Skip to the beginning of the images gallery. Out of stock. Additional Information. Notify me when this product is in stock. This book is not yet featured on Listopia. Add this book to your favorite list ». Community Reviews. Showing Average rating 3. Rating details. More filters. Sort order. Start your review of Science Fact file Book 1.
Sep 22, Maaz rated it it was amazing. Jan 11, Ammara rated it it was amazing. Sep 25, Naina Queen rated it it was amazing. I cant read how to read this book do we have to buy it or something like that?
Sep 05, Fahad Imran added it. Oct 18, Shafak Waheed marked it as to-read. This review has been hidden because it contains spoilers. To view it, click here. Nov 06, Zarwa rated it it was amazing. Jun 09, Abdullah added it. Aug 23, Imran Hussain added it.
Second Edition. Wilhelmina Bernadette Petters Weem. Key features: The second edition of Science Fact File has a completely new design.
New topics have been added to cover the science curriculum. Clear layout, full-colour illustrations, and informative text provide a student-friendly resource which will make learning a pleasure. My cardiac frequency is beats per minute. Data handling Once you have taken measurements in your experiment, you have collected data. Rather than describe it all in long sentences, you want to turn it into snappy data: tables and graphs.
Read page 9 in your Student Book and take a good look at the bar chart. Answer the questions on page 9. Number of people Label to show what the numbers 9 mean.
Evenly spaced numbers. Food 3. Draw bar charts to show the results of these surveys. Colour of cars on road. Colour Number of cars black 12 white 10 blue 8 red 1 4. Carry out your own survey to find out the following information and draw bar charts to show your results. How the pupils in your class travel to school. How many brothers and sisters pupils in your class have.
Line graph For a line graph, you simply plot all data points and connect the dots. A line graph can be used when all your data are numbers and not months of the year or names of people. As you are drawing a line between your points, you need to be confident that if you had taken a measurement at that point, the results would have been on this line. Sarah wanted to find out how much a spring would extend under different forces. She did this by attaching different weights to the spring, and recorded her data in the table.
You need to draw a line graph of these data by going through the following steps. Drawing a graph 1. Decide which data go on which axis. Before starting her experiment, Sarah decided she was going to use the weights to give her forces of 0 N, 1 N, etc.
The independent variable always goes on the X-axis. It is usually, but not always, written in the first column of a table. That means that the length of the spring goes on the Y-axis.
A small graph is more difficult to plot and to read than a large one. But make sure the spaces between the numbers are correct. For example, if your values are 1, 2, 19, 20, the space between 2 and 19 cannot be the same distance as between 1 and 2; it needs to be proportional.
Label your axes. You need to tell people what they are looking at. Please include the units. Use a sharp pencil to put a cross accurately for each set of data. If you make a mistake, erase it carefully. Each graph should have a title which tells people what your graph shows.
Look at the labels of your axes. Two sets of results Sometimes you might want to put two sets of results on your graph so that you can compare them. Knowing that white reflects more light than black, Mariam wanted to know if black cars become warmer in the Sun than white cars. She arranged for two cars to be parked next to each other in the parking lot and put a thermometer in each. She went to read the temperature every hour and collected the results shown in the table. Plot a line graph, including the data for both cars.
Please check all the steps decribed above to ensure you do not forget anything. Pie chart sandwich tally total number A sandwich shop wants to know if customers chicken prefer different sandwiches at different times of cheese the day, so they noted down the first 10 orders after in the morning.
Now you want to draw a graph from your data. Because you want to show that chicken sandwiches are the most popular at in the morning, you choose a pie chart. It shows which part of the whole each section is. Use the table to show the results. Choose a different colour for each type of sandwich.
This means that you will also follow this method when you do an experiment. At first, your teacher will have done some of these steps for you already, but you will have to write it all up in a report. A standard lab report has several sections you need to cover. You may do some very different investigations so it is a good idea to ask your teacher which parts need to be included in your report. Title Your research question usually makes a good title. Make sure it is specific enough.
Hypothesis What do you think the answer to your question will be and why do you think this? Materials and method It is a good idea to list all the materials used first and then write down the steps of the experiment. The purpose is to allow someone else to repeat your experiment and get the same results. After you have done both, check if the use of all the materials you listed is described in your method and then check if all materials mentioned in your method are listed.
Then do the necessary calculations. You may have to calculate how much the spring stretched by subtracting the original length from the length you measured when a weight was attached, or you may need to calculate a percentage. Graphs If you can plot graphs from your data, do so. Conclusion Go back to your research question. Can you answer it? How does the answer compare to the hypothesis? Reflection If you had to do this experiment again, what would you do differently?
It even shows that you can reflect on your own work. All of this will take some time to write down, so do not expect to be able to write a full lab report in 15 minutes.
What could be a research question for the first experiment of worksheet ? What could be a hypothesis for this experiment? What would be your conclusion from this experiment? What could you do differently?
What could be a research question for the experiment about the black and white cars? This is a link to strengthen. This chapter is about life. This could be an interesting discussion to start off the chapter. There is no substitute for the hands-on work students do in the lab. They enjoy doing experiments and it will increase their interest in science, which usually makes them easier to teach. We teach the scientific method and this makes a lot more sense if students actually carry out experiments.
Some of you will teach in schools with limited resources where you have no choice but to find alternatives to experiments, but many of the experiments or activities in this book can be done in classrooms or outside with very simple equipment. Finish it for homework. If these resources are not available, cells, tissues, and organ systems printed slides can be used to start a discussion. Go through the presentation After this lesson, students should be able to: and ask students to answer the questions.
Answers should be selected and shown by teacher. Encourage class discussion but do NOT come to a conclusion. Ask them to identify things are made of cells. Ask another student to one thing that all these animals can do. Probably write on the board: Most cells are smaller than the first thing that they would think of is that they 0.
Ask students if they know of animals that If you were a cell, how big would one of your cannot move. Explain that some animals, such as classmates be? However, they can move some parts of their bodies. The plant MAIN 15 min cell is 0. That is more than halfway to the Moon! Show them prepared slides of plant and animal cells. This between animal and plant cells. Play the link below. Ask students which item they would choose if they wished to drink tea. What about cutting a piece Lesson of bread?
Obviously, students will drink tea from Pages a cup and slice bread with a knife. Ask them why they made their choices. It could be used detect changes in the environment. In water , the splayed feet of camels large surface order to stay alive, it is important that an organism area so they do not sink into the sand too far , can respond appropriately to its environment. Refer to page 21 of the or towards light stems , etc. Student Book and worksheet For this, Go over pages and worksheet Discuss how different organs work together in an organ system.
If desired, connections between the systems can Ask them to identify the stimuli given below be considered. For example, the respiratory system to which they are exposed, but avoid giving gets oxygen into the organism but the circulatory answers unless asked.
Ask students to whisper system takes it to where it is needed, e. Ask students to explain where smelling fruit like a peeled banana. Then, still for appropriate action. Ask them to indicate where find it. This can be directed by the teacher e. Touch either one hand or both, with either Inform the students that they either have to prepare one or two fingers.
Teachers are advised to select these groups themselves. Alternatively, MAIN 30 min stronger students can be divided between the Presentations groups so they can help the others in the group.
Do not let students choose groups: teachers PLENARY 10 min cannot predict the groups and that is not helpful Ask students to identify the best part of preparing when you are preparing the lesson. Ask them to prepare a poster and a min Ask students to identify the best part of each presentation and a handout with the key points presentation.
Please try to avoid negative feedback for their classmates. The Student Book page from anyone. Read pages 17 and 18 of your Student Book. How many characteristics of life are given? Can you match the words below to the characteristics given in your textbook? Write each word in the correct place. Write the first letter of each characteristic in the small column. When you read the letters down, what is the name of the woman?
Which characteristics from Question 1 do you see in each picture? Name as many as you can. All living things are made up of cells. Almost all cells are very small and cannot be seen by just looking at them. We use a microscope to see cells. In order to work well with a microscope, it is helpful to know what the parts are and their functions.
Use the words from the word bank to complete the sentences below. Some words are used more than once. Read page 19 of your Student Book if you need some hints. You look through the.
The quickly changes the distance between the objective lens and the stage. Light microscopes often have more than one which provide different magnifications. The microscope slide is placed on the. The directs light through the slide. Objective lenses can be rotated into place. They are attached to the or nose piece. The changes the distance between the objective lens and the stage slightly to enable you to focus exactly.
The microscope slide is held in place by the. The can be adjusted to eyepiece allow the correct amount of light to pass through lens the hole. The total magnification is calculated focusing knobs objective by multiplying the magnification of the lenses and the.
We need a microscope to see cells. Looking at cells. Plant and animal cells carry out similar tasks but each type of cell also has unique functions. Therefore, some of the structures of plant and animal cells are the same, but others are different. Using your microscope, look at a slide of some animal cells. Describe what you see. It is possible that your animal cells look something like the picture below. Draw what you see under your microscope. Name of the slide: Magnification: Now look at your plant cell.
Does it look something like the micrograph below? Draw your plant cells. Name of the slide: Magnification: c. What colour are the little round structures you see in the plant cell?
Use page 20 of your Student Book to label the structures you drew in your animal and plant cells. Comparing plant and animal cells. Looking at page 20 of your Student Book, which structures do you see in the diagram of the animal cell and also in that of the plant cell? There are some structures which are found only in plant cells. Which are they? Complete the table below. Use the information from page 20 of your Student Book.
Organisms have many different types of cells, doing different jobs, and they are highly organized. Specialised cells If cells have a special function, they may need to have a special shape in order to do their work well. This relationship between structure and function is a key concept in biology that you will see often. Below are pictures of four types of cells: nerve cells, epithelial cells, pollen grains, and red blood cells.
Fill in the empty sections of the table. Use page 21 of your Student Book. Levels of organisation Read page 22 of your Student Book. Fill in the empty sections in the table. How do fuels release energy? What are fossil fuels? This includes the energy we use to walk up the stairs, energy used to move the car, and the energy needed to run the refrigerator. Coal, oil, and gas are fossil fuels that we get from the soil and use to produce electricity, drive cars, and cook our food.
These fossil fuels were made over millions of years ago under special conditions, and there are only limited amounts of them left. They also pollute our environment. We need to find other sources of energy to stop the pollution, but also before the fossil fuels run out. Food contains the energy our bodies need to keep functioning. Some foods contain more energy than others. How can you test the amount of energy in different foods?
They Test yourself questions on page 33 and page 35 of can write them on post-it notes one idea per post-it the Student Book. Expected answers could include: driving a Lesson car, playing soccer, and cooking food.
Pages Once the post-its are in place, the students could group similar ideas together, e. Groups for living things could include: transport, activities of living things, appliances using electricity.
You may and Reinforce the concept that ultimately, wish to leave these ideas on display so that you can the energy in fossil fuels comes from the Sun.
The MAIN 15 min donkey pulling the cart, eats grass for energy. The grass gets energy from the Sun. All energy in muscle power initially comes from the Sun. Ask students to create a visual, e. Encourage them to draw as well as write. Can they o The living things died. We Test yourself questions on page 43 of Student Book.
If this and the need to develop new sources of energy is not happening some distance away, the air there remains in place at a higher pressure. Sun warming one place more than another. Go over the homework from previous lesson. Let water in the seas and oceans is not always in the students calculate how old they will be if the fuel the same place.
This is called tidal movement runs out soonest expected time , and how they will and can be used to generate electricity. Details manage without these fuels. They may wish to revisit especially those relevant to their area.
They could also consider Sources of energy include: fossil fuels oil, gas, coal , planting trees which absorb carbon dioxide anyway wind, hydroelectric energy, solar energy, tidal and in such a way that their house is in the shade. Ask students what could they contribute? How and why do these things reduce energy use? Reflect on the results can help to save energy. It could take many forms, and how well the experiment went.
They will, of positive feedback when their child saves energy. This is not easy. If they did or this, would it really make a difference? If we all do it, then yes, it will make a difference. Also, even a Workbook, Question no. Then bring up the fact that, even with very good conservation, fossil fuels will run out some day and START 10 min we either change our lifestyle and do without a lot of things like transport and refrigerators or we need Hand out worksheet and explain it to the students to find other ways of producing energy.
If you page 33 shows that burning fossil fuels will wish, you can have the timer and call out each produce carbon dioxide. Carbon dioxide traps time they need to take a reading. Carbon dioxide does this very effectively. Only 0. If necessary, ask students to finish the worksheet for homework.
The experiment on page 44 is effective in comparing the amounts of energy in different foods. Peanuts will have the most energy and dried bread the least when they are tested under the same conditions. It is less suited to calculating the value of energy in the food because some variables are not controlled. Greenhouses come in all shapes and sizes, but why do people use them? If you know someone who has a greenhouse, you can ask them, but you can also do an experiment. Find a place in the Sun where you can place the glass jar and a thermometer.
You must be able to read the thermometer easily. Place thermometer A on the table in direct sunlight. Place thermometer B in the jar, close the jar, and place it next to thermometer A. Make sure it does not block the sunlight to thermometer A.
Immediately read both thermometers, record your findings in the table, and start the stopwatch. Every minute, read both thermometers and record your results in the table. The time in minutes goes on the X-axis and the temperature recorded goes on the Y-axis. Use two different colours for the two thermometers or pen and pencil. Title: The effect of a glass jar on temperature. Describe what happened to the temperature as measured by thermometer B. Which changed faster?
Describe how the glass jar affected the temperature change. Carbon Study both graphs below. Last Years. What was the level of carbon dioxide in the atmosphere in the year ? How much did the level of carbon dioxide change between and ? The graph below gives the average temperatures in the Northern Hemisphere. Average temperatures CE The patterns very similar. Compare the changing pattern of the levels of carbon dioxide and the changing temperature between Compare the changing pattern of the levels of carbon dioxide and the changing temperature between the the yearyear and now.
What do you notice? Write one or two paragraphs about the relationship between carbon dioxide in the atmosphere and the temperature on Earth. If you wanted to know how adding salt to water changes its boiling point, you would boil water with different amounts of salt, so the amount of salt is your independent variable.
Energy from burning sugar 1 Dependent variables are the factors you measure. They change, depending on your independent variable. So in your experiment on the effect of salt on the boiling point of water, the measured boiling point would be your dependent variable.
0コメント