Worksheet

2.1b Using a microscope

Date: .......................................................................................................

You are going to use a microscope to examine some tissue.

You will need:

Slide(s), microscope, light source .

What to do:

A. Turn the objective lenses to put the smallest one over the hole in the stage. This lens
gives the lowest magnification.
B. Turn the focusing wheel to make the distance between the stage and the objective lens
as small as possible. Use the coarse focusing wheel, if there is one.
C. Adjust the light source so that light shines through the hole in the stage. If your
microscope has a mirror, do not point the mirror at the Sun. This could damage your
eyes permanently.
D. Put the slide into the clips on the stage.
E. Look through the eyepiece lens.
F. Turn the focusing wheel until the image is in focus (clear and sharp).
G. Move a larger objective lens over the specimen. Very slowly turn the focusing wheel until
the image is in focus. Use the fine focusing wheel if there is one. If you turn the focusing
wheel too much you could break the slide and damage the objective lens.

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 Worksheet Franceso Redi and the scientific
2.2b(1) method
Date: .......................................................................................................
Scientists use the scientific method to make discoveries. The flow chart shows how this is
often done.
1. a. The statements below describe an
investigation. Which part of the scientific
method does each statement show? Use
words and phrases from the flow chart for
your answers. Write in the box below each
statement.
i. Two celery plant stems are placed in
water. One has roots and one does
not.

ii. If we put a rootless celery plant stem

in water then water will not move up it.

iii. Water moved up the stems of both

stems.

iv. Water movement depends on the

stem having roots to soak up water.

v. Does water move up a celery plant

stem even if it has no roots?

b. In this investigation, does the evidence

from the data support the idea? Write your
answer in the box below.

2. In the 17th century, people thought that meat created maggots. Francesco Redi had a
different idea. He thought that flies laid eggs on the meat, and the eggs hatched into
maggots.

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He took some meat and some jars. These are shown in the drawing. In the box below,
draw a flow chart to show how Redi tested his idea using the scientific method.

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 Worksheet
2.2b(2) Pasteur’s experiment
Date: .......................................................................................................

You are going to test the idea that microorganisms from the air spoil soup.

You will need:

2 Boiling tubes, 2 delivery tubes (1 straight, 1 S-shaped) in bungs, clear soup, boiling tube
holder.

Safety:
Do not eat any of the soup. Do not open the tubes once you have set them up.

1. Make a prediction, and explain why you think this will happen.

What to do:
A. Half-fill each boiling tube with clear soup.
B. Insert bungs into each tube. One bung contains a straight delivery tube. The other bung
contains an S-shaped delivery tube.

C. Your teacher will heat up the soup in your tubes to kill microorganisms that are in the
soup at the start of your experiment.
D. After a few days look at the soup in your tubes.

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2. Write down what you see in your tubes.
Straight tube:

S-shaped tube:

3. Do your results match your prediction?

4. Use the evidence from your results to make a conclusion.

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 Worksheet
2.3b Symptoms and diagnoses
Date: .......................................................................................................
Here are five conversations between different people and their doctors. Each person has a
different disease. Complete the missing information.
Patient Doctor
1.
I think that you have

……………………………..
I have been vomiting and I have a bad
pain in my stomach. I also have It is caused by a
diarrhoea, although it is not too bad.
bacterium.

……………………………..

2. I think that you have

……………………………..
Look at all that red skin between my
toes. It’s really itchy! It is caused by a

……………………………..

3. I have been coughing I think that you have

…………………………….. tuberculosis.

…………………………….. It is caused by a
……………………………..
……………………………..
4. I think that you have

……………………………..
I have a high temperature and these
red spots, which have yellow tops. It is caused by a

……………………………..

5. I have I think that you have

…………………………….. impetigo.

…………………………….. It is caused by a
……………………………..
……………………………..
……………………………..

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 Worksheet
2.3c Spreading infectious diseases
Date: .......................................................................................................
Complete the table below with the names of the diseases, how they are caused, their
symptoms and how they are spread.

red, itchy skin

impetigo food air
between toes
bacteria bacteria cholera air
very bad diarrhoea,
chicken pox athlete’s foot vomiting, drinking water
muscle cramps
fever, fever, blisters on the
red spots with fungi sore throat, skin with a yellow
yellow tops aches crust
vomiting,
flu virus stomach pain, touch
diarrhoea
food poisoning virus bacteria touch

Disease Caused by Symptoms How they are

spread

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 Worksheet
2.4c Making bread
Date: .......................................................................................................
Your aim is to discover the effect of temperature on the rising of bread dough.

You will need:

3 Measuring cylinders, large beaker/cup, tablespoon, stirrer, thermometer, bread flour,
sugar, warm water, dried yeast, balance.

Safety:
Do not eat any dough.
1. Read the method below and make a prediction.
Explain why you made this prediction.

Prediction:

Explanation:

What to do:
A. Measure out 100 g of bread flour, 10 g of sugar and 7 g of yeast. Add these to the large
beaker and stir carefully.
B. Measure out 120 cm3 of water. Add this to your mixture a little bit at a time, stirring the
water into the mixture with the spoon.
C. Stir your mixture until it is a smooth paste.
D. Slowly, pour about 20 cm3 of your dough into each of the three measuring cylinders. Use
the stirrer or the end of the spoon to push down any dough that gets stuck to the sides.
E. Record the volume of dough in each measuring cylinder.
F. Label the measuring cylinders with the temperature they will be kept at (for example
cold, cool, warm).
G. Leave your measuring cylinders at three different temperatures. Use a thermometer to
measure the temperature in each place.
H. After 30–40 minutes, record the volume of the dough in each measuring cylinder.

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2. Fill in your results in this table.

Temperature of Volume of dough Volume of dough at Increase in the

place at start (cm3) end (cm3) volume of dough
(cm3)

3. Calculate the increase in the volume of dough at each temperature. Add these values to
your table.

4. a. Why does the bread dough rise?

b. From your results, what was the best temperature for getting bread dough to rise?

c. Explain why this temperature was the best.

Challenge task
5. A student is planning an experiment to see if the amount of yeast added affects the
increase in volume of the dough.

a. List the variables in this experiment. Show which variables need to be kept the same,
which one is measured and which one is being changed.

Variables to keep the same:

Variable to be measured:

Variable to change:

b. Predict what will happen.

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c. Explain why you made this prediction.

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