Year 8 Science Revision & Skills Booklet Booklet 2016 · PDF fileScience Revision & Skills...

EHS Year 8 Science Revision Booklet 2016 Term1 Page 0

Year 8

Science Revision & Skills Booklet

Booklet 2016

Term 1

Name ______________________________________________________

Class _______________________________________________________

Teacher ____________________________________________________


The tasks included in this booklet reinforce the key ideas and skills taught in the science classroom. This

booklet can be used to support your learning and to provide you feedback that enables you to actively

monitor and evaluate your own learning.

All learning activities completed throughout the year, including your revision booklet,

contribute towards your grading in the Science course.

Instructions

Students:

You are expected to complete all revision tasks in this booklet by the end of the term.

You are to write all of your answers in this booklet.

The answers completed in this booklet should be your own work.

You are to complete the 3 tasks allocated per week, ready to hand in the booklet by the end

of that week.

It is your responsibility to make sure your parents CHECK and SIGN your homework at the

end of each week.

You must then bring your revision booklet to school for your teacher to CHECK and SIGN at

the end of each week.

This booklet is my responsibility. If I lose this booklet I will need to ask my teacher for a

copy to be email to my student email. I am then responsible for the printing of this booklet.

Incompletion of revision tasks or a non-genuine attempt will result in you completing this

work during lunch supervision.

Some of the skills in this booklet will be used in the half yearly and yearly examinations,

so you are helping yourself succeed by completing the booklet!

I have read the above information and am aware of what is required from me and the

consequences of not completing my revision tasks.

Name: ________________________ Signature __________________________

Parents:

All learning activities contribute towards your child’s academic achievement. Tasks including this

revision booklet are used as a regular part of the teaching and learning process to clarify your child’s

understanding of concepts, to remedy their misconceptions, and to support their further learning and

the development of deeper understanding.

You can assist by asking your child to show you the revision tasks for each week.

When the 3 weekly tasks have been completed, please sign the bottom of the activity sheet

for that week.

You child will ALWAYS have Science revision.


Additional resources:

www.intoscience.com.au online learning interactive. Username and password provided upon payment of

Science fee.

http://www.dec.nsw.gov.au/ to access student portal including email.

http://www.boardofstudies.nsw.edu.au/syllabus_sc/science.html Science syllabus documentation

http://arc.boardofstudies.nsw.edu.au/go/home/ Information regarding grading can be located at the

Board of Studies Assessment Resource Centre. The general performance descriptors for each of the five

grade levels is documented in the table below.

http://www.clickview.com.au/ Clickview documentaries (access codes via the library)

http://www.bbc.co.uk/education BBC Science clips, explanations, quizzes and interactive.

The general performance descriptors describe performance at each of five grade levels.

A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Thank you for your cooperation. If you have any queries please contact the Science Faculty on 4658 1110

during business hours.

http://www.intoscience.com.au/

http://www.dec.nsw.gov.au/

http://www.boardofstudies.nsw.edu.au/syllabus_sc/science.html

http://arc.boardofstudies.nsw.edu.au/go/home/

http://www.clickview.com.au/

http://www.bbc.co.uk/education


Week One

Task 1: Spelling

Use “look, cover, write and check” to improve your spelling.

By the end of the week you should have practised three times.

Words Practice 1 Practice 2 Practice 3

Science

Observations

Scientist

Laboratory

Biologist

Chemist

Physicist

Zoologist

Geneticist

Botanist


Task 2: Comprehension task.

Read the following passage and then answer the following questions.

Science is an exciting subject, where you can do

experiments and work in a laboratory. But what is

science? What will you learn in science lessons?

Science is two things at once.

1. Science is doing experiments. Experiments

are a way of finding answers to problems.

You will also learn a lot from doing your

own experiments.

2. Science is knowledge. It can include what

your teacher tells you, what you learn in

books or magazines, or the Internet.

People whose career is studying science are called

scientists. Science and scientists are everywhere. It

can be commonly found in a laboratory, hospital,

research facility, national park, naval ship, building

site and beauty salon.

Many scientists study one part of science. We say

that they specialise in that part. Such a person

may become specialised in that part. Such a

person may become a specialist in that field. Areas

of special study have special names.

Biology is the study of living things. A person who

specialises in this study is called a biologist.

Chemistry is the study of chemicals and how to

change them, and is studied by a chemist.

Physics is the study of energy, matter and

movement and is studied by a physicist.

Geology is the study of rocks and the earth, and is

studied by a geologist.

Ecology is the study of how plants and animals

interact together in the environment, and is

studied by an ecologist.

Astronomy is the study of planets, stars and the

universe, and is investigated by an astronomer.

Some scientists only study one aspect of their

chosen science. For example, a biologist could

become a specialist in the study or birds, whales,

reptiles, plants, microbes.

Some people pretend that they are scientists.

These studies are called pseudo-science. Pseudo

(‘soo-doe’) means false. A common example of a

pseudo-science is astrology, the prediction of your

future by looking at the positions of stars and

planets.

Australia has a long tradition of producing

extremely talented scientists such as Adrienne

Clarke, Andy Thomas and Howard Florey. Many of

our scientists have been awarded the Nobel Prize,

the highest science honour in the world.


Task 2 Questions:

1. Complete the table below.

Part of Science Name of scientist What is studied or learnt

Biologist

Study of chemicals and how to change them

Physics

Geologist

Ecology

2. What is Science? (Answer using a complete sentence)

______________________________________________________________________________________

______________________________________________________________________________________

3. Why are experiments done by scientists? (Answer using a complete sentence)

______________________________________________________________________________________

4. Some parts of science are combinations of different branches of scientific study. What would be studied

in the following parts of science:

Biochemistry And

Geophysics And

Astrophysics And

5. What is pseudo-science? (Answer using a complete sentence)

______________________________________________________________________________________

6. What is the Nobel Prize? (Answer using a complete sentence)


Task 3: Constructing sentences

Use some of the words from your spelling list (Task 1) to write FOUR sentences in the space below.

Remember: sentences always start with a capital letter and end with a full stop.

1. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

3. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Parent signature:

Date:

Teacher signature:

Date:


Week Two

Task 1: Spelling




Experiment

Observations

Qualitative

Quantitative

Inferences

Variables

Independent

Dependent

Equipment

Hypothesis


Task 2: Safety in the Laboratory

Select the words from the word bank below to complete the following sentences.

Word bank:

*laboratory coat *container *waft *bump *PPE *chemicals *eat food *instructions *PPC *report *glasses * Bunsen *taste *teacher *water *glasses *enclosed

a. Never _________________ any chemicals in the laboratory.

b. _________________ all breakages to your teacher.

c. If you spill any __________________ on your skin, wash immediately with plenty of ___________,

then tell your teacher.

d. Take care not to ____________ anyone who is using chemicals.

e. Do not ________________ or chew gum in the laboratory or science classroom.

f. Before you being an investigation, make sure you know what you are doing. Listen to your

teacher and read the ____________________ carefully.

g. Never smell gases or mixtures of chemicals directly. Instead, ________ them near your nose, and

only when instructed.

h. The correct personal protective clothing or ______ includes correct school uniform which includes

fully ______________ hard toe leather shoes.

i. When completing a practical investigation all safety risks should be minimised to prevent harm.

This may include wearing personal protective equipment or _______, which includes safety

glasses for eye protection, _______________ for protection of your hands, and a laboratory coat

to protect your body from flames, chemicals, biological waste and sharps.

j. Light a ___________ burner with a match, never with paper or other materials.

k. Never look down into a _____________ or point it at another person when heating or mixing

chemicals.


Task 3: Laboratory Safety Rules

Identify ten safety issues in the cartoon above.

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

5. _________________________________________________________________________________

6. _________________________________________________________________________________

7. _________________________________________________________________________________

8. _________________________________________________________________________________

9. _________________________________________________________________________________

10. _________________________________________________________________________________

Parent signature:

Date:

Teacher signature:

Date:


Week Three

Task 1: Spelling




Bunsen

Cylinder

Beaker

Evaporating

Tripod

Filter

Pipette

Stopwatch

Thermometer

Conical


Task 2: Safety Symbols

Safety symbols are used in a lot of different settings. You may have seen them on building sites, entrances

to buildings, at schools or on roads. Our science laboratories and chemicals also include safety symbols. A

safety symbol is a simple drawing but it can tell us a lot about the risks or uses of an item.

Use the words in the word bank below to label the following safety signs.

Fire extinguisher Environmental hazard Explosive hazard Gasses under pressure

Acute toxicity Health hazard Corrosive hazard Oxidising hazard

Flammable hazard


Task 3: Alphabetical Order

List the words from your spelling list (Week 2, Task 1) in alphabetical order:

Number Word

1

2

3

4

5

6

7

8

9

10

Parent signature:

Date:

Teacher signature:

Date:


Week Four

Task 1: Laboratory equipment

Recall: Apparatus is the science word for the equipment used in the science laboratory.

Unscramble the following words and then write them next to the correct piece of science equipment.

USBENN UBNERR KEEBAR TRIFLE FENLUN

ENTRAPAVIGO HIDS SETT BETU UZAGE

DRIPOT GREASINUM DRYCLINE


Task 2: Words defined

Use your Science workbook or other resources to write the meaning of the following words into the table.

Word Meaning

Qualitative

Quantitative

Independent variable

Dependent variable

Hypothesis


Task 3: Applying safety knowledge

Use your knowledge of correct safety to answer the questions in complete sentences.

1.. Look at the cartoon of Sally and Sean below.

a) What has happened to Sean?

___________________________________________________________________________________

b) What was he trying to do?

___________________________________________________________________________________

c) What did he do wrong?

___________________________________________________________________________________

d) How should Sean have checked the test tube safely?

___________________________________________________________________________________

In Science we must ensure we think about any risks to safety before completing an experiment. This allows

us to possibly modify our Method or use things like Personal Protective Equipment (PPE) to minimise or

prevent harm. When we write our practical report we list the safety risks and the prevention measures in a

table like the one below:

Risk Prevention measure

Chemicals spilling on body or lab Wear correct PPE including lab coat, leather top shoes and safety glasses. Follow the instructions of the teacher.

Bunsen burner causing damage to body Wear hair tied back, use correct technique and follow instructions of the teacher. Never leave a lit Bunsen burner unattended.


3. Identify what risks are shown in the two pictures and complete the table below.

a.

b.

Picture Risk Prevention Measure

a.

b.

Parent signature:

Date:

Teacher signature:

Date:


Week Five

Task 1: Spelling




Discussion

Conclusion

Measurement

Extrapolate

Analysis

Reliability

Predict

Research

Accuracy

Validity


Task 2: Labelling laboratory equipment

Use the workbank (on the next page) to correctly label the following laboratory equipment

Name Name


Wordbank

Forceps Burette Graduated cylinder Test tube rack

Thermometer Wire gauze Ring clamp Filter Funnel

Pipette Water bottle Wire brush Dropper

Watch glass Crucible and lid Retort stand Metal tongs

Conical flask Pipeclay triangle


Task 3: Drawing scientific equipment

Scientists have a quick and simple way to show scientific equipment. Using scientific drawings means you

don’t have to be an artist to be a good scientist and you have more time to do the experiments.

The procedure for drawing scientific equipment is as follows:

1. Draw clearly and neatly.

2. Always use a sharp pencil.

3. Draw the equipment in 2D (side view).

4. Do not show any detail, just a simple outline with no shading.

5. Draw lines with a ruler.

6. Print labels neatly and connect them to the diagram with a line or arrow.

7. Spell labels correctly.

8. Diagrams should be between 4 and 8cm high.

Some examples are shown below:


Fill in the blank spaces below using a PENCIL and RULER.

Name Diagram Description of main use

Beaker

To put over a tripod and distribute heat.

Bunsen burner

Retort stand

A small concave glass dish used to weigh solids and hold small amounts of liquid.


Week Six

Task 1: Words defined

Use your Science workbook or other resources to write the meaning of the following words into the table.

Word Meaning

Control variable

Inference

Observation

Reliability

Repeat

Parent signature:

Date:

Teacher signature:

Date:


Task 2: Identifying Laboratory Equipment

Colour code the following laboratory equipment, then colour in the correct drawing.

Flat bottom flask Crucible

Pipette Burette

Round bottom flask Spatula

Bunsen burner Pipe clay triangle

Reagent bottle Gas jar

Retort stand Stirring rod


Task 3: Drawing scientifically

Scientists have a quick and simple way to draw observations. Using scientific drawings means you don’t

have to be an artist to be a good scientist and you have more time to do the experiments.

The procedure for drawing scientifically is as follows:

1. Look at the specimen carefully and examine the significant features that will be included in the drawing.

2. DRAW ONLY WHAT YOU SEE!! Do not include what you think you should see 3. Draw clearly and neatly. Always use distinct, single lines when drawing. 4. Always use a sharp pencil. 5. Draw the equipment in 2D. 6. Do not show any detail, just a simple outline with no shading. 7. Draw lines with a ruler. 8. Print labels neatly and connect them to the diagram with a line or arrow. 9. Spell labels correctly 10.Diagrams should be between 4 and 8cm high. 11.No more than two drawings should be on a single page.

Some examples are shown below:

http://www.google.com.au/imgres?imgurl=https://c1.staticflickr.com/1/96/275152765_ae112d1ed8_z.jpg?zz%3D1&imgrefurl=https://www.flickr.com/photos/spiritsdancing/sets/72157594338107076/&h=375&w=500&tbnid=Lt5PyPvUG_aANM:&docid=-PHb-nAwON1q5M&ei=jiQaVvbjOcSzsQGOz57wBw&tbm=isch&ved=0CCUQMygKMApqFQoTCPbi2MKGusgCFcRZLAodjqcHfg


Task 3 instructions: Find 3 simple pictures from a magazine or catalogue. Cut them out and stick into the first column of the table below. Follow the procedure on the previous page to scientifically draw your three pictures.

Picture from magazine or catalogue Scientific drawing

Parent signature:

Date:

Teacher signature:

Date:


Week Seven

Task 1: Alphabetical Order

List the words from your spelling list (Week 5, Task 1) in alphabetical order:

Number Word

1

2

3

4

5

6

7

8

9

10


Task 2: Observations

Read the following information and complete the questions

In science, we need to make a lot of careful observations. Observations are what we can say about things

we see, hear, smell, taste and touch. We can also use measuring equipment to help us with observations.

How would you describe a platypus to someone who had never seen one before? Some observations could

be:

It has a bill like a duck and webbed feet.

Its fur feels smooth

It tastes like kangaroo

It sniffs like a dog

The one we measured was 32 cm long.

When a platypus was first sent to Europe, the scientists

who saw it thought the people in Australia were trying to

play a trick on them.

They believed the people in Australia had sown a duck’s

beak on a beaver. They didn’t take the time to make good observations.

Some statements that are not observations are:

It has a duck’s bill sown on to it.

It is a type of dog

It must be a marsupial

It probably is able to swim.

1. Why didn’t English scientists believe that the Platypus was a real animal?

_____________________________________________________________________________

_____________________________________________________________________________

2. Why are the statements ‘it probably is able to swim’ and ‘it is a type of dog’ not observations about

the platypus?

_____________________________________________________________________________

_____________________________________________________________________________


Task 3: Observation

Riddle of the face on Mars Is there really a face carved on the surface of the planet Mars? Or is it just a group of shadows made by mountains and valleys? The answer to this question was only found after many careful observations were made. These observations were made using telescopes and cameras on board surveyors and probes. We can make observations using our sense of sight, hearing, touch, taste and smell. If there were a face on Mars, how did it get there? This observation leads to many inferences. An inference is a possible explanation for what is observed. Perhaps the face was carved by a lost Martian civilisation. Maybe it is just an optical illusion. Or maybe it is a rock formation which has formed naturally.


A. Cloning around A geneticist tried to clone a giant yabbie. The two yabbies which grew are pictured below. They are not identical as the geneticist first thought. Look carefully at the two yabbies and list as many differences as you can.

Difference

1

2

3

4

5

6

7

8

9

10

B. When we make observations we need to describe what we see, hear, feel, taste or smell in a clear

and complete way so the person reading the observations can make an accurate picture in their mind.

Compare these two sets of observations made of the same object Observation 1: It is small, long and thin with a pointed end. It is red, brown and grey. The object is hard and soft. It feels rough and smooth.


Observation 2: The object is 15cm long and 0.5cm wide. It is shaped like a cylinder but has a pointy end. It is made of two types of materials. The outside material is light brown and it has a red coating over it. The inside material is dark grey. The outer material is harder than the grey inner material. The outer material feels dry and rough. The inner material feels smooth and greasy. What do you think the object is? ___________________________________________________________ Which observation is better? _______________ Why? __________________________________________ _______________________________________________________________________________________

_______________________________________________________________________________________

Write a description of an object in your pencil case _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

By the way, the object described above was a pencil. But you knew that didn’t you

Week Eight

Task 1: Observations and inferences We often try to explain what we observe. Whatever you think after you make an observation is called an inference. An inference is one possible explanation for what you have observed. For example: You go to water your favourite plant. OBSERVATION- some leaves have holes in them or parts missing INFERENCE- an insect has been eating it It is very important that you can tell the difference between an observation and an inference. Look at the diagrams on the following page. Write an observation and an inference for each diagram in the table.

Parent signature:

Date:

Teacher signature:

Date:


Diagram Observation Inference


Task 2: Inferences When people make the same observation they can explain it in different ways. It is possible to make many inferences from the same observation.

Dead fish are found floating in the stream near Elderslie High School. Three inferences are listed in the table below.

1. Write down two inferences of your own in the table which could explain the dead fish. 2. For each inference write an observation in the table which would support or help prove it correct. 3. For each inference write an observation in the table which could disprove it.

The first one has been done for you as an example.

Inference Observations to support inference Observations to disprove inference

1. Fish have been dumped into the stream by a local resident angry over the location of a new rubbish tip.

The dead fish were not the type of fish normally found in the stream.

Many other water creatures were found dead or dying along the stream.


2. The fish were poisoned by pesticide sprays drifting into the stream from the nearby apple orchard.

3. The fish died when the water temperature increased due to the waste water released by the factories.

4.

5.


Task 3: Making logical inferences Read each of the passages and write answers to the questions which follow in the space provided. A. Five students went to sick bay in the afternoon all with stomach cramps. Each student had purchased their lunch from the school canteen. The school nurse asked each one to write down what they had eaten that day.

- Student 1 had eaten toast with butter, a meat pie, an apple, a custard slice and a flavoured milk. - Student 2 had eaten weetbix with milk, an orange, a salad roll and a custard slice. - Student 3 had eaten custard slice and a can of Fanta. - Student 4 had eaten a chicken sandwich, a custard slice and an orange juice. - Student 5 had eaten scrambled eggs with toast, a banana, a chocolate muesli bar, a sausage

roll, a custard slice and a milkshake.

1. What inference could the school nurse make about what caused the students stomach cramps? _______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

2. Another student goes to sick bay with the same stomach cramps. However, she had brought her lunch from home. Does this change your answer to Question 1? __________________________ Why?

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

'

Parent signature:

Date:

Teacher signature:

Date:


Week Nine

Task 1: Measuring- optical illusions

Optical illusions are drawings designed to trick your eyes. In this task you will make measurements in order to make more accurate observations.

1. Examine diagrams (i) to (v) carefully 2. Make a measurement to find the correct answer to each question 3. Explain how your sense of sight may have been tricked

Diagram Question Measurement Explanation

Which telegraph pole, A or B, is longer?

Which line, A or B, is longer?

Which circle, A or B, is wider?


Is the hat taller than it is wide?

Which line, A or B, is longer?

Task 2: Measurement You may need to use additional resources, such as an adult, internet or textbook, to complete the following task.

1. All measurements are made up of two parts: i. a number ii. a unit

Each quantity is given a base unit which can be written as a symbol. Complete the missing information in the table.

Quantity Base unit Symbol

Length Metre m

Mass kg

Time Second

2. Complete the table

Description of what is to be measured

Instrument used Base unit and symbol

Height of a beaker

Temperature of tap water

Volume of a glass of milk

Mass of a light bulb


3. Suggest a way to calculate the following: a. The average mass of a typical pebble, using four pebbles.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

b. The average time taken for a feather to reach the ground when dropped from a table, using six trials.

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Task 3: Averaging Measurement No matter how much care we take when we are making measurements, it is still possible to get a range of values for something. For example: a beaker was weighed three times and its mass recorded as 78.9g, 79.3g and 78.8g. We cannot say that any of these measurements are better than another. The best measurement to use will be an average of the three results. Step 1: Find the total of all the measurements: 78.9 + 79.3 78.8 Total 237.0 Step 2: Divide the total by the number of measurements: Total = 237.0 = 79.0g Average = number of measurements 3 The average mass of the beaker is 79.0g. The more measurements that are made of a quantity, the better or more reliable the average will be.


1. For each of the following, determine what is being measured (eg mass, length, time, temperature), and then calculate the average. a. 6cm, 7cm, 12cm

___________________________________________________________________________ b. 10g, 15g, 16g, 17g

___________________________________________________________________________

c. 60s, 55s, 35s, 70s ___________________________________________________________________________

2. What is the unit for measuring: a. Mass? _____________________

b. Time? _____________________

c. Temperature? ______________

3. It is easy to change one metric unit into another. However, you must be able to multiply and divide by the numbers 10, 100 and 1000. Complete the missing spaces for converting measurements. The first one has been done for you.

Number Unit Equals Number Unit

1 kilogram = 1000 grams

1 centrigram = 0.01

gram = 0.001 kilograms

1 milligram = grams

1000 = 1 000 000 kilograms

1000 micrograms = gram

100 = 1 gram

Parent signature:

Date:

Teacher signature:

Date:


Week Ten

Task 1: Reading scales

Measuring instruments either display a digital reading, like in Diagram A, or a scale with

numbers and a pointer, like in Diagram B. Instruments with a scale are said to be

analogue.

You would have used analogue instruments

including a spring balance in the science

laboratory.

Remember: to use, you must correctly read the scale. You can do so by following the

four steps below.

Follow the above steps to read the scales 1-22 on the following page. Write your

answers in the table.


1 6 10 14 18

2 7 11 15 19

3 8 12 16 20

4 9 13 17 21

5 22


Task 2: Average Measurements

The huntsman is a common Australian spider. Its size varies from medium to large. Observe the drawing of the huntsman spiders collected from backyards in Australia.

A. For each spider, use your ruler to make two measurements: i. Width of thorax (across the widest point) ii. Width of abdomen (down the centre) iii. Record the measurements in a table. iv. Calculate the total and average for both measurements.

Spider Width of

thorax

Width of

abdomen

A

B

C

D

E

F

G

H

I

J

Total

Average

B. Write down two inferences

explaining why these spiders differ in

sizes.

1.________________________________

_________________________________

_________________________________

_________________________________

_________________________________

2.________________________________

_________________________________

_________________________________

_________________________________

_________________________________


Task 3: Following flowcharts

Flow charts are used to show the steps that make up a process. A complicated process can

be explained simply by breaking it

into small steps and connecting these

with arrows. Some flowcharts are

straightforward, others have return

loops.

Examine the flowchart carefully

and answer the following

questions

1. What do you think the

flowchart is trying to

show?

___________________________

___________________________

___________________________


_________________________________________________________________

2. What is crude oil formed from?

_________________________________________________________________

3. How long does it take to form crude oil?

_________________________________________________________________

4. How is crude oil removed from the ground?

_________________________________________________________________

5. Where is crude oil sent to after it is collected and what happens to it

there?

_________________________________________________________________

6. Which substances in crude oil separate out at the lowest temperatures?

_________________________________________________________________

7. Which substance in crude oil separate out at the highest temperatures?

_________________________________________________________________

8. Which substances remain in the residue?

_________________________________________________________________

Parent signature:

Date:

Teacher signature:

Date:

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Rivers revision booklet

As Revision Booklet

English Revision Booklet

Memory revision booklet

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