energy
the food released when it
was burnt.

A | Different foods contain different amounts of energy.

Method
A| Find the mass of a piece of food.
B| Carefully put the food on a pin
(which has its other end in a
piece of cork).
C| Put 10cm3 of water into a boiling
tube. Record its temperature.
D| Light the food using a Bunsen
burner, and hold the burning
food under the boiling tube.
Make sure the flame is touching
the boiling tube.
B
E| When the food has finished
burning, record the temperature
ofthe water again.
F| Let the food cool down, then
carefully push what is left off the
pin and find its mass. If there is no
food left on the pin, write down 0g
for its mass.
G| Repeat steps A to F for other foods.
Wear eye protection.
Do not eat any of the foods.
Do not use nuts.

138
 Student Book Year 7

WORKING
SCIENTIFICALLY
Table C shows the results of an investigation. The Comparing results
student has used the masses of food at the beginning
and end to work out the mass of each food burnt, Table C shows that burning the cheese produced
and has also calculated the change in temperature. the greatest change in water temperature.
However, it is not a fair test because different
masses of each food were burnt.
C Food used Mass of food Temperature
burnt (g) rise (C) Burning 4g of
We can make a fair comparison
cheese made of the results by working out the
bread 2.0 4.0 the temperature temperature rise for each gram (g)
of the water rise
cheese 4.0 16.0 by 16 C. What of food burnt. We do this by dividing
cornflakes 4.0 14.0 would be the the temperature difference by the
temperature rise if mass of food. TableD shows the
crackers 1.0 4.5 only 1g of cheese
had been burnt? results of this calculation.

D Food used Temperature rise per

gram of food (C/g)
1 a| Look at tables C and D. Write down the foods in
order of the temperature rise, starting with the bread 2.0
lowest (bread). cheese 4.0
b| Now write down the foods in order of the cornflakes 3.5
temperature rise per gram of food.
crackers 4.5
c| Which list is the best comparison of the amounts
of energy stored in the different foods? Explain
your answer.
2 The student also tested diet crispbreads in
the investigation. The temperature rise
Ratios per gram was 1.0 C. What is the ratio of the
Ratios can help us to compare the energy stored by temperature rise caused by the crispbreads
compared with:
different foods. The investigation shows that 1g of
bread raises the temperature of the water by 2 C, a| the bread b| the cheese?
and 1g of cheese raises it by 4 C. We can write these
3 A student says I would get the same
numbers as a ratio like this:
energy from eating 50g of bread or 25g
of cheese. Is the student correct? Explain
temperature temperature your answer.
It is easier to understand
rise for 1g rise for 1g the ratio if one number
4 Pears store 175kJ of energy per 100g of
bread (C) cheese (C) is a 1. Simplify the ratio
fruit, and bananas store 350kJ per 100g.
by dividing both sides
2 : 4 by the smallest number Calculate the ratio of the energy stored in
needed to make one the two kinds of fruit.
1 : 2
side become 1.

I can
So we can write the ratio as 1:2. This shows that
cheese raises the temperature of the water by twice make a fair comparison of results
as many degrees as bread. calculate ratios.

139
Teacher and Technician Planning Pack Year 7

7Ia
Energy from food

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement
Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
Renewable or State the Describe Suggest ways in Explain how Defend or Decide and
non-renewable meaning of: advantages and which our use of the Sun is oppose a explain the
energy hydroelectricity, disadvantages fossil fuels/non- the ultimate decision in best energy
resources have geothermal, of different renewable fuels source of the favour of using resources to
advantages and biomass/biofuel, [renewable, non- can be reduced. energy used in an energy use in an area.
disadvantages. solar energy, renewable] energy [hydroelectric, resource in a
wind energy, tidal resources. wind, wave] certain area.
power. power.
Evaluate ways
Explain the idea of reducing
of a carbon consumption of
neutral fuel. fossil fuels.

Explain why
biofuels are
not necessarily
carbon neutral.
Fuels are used State the Describe the Compare the Evaluate
to release meaning of: fuel, factors that make temperature rise alternative fuels
energy, usually combustion, up a good fuel. of water when compared with
by combustion. renewable, non- some fuels are fossil fuels.
renewable. Describe how burnt.
ethanol can be Evaluate data on
Name the three produced and used. burning fuels to
sides of the fire deduce the [best
triangle. Describe what value for money,
happens in a fuel best energy per
Recall examples cell. gram of fuel].
of renewable and
non-renewable
fuels and their
sources.
Energy can Recall the forms Identify situations Describe
be stored and in which energy in which energy is energy transfer
transferred in can be stored. stored. chains for given
different ways. situations.
Recall the Identify situations
different ways in in which an energy
which energy can transfer is taking
be transferred. place.

292 Pearson
 Teacher and Technician Planning Pack Year 7

Energy

Conceptual
statement
Cognitive progress
7
Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f) I
Body mass is
related to diet
and exercise.
Recall the factors
that affect the
amount of energy
Explain the
differing energy
needs of people of
Calculate
the energy
requirements
Examine rates
of obesity in an
area and suggest
a
needed in a different ages and for a particular reasons for any
persons diet. activity levels. person or trends.
activity.
Describe the Describe the
factors that affect effects of obesity Calculate and
body mass. on health. use the body
mass index
State the meaning (BMI) to draw
of: obese. conclusions.
Some Recall some Describe how Explain the
substances are substances that energy is released source of the
used as energy are used as from [food, fuels]. energy in [food,
resources. sources of energy. fuels].

Objectives
Developing: Be prepared
Exploring 2 asks students to look at the
1. L56 Compare the temperature rise of water nutrition information on food labels.
when some fuels are burnt.
2. L45 Identify situations in which energy is
stored. STARTERS
3. L5 Identify situations in which an energy
transfer is taking place. 1: Energy brainstorm
4. L4 Recall the factors that affect the amount L35 BA
of energy needed in a persons diet. This is the first occasion that students will have
5. L4 Describe the factors that affect body come across various words connected with energy
mass. in a scientific context. Brainstorm about energy by
6. L4 Recall some substances that are used as asking questions such as: Does it take energy to lift
sources of energy. a book onto a shelf?; Does it take energy to leave
the book resting on the shelf?.
Securing:
The AT presentation What needs energy? provides
7. L45 Explain the differing energy needs of some photos where energy transfers and needs can
people of different ages and activity levels.
be identified. This establishes the idea that many
Exceeding: things need energy to allow them to happen.
8. L5 Calculate the energy requirements for a Follow this by asking about things that store energy,
particular person or activity. eliciting the idea that fuels such as oil or petrol,
natural gas and food are stores of energy or energy
Focused Working Scientifically Objectives resources. You could also ask them to say which
This topic provides an opportunity to focus on key things they think need a lot of energy and which
Working Scientifically skills. may not need much energy. Keep the results of this
1. L5 Use ratio notation to compare things. exercise to revisit at the end of 7Ib Plenary 4, when
2. students will have looked at energy in food, types of
L5 Simplify and use ratios.
energy and energy transfers.
Brainstorming students ideas allows you to find out
Student materials how much they know and if there are any serious
misconceptions that need to be addressed. In
Topic notes
particular, students may know roughly what fuels are
Energy is an abstract concept and unless
but many may also believe that electricity is a fuel.
discussed carefully is likely to lead to
misconceptions which could cause difficulty in Course resources
later topics. See the Background information for AT: Presentation What needs energy?.
this unit for more detail.

Pearson 293
Teacher and Technician Planning Pack Year 7
Energy
7 2: Ideas about energy
L45 BA
I The AT interactive Ideas about energy asks
students to decide whether some statements about
a energy are correct or incorrect. Rolling over the
various statements will provide more information.
You could use this as part of the brainstorming
session suggested in Starter 1 or as a separate
activity to find out what students ideas about
energy are. Students are not expected to give
correct responses to everything until they have
studied the whole unit but they could jot down their
initial ideas to revisit later.
Course resources
AT: Interactive Ideas about energy.
3: Quick Quiz
L35 BA
Use the 7I Quick Quiz for baseline assessment
for this unit. Students can use the 7I Quick Quiz
Answer Sheet to record their answers. Either use
the whole Quick Quiz (which can be revisited at
the end of the unit) or use only the Quick Quiz
questions for this topic (which can be revisited at
the end of this topic or at the end of the unit).
Course resources
ASP: 7I Quick Quiz; 7I Quick Quiz Answer Sheet.
EXPLORING TASKS
1: Energy in food
L35 Prac WS
Students compare at least three different foods to
determine how much energy is stored in each type.
The fairest comparison is given by using a known
and fixed volume of water, holding the food a
similar distance from the boiling tube each time and
using similar sized pieces of food. Ideally the pieces
of food should be the same mass but this may be
difficult at this level.
Developing: Students complete a missing words
exercise on Worksheet 7Ia-2 to help them to plan
their investigation. If possible, these students
should be given pieces of food all of the same
mass.
Securing: Worksheet 7Ia-3 provides a method and
questions to help students to present their results
and draw conclusions. The worksheet guides
students to work out the temperature change in the
water per gram of food but it would also be helpful
if students have looked at the Working Scientifically
pages in the Student Book first (Explaining 3).
294
This practical activity is often carried out
using nuts. However students allergic to
nuts can suffer extreme reactions if they
are in the same room as burning nuts.
Even if allergic students are excluded
from the room, you may have a student
who does not know they are allergic. It
is far safer to use crackers, crispbread
or other foods. The lab must be well
ventilated because smoke or fumes may
cause problems for those with asthma.
Students must not eat any of the foods.
The coils of wire can be made from any
metal rod that is malleable and does
not melt at the temperature of the foods
being burnt. Steel welding rods are
suitable (do not use thoriated welding
rods) and a cork borer sharpener can be
used as a suitable template to wind the
metal around.
Course resources
AP: Worksheets 7Ia-2; 7Ia-3.
Equipment (per group)
Crisps, crackers, bite-sized cereals or other
foods such as crispbreads, together with the
packets (for energy information), measuring
cylinder, boiling tube, clamp and stand,
thermometer, water, pin stuck into a cork with
the point outwards, coil of wire mounted in cork,
Bunsen burner, heatproof mat, eye protection.
2: Comparing foods using labels
L4
The AT presentation How do foods compare?
asks students to compare the energy values of
different foods. It shows labels from various foods
and asks students questions designed to help them
to extract information and compare them. Students
could also examine food labels they have brought in
themselves and sort them into high-, medium- and
low-energy foods.
Course resources
AT: Presentation How do foods compare?.
Equipment
Selection of food labels with nutritional
information (optional).
Pearson
 Teacher and Technician Planning Pack Year 7
3: How much do you eat?
L45
Discuss with students what happens if their bodies
get too much food, or too little (this issue will need
to be treated sensitively). Use this as a lead in to
the importance of knowing how much energy is
contained in different foods and hence to the joule
as a unit of measurement.
The AT spreadsheets What do you eat? and
What else do you eat? contain information about
various foodstuffs, set up so that students can
enter the number of portions of each that they eat
each day or week, and so estimate the amount
of energy they take in. This can be used to follow
up the initial discussion. What else do you eat?
provides instructions, helping students to set up the
calculations for themselves.
Course resources
AT: Spreadsheets What do you eat?; What else
do you eat?.
4: Expedition food
L56
The AT spreadsheet Expedition food takes
Exploring 3 further by asking students to select
what foods to take on a three-day expedition. Start
by discussing how much energy they would need,
using the information in chart C and the caption to
photo D on Student Book spread 7Ia Energy from
food. Establish that they would need more than
their normal daily energy needs. They should plan
on something like 12000 kJ per day. In practice a
three-day expedition would only involve carrying
food for two breakfasts (on the second and third
days) and two evening meals (on the first and
second days), with enough food for three packed
lunches. However, for simplicity the average daily
energy requirement can be used.
Securing: The first sheet provides data about the
energy values of foods per 100g and portion sizes.
Students can enter formulae into the cells to work
out the energy per portion and the energy can then
be used to make a running calculation at the top of
the sheet.
Exceeding: Higher-attaining students could also
consider other factors in menu planning, such as
how much room the food will take up and its mass
(or its weight). The second sheet in the spreadsheet
includes cooking instructions so that students can
consider potential problems on an expedition with
limited cooking facilities. The third sheet will give
students some ideas about the other factors to be
considered. In general, dried food is best as you
are not then carrying around unnecessary water (as
you would with tinned fruit, for example), but if such
Pearson
Energy
foods require lengthy cooking then additional fuel
will need to be carried. 7
Groups could compare their menus and discuss
any differences.
I
Course resources
a
AT: Spreadsheet Expedition food.
5: Comparing foods
L46 WS
Worksheet 7Ia-4 provides questions about
converting results to temperature rise per gram of
food burnt and working out ratios. You may need
to show students how to simplify a ratio by dividing
both numbers by the smallest number.
Developing: Work through the sheet with students,
discussing the answers with them.
Securing: Students work in pairs to answer the
questions, then hold a class feedback session to
check understanding.
The AT presentation Comparing foods provides
worked answers for the questions on the sheet. Use
this to help students with areas they are struggling
with.
Course resources
AP: Worksheet 7Ia-4.
AT: Presentation Comparing foods.
EXPLAINING TASKS
1: 7Ia Energy and changes (Student Book)
L4 BA
This spread introduces the idea of energy and
shows a large image of a theme park. The AT
video Energy transfers at a theme park illustrates
rides and activities at a theme park for discussion
into the different ways in which energy is being
stored. Ask students to identify changes in the
picture or the image, and suggest where the energy
for these changes comes from. Students can jot
down their ideas and revisit them in later topics. For
this task, it is recommended to turn the sound off
so that students do not hear the commentary.
Course resources
AT: Video Energy transfers at a theme park.
2: 7Ia Energy from food (Student Book)
L46 FA
This spread explains that humans and other
animals get their energy from food and outlines
295
Teacher and Technician Planning Pack Year 7
Energy
7 the reasons why different people need different
amounts of energy in their food. The page refers
I to mass rather than weight when discussing the
effects of taking in more energy than they need.
a This is done for consistency with measurements of
mass in practical work and on the following pages.
If necessary, introduce mass as the amount of
substance/stuff in an object. The AT interactive
Exercising energy transfers asks students to
discuss how energy is provided to our muscles.
Worksheet 7Ia-1 is the Access Sheet. Question 8
can be used for formative assessment.
Assessment: Students work in pairs or small groups
to agree on the answer. Encourage them to provide
a full explanation, such as the one given in the
answers.
Feedback: Ask for a volunteer to read out their answer
and then ask the rest of the class for suggestions for
correcting and/or improving the answer.
Action: Exploring 3, Exploring 4 or Exploring 5
could all help to consolidate the ideas presented in
this topic.
Course resources
AP: Worksheet 7Ia-1.
AT: Interactive Exercising energy transfers.
3: 7Ia Fair comparisons and ratios (Student
Book)
L56 FA WS
These pages explain how to deal with experimental
results from food tests that are not all based on
burning the same mass of food by working out
the temperature rise per gram of food. Ratios
are then described as other ways of comparing
quantities. Skills Sheet MS 1 may be useful to
support students who struggle with ratio notation
or simplification of ratios. You may need to show
students how to simplify a ratio by dividing both
sides by the smallest number.
Question 3 can be used for formative assessment.
Assessment: Students work out the answers to
Question 5.
Feedback: Ask for a volunteer to give their answer
to the first part and explain how they worked it out.
Ask others to decide whether or not the answer is
correct and if there is a different way of working it
out. Repeat for part b.
Action: Exploring 5 can be used as a follow-up activity
if students need more practice in calculating ratios.
Course resources
AP: Skills Sheet MS 1.
296
PLENARIES
Most plenaries can be used for formative
assessment. Suggested assessment, feedback and
action strands of formative assessment can all be
modified. See the ASP for further information and
ideas on formative assessment.
1: Quick Check
L45 FA
Assessment: Students answer the questions on the
7Ia Quick Check sheet and indicate how confident
they are in their answers. Students may need
calculators for this work.
Feedback: Students swap sheets and mark their
partners work by checking it against the Student
Book. When students have their own sheets back,
ask for a show of hands to determine which (if any)
questions a significant number of students got
wrong, or were not confident in their answers for.
Action: The Quick Check sheet prompts students to
consider how they can improve their recall of facts and
their understanding. Ask students to discuss this in
small groups and then take feedback from the class.
Course resources
ASP: 7Ia Quick Check.
2: Quick Check WS
L45 FA WS
Assessment: Students answer the questions on the
7Ia Quick Check WS sheet.
Feedback: Students work in small groups and
compare their answers. They correct any mistakes
found during this discussion and then use smiley
faces to indicate their confidence in the agreed
group answers. They can then check these against
the answers provided.
Action: The AT presentation Quick Check WS
worked answers provides worked answers for the
questions on the sheet. Use this to help students
with areas they are struggling with.
Course resources
ASP: 7Ia Quick Check WS.
AT: Presentation Quick Check WS worked answers.
3: Thinking skills
L45 FA
Assessment:
Consider All Possibilities: A person is getting
thinner. (Possible answers: they are eating less
food than they need to maintain their size; they
are eating the same amount of food but exercising
Pearson
 Teacher and Technician Planning Pack Year 7

Energy

more; they have had liposuction/surgery to make

them thinner; they have something wrong with them
the spreadsheet and sort it into energy order.
Entering numbers to define the boundaries between 7
and cannot extract all the energy from the food they
eat.)
high and medium energy content, and between
medium and low, will colour the different foods I
Consider All Possibilities: Ben needs to eat more
than Hilary. (Possible answers: Ben is a teenager
according to their group. Students can then work
out who in their group is in the wrong place and a
move accordingly.
and Hilary is a toddler; Ben is more active than
Hilary; Ben and Hilary have similar activity levels but Action: Ask students to think of a way of
Ben is trying to gain weight.) remembering which foods have the most and least
energy. For example, in general, sweet or fatty
Plus, Minus, Interesting: There should be no
foods have more energy per 100g than other foods.
energy stored in sugar. (Possible answers: Plus
we could eat lots of sweet things without gaining
mass/weight; Minus sugar would still be bad for Course resources
our teeth so this might lead to more tooth decay!; AP: Worksheet 7Ia-5.
Interesting could the countries that grow sugar AT: Presentation Ranking foods.
produce enough to meet the demand? We already
have artificial sweeteners that taste sweet without
providing any/much energy.)
HOMEWORK TASKS
Feedback: Ask students to choose a best answer
from their group and consider why they think it is 1: Energy and you 1
the best.
L4
Action: Identify any ideas that are missing and Worksheet 7Ia-6 contains straightforward questions
share them with the class. If understanding is poor on the content of this topic.
then revise the need for energy and the energy
available in foods at the start of the next lesson.
Course resources
The AT presentation 7Ia Thinking skills can be AP: Worksheet 7Ia-6.
used for this activity.
2: Energy and you 2
Course resources L4
AT: Presentation 7Ia Thinking skills.
Worksheet 7Ia-7 contains questions on the content
of this topic.

4: Ranking foods
Course resources
L4 FA
AP: Worksheet 7Ia-7.
Assessment: Students work in small groups to sort
a list of foods into high-, medium- and low-energy
content per 100g. They can use the cards on 3: Climbing the Matterhorn
Worksheet 7Ia-5. Alternatively, give each student L5
one of the cards from the worksheet and allocate Worksheet 7Ia-8 challenges students to select
three areas of the classroom as high, medium and information to work out energy requirements for an
low energy. Students move to the area they think activity and the amount of food needed to provide
their food should be in. Students ideas at this point this.
may be largely based on guesswork, unless they
have carried out Exploring 3, 4 or 5.
Course resources
Feedback: The AT presentation Ranking foods
AP: Worksheet 7Ia-8.
asks students to rank foods by different measures.
The foods are given in alphabetical order but can be
sorted by energy content.
ActiveLearn
If students have worked in groups, they can Three ActiveLearn exercises are available for this
compare their groupings with the energy values. If topic: Energy from food 1; Energy from food 2;
this has been done as a whole class activity, project Energy from food 3.

To see more Year 8 and 9 please visit:

www.pearsonschools.co.uk/newesws2015
Pearson 297
Activity Pack Year 7

7 Ia-1 Energy from food

Cut out these cards and match them up to make correct sentences.
Arrange the sentences in a sensible order, and stick them into your book.

I can
explain why different people need different amounts of energy from foods.

A teenager needs less energy in units called joules.

A teenager needs more energy from food.

Energy is measured in units called calories.

Energy used to be measured is given on the food label.

Our bodies get energy than a very active adult.

Our bodies need energy than an adult with an office job.

The amount of energy stored in food the more energy your body needs.

The faster you are growing the more energy your body needs.

The more active you are to grow, repair, move and keep warm.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 1
 Activity Pack Year 7

7 Ia-2 Energy in food 1

Name Class Date

Your teacher may watch to see if you can:

read the scale on a thermometer
work safely with burning materials.

Aim
You are going to compare the amounts of energy stored in different foods.

Introduction
Our bodies get the energy we need from the energy stored in food. Different kinds of food store
different amounts of energy.

Method

Apparatus Wear eye protection.

different kinds of food measuring cylinder Do not eat any of the foods.
eye protection Bunsen burner
cork pin
water thermometer
clamp stand boiling tube

boiling tube cork food

Label this diagram using words from the box. pin thermometer water

Fill in the missing words using words from the box below.

A I will heat some water using the energy from a .

B I will make it a fair test by using the amount of water each time
and holding the burning food the same from the boiling tube.

C I will measure the volume of the water using a and

pour it into a boiling tube.
D I will measure the temperature of the water using a .
E I will the experiment with the other foods.

distance measuring cylinder piece of food repeat same thermometer

Page 1 of 2
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 2
Activity Pack Year 7

7 Ia-2 Energy in food 1

Recording your results

1 Record your results in the table.

Food Temperature at the Temperature at the Temperature

beginning (C) end (C) difference (C)

Considering your results/conclusions

2 When the food burned the energy stored in it was transferred to the water and made
it hotter.

The food that gave the highest temperature was the .

This is the food which stores the energy.

I can
carry out a fair investigation
draw a conclusion.

Page 2 of 2
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 3
 Activity Pack Year 7

7 Ia-3 Energy in food 2

Your teacher may watch to see if you can:

read the scale on a thermometer
work safely with burning materials.

Aim
You are going to compare the amounts of energy stored in different foods.

Introduction
One way to find out how much energy is stored in a food is to burn it. As the food burns, the
energy stored in it is transferred to heat. This can be used to heat water. The hotter the water gets
the more energy has been transferred from the food.

Method

Apparatus Wear eye protection.

pieces of different foods clamp stand Do not eat any of the
water boiling tube foods. Wash hands
after handling the
eye protection pin or wire spiral in a cork foods.
sharp knife thermometer
Bunsen burner balance
measuring cylinder

A Choose three different types of food.

B Draw a results table like this:

Food Temperature at Temperature at Mass of food Mass of food

beginning (C) end (C) and pin at and pin at
beginning (g) end (g)

C Put food on the pin (or into the spiral) and find the mass of the cork, pin and food together.
Write this in your table.

D Use the measuring cylinder to measure 10 cm3 of water, and put it into the boiling tube.
Record the temperature of the water.

E Light the food using the Bunsen burner, and hold the burning food under the boiling tube.
Make sure the flame is touching the test tube.

F When the food has finished burning record the temperature of the water again. Let the food
cool down and find the total mass of the cork, pin and the food remaining on it.

G Repeat for the other foods.

1 Describe how you carried out the practical. How did you make it a fair test?

2 Draw a neat diagram of the experiment.

Page 1 of 2
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 4
Activity Pack Year 7

7 Ia-3 Energy in food 2

Recording your results

3 a Calculate the temperature change for each food.
b Calculate the change in mass for each food (this is the mass of food that actually burnt
during your investigation).
c Divide each temperature change by the mass change, to find out the temperature rise per
gram of food.
d Present the results of your calculation in a table.

4 Draw a bar chart to show your results.

Considering your results/conclusions

5 Which food contained the most energy? How do you know?

6 Foods come in different sized pieces. How could this have affected your results?

Evaluation
7 Did all the energy transferred from the burning food go into the water? Explain your answer.

8 Suggest how you could improve the experiment.

I can
plan a fair investigation
present data as a bar chart
evaluate my methods.

Page 2 of 2
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 5
 Activity Pack Year 7

7 Ia-4 Comparing foods

Paul investigated the energy transferred by different snacks when they are burnt. The table below
shows his results.

Food Mass burnt (g) Temperature rise Temperature rise per

(C) gram of food (C/g)
salted peanuts 4.0 24
cashew nuts 3.0 18
sunflower seeds 2.0 12
raisins 5.0 15
dried apricots 15.0 27

1 Copy the table and complete the last column to show the temperature rise per gram of food.

2 Write the foods in order of the temperature rise, starting with the one that had the smallest
temperature rise per gram of food burnt.

3 a Explain why it is useful to work out the temperature rise per gram.
b Explain why it is useful to write the foods in order of temperature rise per gram.

4 Work out the ratios of the temperature rise per gram obtained with:
a dried apricots and sunflower seeds
b raisins and cashew nuts.
Write your ratio in the form 1 : n.

5 Write out in words what the answer to question 4a tells you.

6 The tables show part of the labels from a packet of raisins and a packet of dried apricots.

Raisins: typical values 100 g contains 1 serving (20 g) contains

energy 1240 kJ 250 kJ

Dried apricots: typical values 100 g contains 1 serving (30 g) contains

energy 755 kJ 225 kJ

a Compare the energy per 100 g of the two foods.

b Compare the energy per serving of the two foods.

c Why do you think that food packets usually give the energy per 100 g and the energy
per serving?

I can
make a fair comparison of experimental results
calculate ratios.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 6
Activity Pack Year 7

7 Ia-5 Food cards

1 Cut out the cards.

2 How much energy do you think each kind of food provides? Sort the cards into three groups
(high, medium, low) according to the amount of energy you think each type of food stores.
3 How can you find out if your grouping is correct?

I can
recall foods that store a lot of energy.

apple white bread peas

baked beans banana carrots

lemonade boiled egg lamb

beef white toast pear

tomatoes wholemeal bread margarine

chips boiled potato cheese

pitta bread orange milk

baked potato chicken orange juice

tea with milk coffee with milk water

cornflakes chapattis poppadum

lentil dahl fried egg hamburger

To see more of the Activity Pack please visit:

www.pearsonschools.co.uk/newesws2015
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 7
 Activity Pack Year 7

7 Ia-6 Energy and you 1

Name Class Date

1 Look at the food labels below, then fill in the table.

Type of food Energy value in 100 g Energy value in one

(kJ per 100 g) serving (kJ per serving)
cereal

jam

yoghurt

sausages

bread

butter

2 Which food gives the most energy per 100 g?

3 Which food gives the most energy per serving?

4 a How much energy would you get if you had a slice of bread and butter with jam on it?
Show your working.

b How much energy would you get if you ate a sausage sandwich made with two sausages?
Show your working.

I can
understand food labels
work out how much energy different meals contain.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 8
 Energy report (Plenary 3 in Topic 7Ie)
In the table below, examples of how levels might be interpreted for this activity are given. It is suggested that a student needs to demonstrate
work at a level in two different strands to achieve that level.

Level Recalling Explaining Using knowledge Using Applications and

evidence implications
Working Students name some Students recognise that
towards renewable energy renewable energy
Level 4 resources. resources help the
Exemplar: check that environment.
Assessment Support Pack Year 7

students have named at Exemplar: check that

7
I

least two different students have stated that

renewable energy using renewable
resources. resources is better for
the environment.
Level 4 Students correctly class various Students recognise that
energy resources as renewable using non-renewable
or non-renewable. energy resources is
Exemplar: check that students harming the
have correctly identified environment.
resources as renewable or non- Exemplar: check that
renewable. students have stated that
using non-renewable
resources is harming the
environment.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.
17
Assessment Task
Open-ended
 Level Recalling
Level 5 Students describe the
way in which various
renewable resources can
be used to provide useful
electricity or heat.
Exemplar: check that
students have described
how the energy provided
by their named resources
is used to provide either
heating or electricity.
Level 6 Students recall some less
obvious disadvantages of
various renewable
resources, such as the
environmental effects of
tidal barrages.
Exemplar: check that
students have mentioned
at least one effect such as
the effect on wading birds
of altering tidal patterns,
the loss of habitats caused
by building a reservoir for
hydroelectricity, the effect
Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free.
of growing crops for
biofuels on habitats or food
prices, etc.
18
Explaining
Students explain why fossil
fuels are referred to as non-
renewable fuels, and explain
some ways in which their use
can harm the environment.
Exemplar: check that
students have explained that
we are using fossil fuels
faster than they are being
formed.
Exemplar: check that
students have explained that
carbon dioxide in the
atmosphere is causing
climate change, and at least
one possible effect of this.
Students explain how most
energy resources store
energy that originally came
from the Sun.
Exemplar: check that, if
students have referred to any
renewable resources other
than tidal or geothermal, they
have explained that there are
no fuel costs because the
energy originates in the Sun
(recently, as opposed to the
energy stored in fossil fuels).
Using knowledge
evidence
Students suggest ways in which
renewable resources can be
used to replace non-renewable
resources.
Exemplar: check that students
have explained that using
renewable resources to
generate electricity should
reduce the amount of fossil fuels
used for this.
Students suggest suitable
energy resources to use locally
and regionally, justifying their
recommendations.
Exemplar: check that students
have justified their
recommendations, and that the
justifications are sensible.
Using Applications and
implications
Students describe some
advantages and
disadvantages of
different renewable
resources, such as wind
power not always being
available.
Exemplar: check that
students have described
the advantages and
disadvantages of their
7
I
chosen resources
correctly (such as
availability, need for
coastlines/hot rocks,
visual or other
environmental impacts).
Students explain the
importance of reducing
our use of fossil fuels
and using renewable
energy resources.
Exemplar: check that
students have outlined
several adverse
consequences of climate
change, and linked
climate change to the
use of fossil fuels and
the increasing
concentration of carbon
dioxide in the
atmosphere.
Assessment Task
Open-ended
Assessment Support Pack Year 7
Assessment Support Pack Year 7

7 I
Assess Yourself!

Name Class Date

You have been asked to produce a report for the local council to explain why we need to use
renewable resources rather than non-renewable ones. Explain what the advantages and
disadvantages of some renewable resources are.
Your report should:
explain which two renewable resources you think local businesses should use
suggest one resource that could be used on a large scale in your region.

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these
sentences to describe how well you did.

I have
named some energy resources. * * * * *
stated whether each energy resource is renewable or non-renewable. * * * * *
described some of the effects on the environment that can be caused by non-
renewable energy resources. * * * * *
explained how electricity or heat is obtained from at least two different types of
renewable energy. * * * * *
explained why we call fossil fuels non-renewable. * * * * *
explained two ways that fossil fuels can harm the environment. * * * * *
given at least two examples of where renewable energy resources could be
used instead of fossil fuels. * * * * *
explained one advantage and one disadvantage of at least two types of
renewable energy. * * * * *
stated at least two disadvantages of two different renewable resources. For
example, the environmental problems that could be caused by tidal barrages or * * * * *
dams for hydroelectric power stations, or the availability of different resources.
explained how the Sun is the source of the energy in most energy resources,
which is why many renewable resources do not have fuel costs. * * * * *
chosen some energy resources for your local area and explained why they
would work well there. * * * * *
said why we should start using less fossil fuels and more renewable forms of
energy. * * * * *

What could you do to improve?

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 19
 Assessment Support Pack Year 7

7 I
End of Unit Test

Name Class Date

1 a Name a fuel that can be used in an oven for cooking.

[1 mark]

b Name a fuel that is stored in tanks and used in cars.

[1 mark]

2 a How long ago were fossil fuels formed?

[1 mark]

b Name one fuel that is not a fossil fuel.

[1 mark]

3 Gina is burning different fuels. This is the apparatus she is using.

a Label the diagram.

[2 marks]

b What do you think Gina is investigating with this apparatus?

[1 mark]

c Write down two things that Gina should keep the same to make sure her test is fair.
i
[1 mark]

ii
[1 mark]

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 23
Assessment Support Pack Year 7

7 I
End of Unit Test

d The table shows some of Ginas results. Complete the final column.

Fuel Mass of fuel burnt (g) Temperature rise in Temperature rise per
water (C) gram of fuel (C/g)
paraffin 0.9 10
ethanol 1.6 11.5

[1 mark]

e Ginas teacher calculates that the energy stored in 0.9 g of paraffin is enough to raise the
temperature of the water by a lot more than 10C. Explain why Gina did not get a bigger
temperature rise.

[2 marks]

4 Energy can be stored in different forms.

a Give the name we use to describe the way energy is stored in food and fuels.

[1 mark]

b The drawing shows two toy cars on a ramp. Name the way in which energy is stored in
each car.

Car A is storing
[1 mark]

Car B is storing
[1 mark]

5 a Write the letters of these sentences in the correct order to describe how oil and natural gas
were formed.
A More layers of sand and mud covered them and squashed them.
B They were covered in mud and sand.
C Tiny animals and plants died and fell to the bottom of the sea.
D Heat and pressure turned them into oil and natural gas.

[1 mark]

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 24
 Assessment Support Pack Year 7

7 I
End of Unit Test

b Coal and some kinds of biofuels are both made from plants. Explain why coal is non-
renewable and biofuels are renewable.

[2 marks]

c Climate change could result in floods and starvation in different parts of the world.
How does burning fossil fuels contribute to climate change?

[2 marks]

6 The energy in fossil fuels and in many kinds of renewable energy resource originally came from
the Sun.
a Write down two energy resources that do not depend on the Suns energy.

[2 marks]

b Electricity can be generated using the up and down movement of waves on the sea. Explain
how the energy in waves originally came from the Sun.

[2 marks]

7 Solar energy can be used to heat water for washing and heating, or to make electricity directly.
The article below is from a consumer advice website.

Is your house suitable for solar?

You can put solar panels or solar cells on any roof, but you will collect more solar energy if
your panels are facing the Sun for as much of the day as possible. Flat roofs are not very
good because the Sun is never overhead in the UK, and as the rain does not run off them
easily they will get covered in dust and dirt. A north-facing sloping roof will only collect some
energy in the summer when the Sun is high in the middle of the day. South facing is best, but
as long as you have a sloping roof facing any direction from south-west to south-east, you can
collect enough energy to make the cost of installation worth-while. And obviously you dont
want any tall trees shading the part of the roof where your panels will go!
You also need to check that your roof is strong enough, as the panels can be quite heavy and
you dont want to risk damaging the structure of the building.

a The article contains four key things you need to check to help you to decide whether your
house is suitable for solar energy. What are these four things?
i
ii
iii
iv
[2 marks]

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 25
Assessment Support Pack Year 7

7 I
End of Unit Test

b Write a short paragraph of two sentences to summarise the best kind of roof for solar
panels. You do not need to include the explanations of why the roof needs to have the
different features.

[2 marks]

8 Mr and Mrs Jenkins are building a holiday cottage in a remote part of Wales, in a place that is
not connected to the electricity grid. The cottage will be beside a small river that is always
flowing and never dries up, even in the summer. The weather is often windy.

They have found the following information on different forms of renewable energy.

Resource Energy transferred per second Cost

when working (J)
small hydroelectric generator 5000 25 000
wind turbine 5000 17 000
solar cells 5000 7 000

Explain which resource or resources they should use for their cottage.

[2 marks]

To see more of the Assessment Support,

including Year 8 and 9 samples please visit:
www.pearsonschools.co.uk/newesws2015

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 26
 Assessment Support Pack Year 7

7 I
Mark Scheme

Quick Quiz
Question Answer Marks
Topic 1 2 3 4
7Ia A C D A 4

7Ib B D C A 4

7Ic C D A B 4

7Id B A D D 4

7Ie B A B B 4

End of Unit Test Mark Scheme

Question Part Level Answer Mark scheme
1 a 3 natural gas, coal or wood 1 mark allow gas but do not
allow electricity
b 3 petrol or diesel 1 mark allow LPG
2 a 4 millions of years 1 mark
b 4 Any one from: wood, peat, nuclear 1 mark
fuel, biomass.
3 a 3 thermometer and boiling tube 2 marks accept test tube
correctly labelled
b 4 Which fuel stores the most energy, or 1 mark
which fuel makes the water the
hottest.
c 4 Any two from: same volume of water, 2 marks
same mass of fuel, burn for same
time, same starting temperature of the
water, same distance between flame
and boiling tube.
d 5 11.1, 7.2 1 mark for both correct.
Accept 11.11, 7.18, 7.19
e 5 The energy has raised the 2 marks
temperature of the boiling tube and
the surroundings.
4 a 5 chemical 1 mark
b 5 A kinetic energy 2 marks accept movement
B gravitational potential energy energy. Accept GPE. Do not
accept potential energy.
5 a 4 C, B, A, D 1 mark
b 6 Coal is non-renewable because we 2 marks accept equivalent
are using it up faster than it is being ideas
formed.
Biofuels are renewable, because we
can grow crops to make more at the
same rate as we use them up.
c 4 More carbon dioxide is added to the 1 mark
atmosphere.
5 This traps more heat in the 1 mark
atmosphere.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 27
Assessment Support Pack Year 7

7 I
Mark Scheme

6 a 5 Any two from: nuclear, geothermal, 2 marks

tidal.
b 6 Energy from the Sun causes winds to 2 marks
blow.
Winds blowing over the sea cause
waves.
7 a 4 Any indication that the four key things 2 marks for all points.
are: 1 mark for 2 or 3 points.
having a slope on the roof No marks if only 1 point given.
the direction the roof faces
not shaded
strong enough roof.
b 5 Sample answer: 2 marks
To gather the most energy the roof
should be sloping, face in a direction
between south-east and south-west,
and not be shaded by trees. It also
must be strong enough.
8 6 Hydroelectricity would be best. 2 marks no marks for stating
Any two points from: Hydroelectricity hydroelectricity (marks are for the
would be available all the time; solar reasoning)
would only be available during the
day, only on days when it is not
cloudy; wind will only be available
when it is windy.

Final Level Calculation

Marks Level
05 2 (or lower)
67 3 (low)
89 3 (secure)
1011 3 (high)
1213 4 (low)
1415 4 (secure)
1617 4 (high)
1819 5 (low)
2021 5 (secure)
2223 5 (high)
24 6+

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 28
 Assessment Support Pack Year 7

7 I
Mark Scheme

Quick Check answers

Quick Check Answers
7Ia WS 1 Growth, repair, moving, keeping warm.
2 Foods contain a lot of energy, so the numbers would be very big if we measured
in joules.
3 A teenager.
4 They are still growing, and they are more active.
5 Record the type of food and how much of it you eat, then look up the amount of
energy stored in each food.
The final part of the worksheet is best addressed via class discussion.

7Ia 1 Food Temperature rise per
gram of food (C/g)
Ryvita crispbreads 1.0
chocolate digestives 5.0
cheese straws 6.0
pitta bread 2.5
naan bread 2.0
rice cakes 4.0

2 a Ryvita, naan, pitta, rice cakes, chocolate digestives, cheese straws.

b The greater the temperature rise, the more energy the foods contain
(or similar answer).
3 a naan bread : rice cakes = 2.0:4.0 = 1:2
b naan bread : cheese straws = 2.0:6.0 = 1:3
c pitta bread : choc digestives = 2.5:5.0 = 1:2
4 For the same amount of food burnt, rice cakes make the temperature of the
water rise twice as much as naan bread.
7Ib Italics used for energy stores, underlining used for energy transfers.
There are other possible combinations of labelling, but the main point is for students
to identify some examples of each kind of energy store and transfer, not to
exhaustively identify all possible answers.
The Sun (N, L) was setting as Zoe and Dan arrived at the theme park, but the air
still felt warm (T). They could hear the music (So) from the waltzers and the
screams (So) from the big dipper as the carriages swooped down (G or K, and F)
the first slope.
They started at a snack van. They had to wait while the cook changed the bottle of
gas (C) that was heating (H) his cooking fat, but they soon had a bag of doughnuts
dipped in sugar (C). Zoe won a bag of sweets (C) by firing a water pistol (K) at
some plastic ducks, and she ate them all while she watched Dan win a cuddly toy
using a catapult (St) to knock over a target (F). Then they had a go on the big
dipper. It was fine while the carriages were being pulled up to the top (G, F), but
Zoe felt very odd when the carriage rattled down the slope (G, K, F) and then up
and down again (G, K). When they got off she dashed (K) around the back of the
nearest stall and tripped over the cans of diesel (C) standing next to a generator
(E). She put her hand out and suddenly all the lights and music stopped. A man
came out to switch the generator back on, and he told her to go and be sick
somewhere else.
Zoe just watched while Dan was swung backwards and forwards (G, K, F) in the
pirate ship, but she felt well enough to go on the ghost train and she only screamed
(So) once when a glowing (L) shape appeared in front of her.

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 29
Assessment Support Pack Year 7

7 I
Mark Scheme

7Ic Coal: is a fossil fuel, is non-renewable, is mainly used to generate electricity, was
formed from plants.
Oil: is a fossil fuel, is non-renewable, is mainly used to produce petrol and diesel, is
used to generate electricity, was formed from tiny sea plants and animals.
Natural gas: is a fossil fuel, is non-renewable, is used to generate electricity, is used
for heating homes, was formed from tiny sea plants and animals.
Uranium: is a nuclear fuel, is non-renewable, is only used to generate electricity.
Hydrogen: can be renewable or non-renewable, can be used in fuel cells to make
electricity.
Biofuel: is renewable, is made from plant or animal wastes.
7Ic Lit 1 No, it does not mention people being cleared from their farms, or the fact that
biofuels will not run out.
2 Some possible places in which the summary can be shortened are underlined
below. Not all suggestions can be used.
Biofuels are not new, because wood has been used as a biofuel for thousands
of years. Biofuels can be made from waste materials such as chip shop fat, or
from animal droppings or from the stalks from crops. These are good biofuels.
Most biofuels are made from crops grown on purpose. Some of these crops
[biofuels] are grown on land that used to be used for farming, so food is more
expensive and some people cant afford it. And biofuels are sometimes grown
on land that used to be rainforest, so some plants and animals may die out.
3 One possible (shorter) summary is:
Wood is a biofuel that has been used for thousands of years. Some modern
biofuels are made from waste cooking oil, animal wastes or plant wastes from
farming. Most biofuels are made from crops grown for this purpose. In some
places these have replaced food crops so food prices have increased, and
some farmers have been cleared off their land. Elsewhere rainforest has been
cleared, harming wildlife. [67 words]
7Id 1 false water has to be moving
2 true
3 false solar panels are used for heating water
4 false most are found in mountainous areas to use water falling from high
reservoirs (although some very small hydroelectric power stations can use
water flowing in rivers)
5 true
6 true
7 false they can only generate when the wind is blowing fast enough (and not
too fast)
8 false animal wastes can also be used
9 false the energy transferred by tidal power and geothermal power did not
originally come from the Sun.
10 false biomass is also available at any time.
7Ie 2 Burning fuels releases carbon [dioxide] into the atmosphere. This is contributing
to making the Earth warmer. We can stop this happening by burning more [less
fossil] fuels.
3 Electricity is a fuel [is not a fuel] because it is generated using other fuels.
4 Coal, oil and natural gas were all formed from dead plants. [Coal was formed
from dead plants. Oil and natural gas were formed from dead sea plants and
animals.] They are called fossil fuels. They are renewable [non-renewable],
because they will run out one day.
5 We can change the way we live to use less fuel. We can do this by driving
bigger [smaller] cars, and keeping our houses warm [making our houses more
energy efficient].

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 30
 Assessment Support Pack Year 7

7 I
Mark Scheme

6 Metals like uranium store nuclear energy. Uranium gives off radiation, which can
be used to generate electricity. Uranium will last longer than fossil fuels, but it is
still non-renewable. [This paragraph is correct.]
7 These are renewable resources. They all [except geothermal and tides] get their
energy originally from the Sun.
8 Using renewable [non-renewable] resources makes climate change worse.
[Or, using renewable resources helps to reduce climate change.]

Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 31
Our Digital Teaching & Learning Service
Everything you and your students need at home and in the classroom

The ActiveLearn Digital Service combines front-of-class teaching resources with

homework and practice to assist teachers and improve learner outcomes. The
service is backed up with training and support throughout your subscription to
ensure you and your learners get the most out of the course.

In Cla
ss


g
i
n in Front-of-class
ra teaching resources

T
Planning &

Teacher and
ActiveLearn

Assessment

Technician Planning
Digital Service Support Pack and
Pack and Planner
Activity Pack

Homework, practice

and support

e

Homework & Practic

Front of Class Teaching resources contain interactive assets and animations

developed for front-of-class use, with world-class videos including stunning BBC
and Sky News clips, integrated throughout for a high-impact learning experience.
Assessment support featuring end-of-unit summative tests, designed and reviewed by
assessment experts including high-quality materials that can be used as part of best
practice formative and summative assessment.
Activity Packs containing over 800 new differentiated worksheets across all three
years of Key Stage 3 and more than 700 classic worksheets from previous editions,
freshly edited and incorporated into the new curriculum.
Online homework for students with instant feedback and powerful reporting to aid
motivation and progression. Enables learners to track their progress and get instant
feedback on their work
An extensive range of easy-to-use teacher planning materials with fully editable,
sharable lessons and schemes of works allowing you to build your own lessons,
add your own resources and personalise learning and what works best for your class.
Teacher and Technician Planning Pack featuring background information for each
unit, detailed Technician notes, answers to all the questions in the Student Books
and Activity Packs and full mapping of the units to the curriculum.
2015 Price list

EXPLORING SCIENCE STUDENT BOOKS EXPLORING SCIENCE TEACHER AND

TECHNICIAN PLANNING PACKS
Student Book Year 7 978 1 447959 60 1 14.99
Teacher and Technician Planning 978 1 447959 63 2 120.00
Student Book Year 8 978 1 447959 61 8 14.99
Pack (print) Year 7
Student Book Year 9 978 1 447959 62 5 14.99*
Teacher and Technician Planning 978 1 447959 64 9 120.00
Pack (print) Year 8
EXPLORING SCIENCE ACTIVELEARN Teacher and Technician Planning 978 1 447959 65 6 120.00*
DIGITAL SERVICE Pack (print) Year 9

The annual subscription includes: Teacher and Technician Planning 978 1 447959 51 9 120.00 (+VAT)

Homework, practice and support (powered by ActiveLearn) Pack (online) Year 7

Front-of-class teaching resources (powered by ActiveTeach) Teacher and Technician Planning 978 1 447959 52 6 120.00 (+VAT)
Teacher planning materials (Planner and Teacher and Technician Pack (online) Year 8
Planning Pack)
Teacher and Technician Planning 978 1 447959 53 3 120.00 (+VAT)*
Activity Pack
Pack (online) Year 9
Assessment Pack
YEARS 7
ActiveLearn Digital Service 978 1 447999 07 2 400.00 (+VAT) EXPLORING SCIENCE ACTIVITY PACKS
subscription medium** Activity Pack (print) Year 7 978 1 447959 39 7 120.00
Student ActiveBook 978 1 447998 72 3 150.00 (+VAT)) Activity Pack (print) Year 8 978 1 447959 40 3 120.00
subscription medium**
Activity Pack (print) Year 9 978 1 447959 41 0 120.00*
YEARS 8
Activity Pack (online) Year 7 978 1 447959 45 8 120.00 (+VAT)
ActiveLearn Digital Service sub- 978 1 447999 13 3 400.00 (+VAT)
scription medium** Activity Pack (online) Year 8 978 1 447959 46 5 120.00 (+VAT)

Student ActiveBook 978 1 447998 82 2 150.00 (+VAT)) Activity Pack (online) Year 9 978 1 447959 47 2 120.00 (+VAT)*
subscription medium**
YEARS 9 EXPLORING SCIENCE ASSESSMENT SUPPORT
ActiveLearn Digital Service sub- 978 1 447999 13 3 400.00 (+VAT)*
scription medium** (Available from Assessment Support Pack (print) 978 1 447959 42 7 120.00
June 2015) Year 7

Student ActiveBook 978 1 447998 82 2 150.00 (+VAT) * Assessment Support Pack (print) 978 1 447959 43 4 120.00
subscription medium** Year 8
(Available from June 2015) Assessment Support Pack (print) 978 1 447959 44 1 120.00*
FULL COURSE (YEARS 7, 8 & 9) Year 9

ActiveLearn Digital Service sub- 978 1 447999 02 7 800.00 (+VAT))* Assessment Support Pack (online) 978 1 447959 48 9 120.00 (+VAT))
scription medium** Year 7
(Available from June 2015) Assessment Support Pack (online) 978 1 447959 49 6 120.00 (+VAT)

** Standard UK = 750-2000 students. Other school sizes and individual Year 8

service subscriptions are available. Assessment Support Pack (online) 978 1 447959 50 2 120.00 (+VAT)*
Year 9

* Prices are provisional until publication June 2015.

 7
Measurable progression in Key
Stage 3 for every student in every
lesson from the UKs number one
science course.

Series Editor: Mark Levesley

A rich and stimulating learning experience Exploring Science: Working Scientifically

Student Books present Key Stage 3 Science in the series own unique style packed with
extraordinary photos and incredible facts encouraging students to explore, and to learn.

Clear learning outcomes and differentiation Clear learning outcomes are provided for
every page spread, ensuring students understand their own learning journey, with each question
differentiated according to established National Curriculum levels.

Working Scientifically New Working Scientifically pages focus on the skills required by the
National Curriculum and for progression to Key Stage 4, with particular focus on literacy.

A comprehensive digital and print service Exploring Science: Working Scientifically

provides for all your planning, teaching, learning, homework and assessment needs, including:

Unrivalled depth and quality of teaching resources

Progression to Key Stage 4
Embedding formative assessment into learning
Delivering Working Scientifically
Developing literacy and communication

www.pearsonschools.co.uk/newesws2015

www.pearsonschools.co.uk T 0845 630 33 33

myorders@pearson.com F 0845 630 77 77

Pearson Ltd is committed to reducing

its impact on the environment by using
responsibly sourced and recycled paper.

U170_a S15SCI02321