7C Quick Quiz

Name Class Date

On your answer sheet, write in or circle the correct letter for each question.

7Ca
1 Which is a waste product of human 2 What happens to push blood out of the
respiration? heart?
A nitrogen B oxygen A The heart muscle contracts to reduce
the volume in the heart chambers.
C carbon dioxide D argon
B The heart muscle relaxes to reduce
2 What is the organ labelled W?
the volume in the heart chambers.
C The heart muscle contracts to increase
the volume in the heart chambers.
D The heart muscle relaxes to increase
the volume in the heart chambers.
3 How is oxygen mainly carried by the blood?
A in the plasma B in red blood cells
C in white blood cells D in veins
4 Capillaries are adapted to their
function by:
A diaphragm B lung A being hollow so that they can carry air.
C trachea D oesophagus B having thick walls so that oxygen and
nutrients cannot escape.
3 When you inhale, what do the muscles
next to the ribs do? C having thin walls so that oxygen and
nutrients can get out of the blood.
A Contract to lift the ribs.
D having holes in the walls so that blood
B Relax to lift the ribs. can drain out of them.
C Contract to lower the ribs.
7Cc
D Relax to lower the ribs.
1 The drawing shows the bones in a
4 What happens to a lot of the oxygen in human skeleton.
the lungs?
A It is turned directly into nitrogen.
B It is turned directly into carbon dioxide.
C It enters the blood.
D It catches fire.

7Cb
1 Sandy counted 25 beats of her pulse on
her wrist in 20 seconds. What was her
pulse rate in beats per minute?
A 25 beats B 45 beats
C 75 beats D 500 beats

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 7C Quick Quiz

What is bone X used for? 3 When standing, your quadriceps muscle

swings your lower leg forwards but not
A protection B movement
backwards. Why?
C thinking D growing hair
A Your lower leg can’t swing backwards.
2 Look at the skeleton in the last question
B The quadriceps muscle can only pull
again. What is the name of joint Y?
in one direction.
A elbow B knee
C The quadriceps muscle can only push
C shoulder D hip in one direction.
3 Larger bones often have spaces inside D The quadriceps muscle is too weak.
them so that:
4 The action of muscles is controlled by:
A they can be filled with blood.
A blood from the circulatory system.
B they can be filled with air.
B thoughts from the brain.
C they can be broken more easily.
C movements of the locomotor system.
D they are lighter to move.
D impulses from the nervous system.
4 In a joint, the part that joins a muscle to a
bone is called a: 7Ce
A ligament. B tendon. 1 A drug is:
C cartilage. D cartridge. A a substance that affects how the body
works.
7Cd B any type of medicine.
1 Ravi is measuring the force of his hand C a substance that harms the body.
grip. The units he should use to record his
measurements are: D any type of addictive substance.
A kilograms. B metres. 2 The drug in cigarette smoke is:
C beats per minute. D newtons. A tar.
2 Which part of the diagram below causes a B nicotine.
force to move the lower arm in the C carbon monoxide.
direction shown?
D tobacco.
3 Which organ is most likely to be damaged
by the abuse of any drug?
A lungs B kidneys
C liver D ovaries
4 A depressant is:
A a substance that speeds up your
nervous system.
B a substance that makes you feel sad.
C a substance that slows down your
nervous system.
D a substance that makes you feel
happy.

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 7C Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea
of the things you will soon be learning about. Record your answers in the answers column. Shade
in or tick the ones you get right.

Topic Answers I can already…

7Ca 1 Recall what happens in respiration.
2 Identify the main organs in the gas exchange system.
3 Describe how breathing occurs.
4 Describe gas exchange in the lungs.

7Cb 1 State what the pulse rate is and where it is measured.

2 Explain how the heart pumps.
3 Describe the functions of blood cells and plasma.
4 Explain how capillaries are adapted to their function.

7Cc 1 Recall the main functions of the skeleton.

2 Identify the main bones and joints in the human skeleton.
3 Relate the properties of bones to their functions.
4 Describe the basic parts of joints.

7Cd 1 Recall how the force of contracting muscles is measured.

2 Describe what happens when muscles contract and relax.
3 Explain why all flexible joints need at least one pair of muscles.
4 Describe how muscle action is controlled.

7Ce 1 Recall what a drug is.

2 Recall some common drugs.
3 Recall some short- and long-term effects of drug abuse.
4 Explain the effects of stimulants and depressants.

Quick Quiz: At the start:

/20 0–5 = I didn’t know much; 6–10 = I knew something;
11–15 = I knew a fair bit; 16–20 = I already knew a lot

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 7C Word Sheets

7Ca – Fitness
Word Pronunciation Meaning
bladder The organ that stores urine.
criteria cry-teer-ee-a A set of standards by which to judge things. For
example, to compete in the men’s Olympics 100 metres
sprint you need to be able to run it in 10.18 seconds or
faster. A time of 10.18 seconds is the criterion for entry
into the event.
diaphragm dye-a-fram Organ containing a lot of muscle tissue, which contracts
and moves downwards to increase the volume of the
lungs when inhaling.
gullet gull-ett A more scientific name for the ‘food pipe’. Also called the
‘oesophagus’.
heart hart The organ that pumps blood.
kidney An organ used to clean the blood and make urine.
large intestine An organ that removes water from unwanted food.
liver An organ used to make and destroy substances in your
body. It also stores some substances.
lungs Organs used to take oxygen out of the air and into the
blood. Lungs also put waste carbon dioxide into the air.
oesophagus A more scientific name for the ‘food pipe’. Also called the
‘gullet’.
organ A part of a plant or animal that does a very important
job. Organs are made of different tissues working
together.
organ system Collection of organs working together to do a very
important job.
rectum An organ that stores faeces.
small intestine An organ used to break up food and get it into the blood.
stomach stum-ack An organ used to break up food.
trachea track-ee-a A more scientific name for the ‘windpipe’.
windpipe An organ in the shape of a tube that takes air to and
from your lungs. Also called the ‘trachea’.

Page 1 of 6
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 7C Word Sheets

7Ca – Muscles and breathing

Word Pronunciation Meaning
adaptation ad-ap-tay-shun The features something has to allow it to do its job or to
survive.
breathing The movement of muscles that make the lungs expand
and contract.
breathing rate The number of times you inhale and exhale in one
minute.
breathing system bree-thing The organ system that allows the exchange of gases in
the lungs. Also known as the gas exchange system.
carbon dioxide A waste gas produced by respiration.
cell The basic unit of all life. All organisms are made of cells.
circulatory system sir-cu-late-or-ee An organ system that carries oxygen and food around
the body.
contract To get smaller. When a muscle contracts it uses energy
to get shorter and fatter.
energy Something that is needed to make things happen or
change.
excretion ex-cree-shun Getting rid of waste. All organisms excrete.
exhalation ex-ha-lay-shun Breathing out. Also called expiration.
expiration Breathing out. Also called exhalation.
function funk-shun Something’s job is its function.
gas exchange When one gas is swapped for another. In the lungs,
oxygen leaves the air and goes into the blood. At the
same time, carbon dioxide leaves the blood and goes
into the air in the lungs.
gas exchange system The organ system that allows the exchange of gases in
the lungs. Also known as the breathing system.
inhalation Breathing in. Also called inspiration.
inspiration Breathing in. Also called inhalation.
intercostal muscles Muscles attached to the ribs. The muscles move the ribs
during breathing.
muscle An organ containing nerve tissue and a lot of muscle
tissue, which allows it to contract and relax.
muscle tissue muss-ell tiss-you Tissue that can change shape and move things. There is
muscle tissue in the heart.
oxygen A gas that makes up about 21% of the air.
relax When a muscle relaxes it stops exerting a force and
becomes thinner and longer.
respiration res-per-ay-shun A process in which energy is released from substances
so it can be used by an organism. All organisms respire.
There are, however, different forms of respiration.
tissue tiss-you A part of an organ that does an important job. Each
tissue is made up of a group of the same type of cells all
doing the same job.
ventilation vent-ill-ay-shun The movement of air in and out of your lungs.

Page 2 of 6
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 7C Word Sheets

7Cb – Muscles and blood

Word Pronunciation Meaning
artery A blood vessel that carries blood away from the heart.
blood vessel A tube that carries blood in the body.
bone marrow Tissue inside bones in which blood cells are made.
capillary A thin-walled blood vessel that carries blood from
arteries to veins.
chambers Spaces inside the heart that the blood moves through as
the heart pumps.
cytoplasm site-O-plaz-m The watery jelly inside a cell where the cell’s activities
take place.
data Observations or measurements collected in
investigations.
haemoglobin hee-mow-glow-bin The substance that carries oxygen in red blood cells.
nucleus new-clee-us The ‘control centre’ of a cell. Plural = nuclei.
plasma The liquid part of the blood.
pulse A feeling of the heart beating that can be felt in arteries.
pulse rate The number of times a pulse is felt in a minute.
red blood cells Blood cells that carry oxygen.
surface area The amount of area that the surface of something has.
vein A blood vessel that carries blood towards the heart.
white blood cells Blood cells that fight micro-organisms.

7Cb – Scientific questions

Word Pronunciation Meaning
ethical questions Questions about what people think is fair or right or
wrong.
hypothesis hy-poth-es-sis An idea about how something works that can be tested
using experiments. (Plural is hypotheses.)
observations Things that you see happening.
scientific method Sequence of steps that scientists use in investigations
to suggest and test ideas in order to explain their
observations.
theory thear-ree A hypothesis (or set of hypotheses) that explains how
and why something happens. The predictions made
using a theory should have been tested on several
occasions and always found to work.

Page 3 of 6
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 7C Word Sheets

7Cc – The skeleton

Word Pronunciation Meaning
backbone Series of small bones (vertebrae) that form a chain to
support the main part of some animals’ bodies.
brain The organ that controls the body. It is part of the nervous
system.
cartilage A slippery substance that is found on the ends of some
bones and used to help form some body parts (e.g. ear,
nose).
fixed joint A place where two or more bones meet but cannot
move.
flexible joint A place where two or more bones meet and can be
moved (by muscles).
fracture Break.
hinge joint A joint that allows back and forth movement in one
direction.
ligament A band of tissue that connects bones together.
pressure The amount of force pushing on a certain area. A way of
saying how spread out a force is.
skeleton The structure that supports an organism and gives it its
shape. It is made of 206 bones in an adult human.
skull Collection of bones that protect the brain.
tendon A cord of tissue that connects a muscle to a bone.
vertebrae Small bones that form the ‘backbone’.

Page 4 of 6
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 7C Word Sheets

7Cd – Muscles and moving

Word Pronunciation Meaning
antagonistic pairs an-tag-on-is-tic Two muscles that work a joint by pulling a bone in
opposite directions.
biceps bye-seps Muscles in the upper arm that help to raise and lower
the lower arm.
biomechanics The study of how muscles and bones work together to
move your body.
force A push, pull or twist.
impulse An electrical signal that travels in the nervous system.
locomotor system Organ system that contains all your muscles and bones
and allows you to move.
mitochondria my-tow-kon-dree-a Small structures in the cytoplasm of all cells where
respiration occurs.
nerve An organ that is made of nerve cells (neurons) and
carries impulses.
newtons (N) The unit for force.
spinal cord spy-nal kord Large bundle of nerves that runs through the vertebrae
(backbone).
triceps try-seps Muscle in the upper arm that helps to raise and lower
the lower arm.

7Cd – Artificial limbs

Word Pronunciation Meaning
evaluate Looking at the good and bad points about something, in
order to reach an overall decision.

Page 5 of 6
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 7C Word Sheets

7Ce – Drugs
Word Pronunciation Meaning
addictive If something makes you feel that you need to have it, it is
said to be addictive.
caffeine caff-een A stimulant that increases the speed at which nerves
carry impulses. Found in coffee, tea and cola drinks.
cannabis A drug that can cause memory loss with long-term
abuse.
cocaine Very powerful and harmful stimulant that can cause
blocked arteries and mental problems with long-term
abuse.
depressants Drugs that decrease the speed at which nerves carry
impulses, e.g. alcohol.
drug Substance that affects the way your body works.
ecstasy A stimulant that can cause depression, mental illness
and even death with long-term abuse.
heroin A very dangerous depressant drug. Causes vomiting and
severe headaches.
medicine med-iss-in A drug that helps the body to ease the symptoms of a
disease or cure the disease.
nervous system Your brain, spinal cord and all your nerves.
nicotine An addictive drug found in tobacco smoke.
reaction time The time it takes you to respond to things happening
around you.
recreational drugs reck-ree-ay-shun-al Drugs used for their mind-altering effects rather than as
a medicine.
side-effects Harmful or unpleasant effects caused by drugs.
solvents Liquids used to dissolve things.
stimulants stim-you-lants Drugs that increase the speed at which nerves carry
messages, e.g. caffeine.
substance abuse Another term for ‘substance misuse’.

substance misuse Taking any substance in a way that causes harm to the
body.

7Ce – Drugs and sport

Word Pronunciation Meaning
ovary O-very A female reproductive organ. Produces egg cells.
sex hormone hor-moans Natural chemicals released in the body that control the
menstrual cycle and puberty.
testis A male reproductive organ. Produces sperm cells. Plural
= testes.

Page 6 of 6
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 7Ca Quick Check

Name Class Date

1 During gas exchange, one gas leaves the blood and

enters the lungs and another gas leaves the lungs
and enters the blood. Add arrows to the diagram to
show this.

2 a Look at the diagram below. For each organ W–Z write down what it does and how it helps
gas exchange to occur. Do not use the names of the organs (if you know them) in your
answers.

Organ W

Organ X

Organ Y

Organ Z

b Get together with a partner. One of you should read out one of your answers.
c Can the other person tell which organ on the diagram the answer is about?
d The other person then reads out his or her sentences about the same organ. Discuss which
of you has written the better answer and why.
e Repeat steps b, c and d with the other organs, taking it in turns to read out an answer first.
f Which organ was most difficult to explain? What is its name?

g What are the names of the other organs?

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 Quick Check Quick Check
7 Cb 7 Cb

Here are some answers. What were the questions? Here are some answers. What were the questions?
1 respiration 1 respiration
2 pulse rate 2 pulse rate
3 arteries 3 arteries
4 the heart chambers get smaller 4 the heart chambers get smaller
5 bone marrow 5 bone marrow
6 haemoglobin 6 haemoglobin
7 plasma 7 plasma
8 they have walls that are only one cell thick 8 they have walls that are only one cell thick
9 it only has to pump blood to the lungs and back to the heart 9 it only has to pump blood to the lungs and back to the heart
10 to give it as much surface area as possible for absorbing oxygen 10 to give it as much surface area as possible for absorbing oxygen
quickly quickly

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 7Cb Quick Check WS

Here are some questions but what sort of questions are they? Cut out the questions and divide
them into different categories. Write the names for your categories on the category name cards
and place these names next to the correct piles of questions. You don’t need to use all the
category name cards.

Category name: Category name:

Category name: Category name:

Why is red a much nicer colour Do taller people have bigger lungs
than yellow? than shorter people?

Does blood flow more slowly in Should school children play

some blood vessels than others? team sports?

Do people with smaller chests

Why do people refer to the red
breathe more than people with
colour of blood as crimson?
bigger chests?

Do people breathe out more Should people who donate a

carbon dioxide when they are kidney for transplants choose who
exercising? gets their kidney?

Why is soccer a better game Does a person’s heart rate depend

than rugby? on how hard they are exercising?

Do athletes have thicker muscle Are rugby players less supple than
in their hearts? soccer players?

Is the percentage of oxygen in Does the colour of blood depend

the air the same in all places in on how much oxygen the red
the world? blood cells are carrying?

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 7Cc Quick Check

Name Class Date

Label this diagram with as much information as you can. Make sure your labelling is clear and neat.

Two good points:

Evaluation

One area for

improvement:

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 7Cd Quick Check

Name Class Date

1 Fold the sheet along the dotted line so that you can see this part of the sheet but the rest of the
sheet is hidden.
2 Label the diagram with as much information as you can about the muscles and bones in joints.

3 Now unfold the sheet.

4 Circle the number of stars next to each of these statements to show how well you think you have
covered each one in your labelling.

Level Statement Stars

4 Describe how muscles and bones work together to allow movement. * * * * *

4 Recall that contracting muscles produce a force and recall the unit for forces. * * * * *

5 Describe what happens when muscles contract and relax. * * * * *

6 Explain why antagonistic muscles are used to operate bones in many joints. * * * * *

6 Describe the action of the biceps and triceps. * * * * *

6 Describe how muscle action is controlled by nervous impulses. * * * * *

5 What could you have done to circle more stars?

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 7Ce Quick Check

Name Class Date

1 Find the following drugs in the wordsearch.

alcohol caffeine cocaine ecstasy

heroin paracetamol penicillin

Draw a red line through all the stimulants.

Draw a blue line through all the depressants.
Draw a yellow line through the drugs that are neither stimulants nor depressants.
Circle the medicines.

L P C A N T N B A S P

M E O B R T J K Z O A

P N C A F F E I N E R

H I A F R I H T B M A

H C I E N Z E G F H C

T I N I C O T I N E E

A L E T O K P G H E T

M L W A H E R O I N A

N I S L S D X N I L M

M N A L C O H O L P O

E E C S T A S Y O E L

2 For one of the drugs, describe:

a one short-term effect

b one long-term effect of abusing it

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 7C Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a
statement, draw your ring around all the stars. If you do not know anything about a statement do
not draw a ring.

Topic At the end of the unit:

7Ca
Identify the main organs in the human gas exchange UK NC, iLS, CEE
system. * * * * *
Recall what happens in respiration, gas exchange, UK NC, iLS, CEE
breathing, ventilation, inhalation and exhalation. * * * * *
Describe how breathing movements occur. UK NC, iLS, CEE * * * * *
Describe what happens when muscles contract and UK NC, iLS, CEE
relax. * * * * *
7Cb
State what the pulse rate measures and where it is iLS
measured. * * * * *
Explain how the human double circulatory system gets iLS
blood around the body. * * * * *
State where blood cells are made. UK NC, iLS * * * * *
Describe the functions of red blood cells, white blood iLS
cells and plasma. * * * * *
Explain how blood vessels are adapted to their functions. iLS * * * * *
7Cb Working Scientifically
Describe the role of scientific questions in the scientific UK NC, iLS, CEE
method. * * * * *
Identify scientific, non-scientific and ethical questions. UK NC, iLS, CEE * * * * *
7Cc
Recall the functions of the skeleton. UK NC, iLS * * * * *
Identify and recall the functions of some bones in the UK NC, iLS
skeleton. * * * * *
Describe the basic parts of joints and the different types UK NC, iLS
of joint. * * * * *
7Cd
Describe how muscles and bones work together in the UK NC, iLS
locomotor system to allow movement. * * * * *
Explain why antagonistic muscles are needed in many UK NC, iLS
joints. * * * * *
Describe how muscle action is controlled by the nervous UK NC, iLS
system. * * * * *
7Ce
Recall what drugs are. UK NC, CEE * * * * *

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 7C Progression Check

Recall some common drugs and describe the problems UK NC, CEE
they can cause. * * * * *
Recall the effects and side-effects of some drugs, UK NC, CEE
including the effects of stimulants and depressants on * * * * *
reaction time.
Explain the short- and long-term effects of some drugs. UK NC, CEE * * * * *

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 7C Summary Sheets

Locomotor system
The locomotor system consists of bones and
muscles and lets you move.
Bones are organs that form the skeleton,
which:
● protects some organs (e.g. the ribs and
sternum protect the lungs; the skull
protects the brain)
● supports your body (e.g. the vertebrae in
your ‘backbone’ hold you up straight)
● allows you to move (using muscles at your
joints).
Bones are hard (to withstand knocks and
pressure) and light (so they are easy to move).
Many have a hollow centre containing bone
marrow, where blood cells are made.

The human skeleton

Muscle action
Muscles cannot push and so bones need pairs of muscles (antagonistic pairs) to pull them in
opposite directions. One muscle contracts (gets shorter and fatter) to pull a bone. At the same
time, the other muscle in the pair relaxes.

The elbow joint is a flexible joint (whereas the bones in the skull meet at fixed joints).

Muscles are controlled by the nervous system. Impulses from the brain travel down the spinal
cord and along nerves to muscles.
Muscle cells are adapted to their function by containing strands that can shorten to produce a
pulling force. This requires energy from respiration.
The oxygen and nutrients (from food) required for respiration are carried to the muscles in the
blood. Nutrients are carried in the plasma, while oxygen is carried on red blood cells. Blood also
contains white blood cells, which attack micro-organisms.

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 7C Summary Sheets

Breathing
The gas exchange or breathing
system allows air to enter and leave
the lungs, so that oxygen can get into
the blood and carbon dioxide can leave
the blood. Oxygen for respiration
leaves the lungs and enters the blood.
Carbon dioxide (a waste product from
respiration) leaves the blood and
enters the air in the lungs. Carbon
dioxide is excreted when you exhale.
Breathing is the movement of the
muscles in your diaphragm and
between the ribs, which cause the
changes in the volume of the lungs.
Ventilation is the movement of air into
and out of the lungs as breathing Diagram showing breathing
occurs.

Circulation
Blood is carried to the heart by veins,
where it enters the chambers of the
heart. The blood is then forced back
out when the heart muscle tissue
contracts. The pumping of the heart
can be felt in arteries as a pulse.
Arteries are connected to veins by
capillaries, which are blood vessels
with very thin walls that allow oxygen
and nutrients to leave the blood to get
to the cells in tissues. Carbon dioxide
from the cells can easily get into the
capillaries.
Some of the circulatory system

Drugs
Drugs are chemicals that affect how the body works. Some can damage your organs (e.g. the
liver), particularly if they are abused. Some drugs are addictive.
Medicines (e.g. antibiotics) are drugs that can help people who are suffering from diseases.
Recreational drugs are drugs that people take because they like the effect that they have on their
bodies (e.g. caffeine in coffee). Some are illegal drugs (e.g. heroin, ecstasy) and have very
harmful side-effects.
Drugs that slow down the nervous system are called depressants. Alcohol, heroin and the
solvents found in glues are depressants. Depressants cause the nervous system to carry impulses
more slowly. Drugs that speed up the nervous system are called stimulants (e.g. caffeine).

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 Athletics training camp (Plenary 3 in Topic 7Ce)
In the table below, examples of how progression bands might be interpreted for this activity are given. It is suggested that a student needs to
demonstrate work at a progression band in two different strands to achieve that band.

Recalling Explaining Using knowledge Using Applications and

evidence implications
Developing Students state that the athlete Students state that air is needed Students describe how
needs air and/or food. for humans to stay alive. some activities result in
Students state one thing that faster breathing.
happens during breathing. Exemplar: when you run
Exemplar: the lungs get you take more breaths
bigger so air can move into because you need more air.
them.
7C

Securing Students state what happens Students describe how muscles Students describe some evidence
in respiration. and bones work together to allow for continual changes in bone and
Exemplar: in respiration you movement. muscles.
use up oxygen and make Exemplar: muscles pull bones at Exemplar: if you exercise, your
carbon dioxide. joints to make them move. muscles grow bigger and stronger.
Students recall some of the
main organs in the
breathing/gas exchange
system.
Students state what the pulse
rate measures and where it is
measured.
Students recall the main
functions of the skeleton.
Exemplar: your skeleton
protects parts of your body,
supports you and lets you
move.
Students state that drugs are

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substances that affect how
the body works.
Assessment Task
Open-ended

Page 1 of 3
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Securing + Students correctly use the Students describe the functions Students use a model to explain
following terms: breathing, of the organs in the human gas how lungs expand and contract.
breathing rate, ventilation, exchange system and how
inhalation, exhalation. breathing movements occur.
Students recall that muscles Exemplar: when you inhale, your
are controlled by the nervous diaphragm contracts and goes
system. down and your rib muscles
contract and pull up the ribs. This
Students identify the effects
makes the lungs bigger.
and side-effects of drugs on
the body. Students describe how gases
Exemplar: you can take are carried around the body.
Describe what happens when
7C

paracetamol or another
medicine to reduce pain but muscles contract and relax.
don’t take too much because Exemplar: muscles get shorter
it can hurt your liver. and fatter when they contract.
Students explain how the heart
pumps blood by the action of
muscles.
Students describe the basic
parts of joints.
Exceeding Students identify muscle cells Students describe the functions Students use knowledge of bones Students consider the
as being adapted to their of red blood cells, white blood and joints to identify problems with consequences of the
function. cells and plasma. them. effects of frictional and/or
Exemplar: your muscles have Students describe how muscle Students explain why antagonistic impact forces on joints.
strands in them that can get action is controlled by nervous muscles are used to move bones in Exemplar: as you train, the
shorter, and this makes the impulses. joints. forces on your bones help
muscle shorter and fatter Students explain the effects of the bones to strengthen.
when it contracts. stimulants and depressants on the
Students describe the body by reference to the nervous
importance of testing drugs. system.

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Exemplar: drugs need to be
properly tested for use in
humans so that they do not
cause problems. That’s why it’s
a bad idea to take drugs that
someone gives you if you don’t
really know what they are.
Assessment Task
Open-ended

Page 2 of 3
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Exceeding Students describe how different Students explain how a red blood
parts of the body (e.g. capillaries, cell is adapted to its function.
red blood cells) are adapted to Students explain how a capillary is
their functions. adapted to its function.
7C

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Assessment Task
Open-ended

Page 3 of 3
 7C Assess Yourself!

Name Class Date

A young athlete is training for a competition and has been offered a place at a training camp. You
are a sports scientist who has come to see the athlete in order to explain the benefits of the camp.
You will need to explain to the athlete:
● what respiration is
● how the body gets the materials it needs for respiration
● how cells get the materials they need for respiration
● how breathing occurs
● what bones and muscles do for an athlete
● why you should not be tempted to cheat by taking drugs that you might be offered.
Draw at least one diagram to use as part of your talk.

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 …
stated that the athlete needs air and/or food. * * * * *
described how some activities result in faster breathing. * * * * *
stated what happens in respiration. * * * * *
stated what the pulse rate measures and where it is measured. * * * * *
stated the main functions of the skeleton. * * * * *
described how muscles and bones work together to allow movement. * * * * *
correctly used the following terms: breathing, breathing rate, ventilation,
inhalation, exhalation. * * * * *
described the functions of the organs in the human gas exchange system and
how breathing movements occur. * * * * *
used a model to explain how lungs expand and contract. * * * * *
described the basic parts of joints. * * * * *
identified some effects and side-effects of drugs on the body. * * * * *
used knowledge of bones and joints to explain some problems. * * * * *
described how muscle action is controlled by nervous impulses. * * * * *
explained why antagonistic muscles are used to move bones. * * * * *
stated the functions of red blood cells, white blood cells and plasma. * * * * *
explained the effects of stimulants and depressants on the body by reference
to the nervous system. * * * * *
described the importance of testing drugs. * * * * *
explained how a red blood cell is adapted to its function. * * * * *

What could you do to improve?

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 WSI Assessment: Caffeine (Exploring 2 in Topic 7Ce)
Planning Obtaining Presenting Considering Evaluating
(DAPS)
Developing Students identify an aim (e.g. Following Students record results Students provide a simple Students make a simple
to see if cola affects reaction instructions, or clearly (e.g. they record description of what was found, suggestion as to how to
time). with help, results clearly and neatly linking cause and effect (e.g. improve the investigation
students make or correctly fill in a table ‘cola changes your reaction (e.g. ‘I would make sure
They identify a prediction or
make a simple prediction some given to them). time’). we all drank the same
(without a reason). observations. amount of cola’).
They may use incorrect
They outline a simple method terminology.
to find out what happens
7C

(e.g. they decide to measure a

reaction time before and after
drinking cola).

Securing Students make a prediction Students use Students record their Students draw a Students suggest
with a reason (e.g. ‘cola will simple apparatus data using ordered straightforward conclusion and improvements to their
make our reaction times appropriately. tables or labelled identify the evidence that they work, giving simple
shorter because it contains diagrams or clearly laid have used (e.g. ‘the reaction reasons. (e.g. ‘I could
They vary one
caffeine’). out descriptions. time was shorter after drinking repeat the experiment
variable while
cola and so cola must contain using a different type of
They make suggestions as to keeping others Where appropriate, they
something that reduces cola to make sure that
things that should be kept the the same (which clearly show the
reaction time’). more cola always gives
same (e.g. the type of cola, may require some intervals between
shorter reaction times and
how the ruler is held, person assistance). measurements and the They identify simple patterns
that it’s not just the cola
being tested, amount of cola). range of measurements. in their data and relate their
Following that I originally used’).
conclusions to those patterns
They plan to control at least instructions, they They plot simple bar
(e.g. ‘my bar chart bars got
one variable. take action to charts (e.g. to show
shorter with more cola and so I
control obvious reaction times with
They write a method as a think that more cola causes
risks to different colas. The
series of steps, including what shorter and shorter reaction
themselves (e.g. charts may have small
they will look for. times’).

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mopping up spills errors, such as missing
They state one way in which straight-away). units, axes mislabelled They communicate their
they and/or others around and slightly conclusions using appropriate
them will remain safe (e.g. not inappropriate scales. scientific language (this
doing the experiment in the However, the bars includes words such as
lab). should be plotted ‘evidence’, ‘conclusion’).
accurately).
WS Investigations

Page 1 of 5
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Securing + Students state a prediction Students accurately Students use more Students analyse their findings Students evaluate their
with a reason using scientific record readings from complex bar charts and draw conclusions, making working methods to make
knowledge (e.g. ‘cola contains scales (e.g. reading (e.g. accurately clear use of their evidence practical suggestions for
caffeine, which is a stimulant, the scale from the ruler plotted with grouped (e.g. ‘the more cola I drank, improvements, which are
and so should decrease and reading reaction bars to show student the quicker my reaction time backed up with scientific
reaction times’). time information off the names and all their was. Using a decaffeinated reasons (e.g. ‘I didn’t
They plan a systematic line graph). results) and/or cola this speeding up of control the temperature of
approach, which includes the scatter graphs (e.g. reaction time did not occur. the cola, which warmed
They identify when
number of measurements that to show variation of So, caffeine is what is causing up as the investigation
measurements should
they will take and the overall reaction time against the decrease in reaction time’). went on. I think we should
be repeated and carry
range of measurements amount of cola. keep the cola in the fridge
out those repeats. They process numerical data
(e.g. they decide on different The scatter graphs during the investigation in
to draw conclusions (e.g. they
may have small case temperature has an
7C

quantities of cola to use). calculate averages or mean

errors, such as effect.’ Or: ‘it would be
They state some ways in reaction times).
missing units, axes better to use an online
which they will remain safe
mislabelled, slightly They communicate their ideas reaction timer because
and how they will ensure
inappropriate scales using scientific and this is less likely to result
others stay safe (e.g. not doing
and small proportion mathematical conventions and in problems caused by
the experiment in the lab,
of points terminology. human error’).
mopping up spills, check for
mis-plotted).
cola allergies/intolerance
to ingredients).

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WS Investigations

Page 2 of 5
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Exceeding Students state a prediction Students collect more Students present Students analyse findings to Students consider how
with a reason using scientific accurate data (e.g. data using a wide draw valid conclusions that are good their evidence is in
knowledge obtained from developing ways in range of neat and consistent with the evidence supporting their
secondary sources of which to hold the ruler accurate charts and (for a conclusion to be valid it conclusion (e.g. ‘It looks
information or using scientific at a consistent starting graphs (these should must only use the evidence like the caffeine in the
knowledge at this level height). all be drawn neatly presented by students and drink is the substance
(e.g. find out about reaction and accurately, with must fulfil the original aim of responsible, but since we
times and stimulants using scales chosen to the investigation). only used cola it may be
secondary sources and use allow the graphs/ They use scientific concepts in that the decaffeination
this information to predict what charts to fill most of their explanations (e.g. process used to make the
the reaction time should be, the graph paper and decaffeinated cola also
7C

explaining how an increase in

including the effect of clearly show any impulse speed will cause a removed another
caffeine). pattern. With help, decrease in reaction time). stimulant substance. So,
They explain their hypothesis, students could draw to be more sure, we
They account for any
including the relationship histograms). should repeat our
inconsistencies in the
between independent and They decide whether experiment with other
evidence (their explanations
dependent variables (e.g. that to include or ignore caffeine-containing drinks
do not need to be totally
caffeine in cola will increase inconsistencies and and their decaffeinated
correct).
the speed of impulse anomalies in their varieties, such as coffee’).
transmission and therefore charts and graphs, They manipulate numerical
shorten reaction time, and so pointing these out data to make comparisons and
the reaction time will depend where appropriate. draw conclusions (e.g. they
on the amount of cola drunk. use means to compare results
They identify the independent of individual students and
and dependent variables and identify common patterns in
name them as such). the way that cola affects
reaction times).

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WS Investigations

Page 3 of 5
 Planning Obtaining Presenting Considering Evaluating
(DAPS)
Exceeding They plan an appropriate They communicate qualitative and
(continued) approach, selecting and quantitative data effectively using
using secondary sources of scientific conventions and
information (e.g. they find out terminology (e.g. the terms
about other ways of ‘impulse’, ‘millisecond’).
measuring reaction time and
decide to use those instead
or to compare different ways
of measuring reaction time).

They take account of some

less obvious variables that
7C

need to be controlled (e.g.

temperature of the drink, the
time of day if different sets of
results are to be compared,
the amount of time left
between drinking cola and
testing the reaction time).

They state the number and

range of measurements that
they will make, justifying their
choices (e.g. they don’t drink
more than a certain amount
of cola, such as a standard
bottle, because that might
make someone sick).

They identify hazards and

describe how to reduce the
risks from those hazards,

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both to themselves and to
others (e.g. they find out why
there is a phenylalanine
warning on the label of cola
drinks).
WS Investigations

Page 4 of 5
 Planning Obtaining (DAPS) Presenting Considering Evaluating
Exceeding + Students formulate scientific Students collect data Students present Students identify limitations in their Students evaluate their
questions and hypotheses by systematically and graphical data data (e.g. ‘like all stimulants, caffeine evidence to make
synthesising information from with precision and using lines or causes nerves to transmit their reasoned suggestions
a variety of sources. accuracy, using a curves of best fit. signals faster and the nerves about how their
They identify key factors in range of apparatus controlling the muscles are also working methods could
complex contexts. (e.g. they use more speeded up. The more caffeine you be improved.
than one way of drink, the more your reaction time
They identify variables that They describe how
measuring reaction speeds up until a maximum level is
cannot easily be controlled and factors that they did
times). reached’).
plan appropriate ways to take not attempt to control
account of this (e.g. ‘I think They develop and demonstrate may have affected the
that the results may depend on quantitative relationships between results. They describe
what I ate or drank at break variables in their conclusions (e.g. a how these factors
7C

and that this might stop the relationship is attempted to show the might be better
caffeine working so well. I will effect of different quantities of controlled and explain
not eat or drink anything at caffeine on reaction time). the effects of
break on the day of the controlling them better.
They decide whether to include or
practical’). They consider whether
exclude anomalous results and
Secondary sources should be explain their choice. their data is sufficient
clearly referenced. for the conclusions
They explain how data could be they have drawn (e.g.
They explain how their
interpreted in different ways. ‘I do not think that my
methods will allow them to
account for potential sources results are enough for
of error they have identified, so me to come to a
that they can collect good conclusion because
there was not enough
quality evidence that will allow
difference between
them to be sure of a
people who had the
conclusion.
caffeine drinks and
Their plans contain simple and those who did not’).
appropriate risk assessments
based on consulting relevant

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sources of information (e.g.
they include safety precautions
in the plan for the
investigation; they consult a
hazard information resource
kept in the laboratory).
WS Investigations

Page 5 of 5
 7C End of Unit Test Standard (S)

Name Class Date

1 (a) Name one gas that your body needs to stay alive.

(1)

(b) Name one gas that your body needs to excrete.

(1)

(Total for Question 1 = 2 marks)

2 (a) A student starts running. How does her breathing rate change when she starts to run? Tick
one box.

A gets slower

B stays the same

C gets faster

D stops

(1)

(b) When the student starts running her pulse rate increases.
What does the pulse rate tell us about what is happening inside the body?

(1)

(Total for Question 2 = 2 marks)

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 7C End of Unit Test Standard (S)

3 Look at the drawing.

(a) Name parts W, X, Y and Z.

Z
(4)

(b) Part Y can be moved. What is the structure which moves part Y? Tick one box.

A nerve

B muscle

C bone

D blood

(1)

(c) Draw a circle around one movable joint in the drawing.

(1)

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 7C End of Unit Test Standard (S)

(d) Describe the function of part O and part P.

P
(2)

(e) Describe what happens to the shape of part Z when a person breathes in.

(1)

(Total for Question 3 = 9 marks)

4 (a) What is a drug?

(1)

(b) What is the condition when people feel they cannot live without a drug? Tick one box.

A protection

B infection

C addiction

D secretion

(1)

(Total for Question 4 = 2 marks)

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 7C End of Unit Test Standard (S)

5 The diagram shows the bones and muscles of a human arm.

(a) What is the structure attaching bone to bone? Tick one box.

A a tendon

B a muscle

C a bone

D a ligament

(1)

(b) Describe how the muscles in your upper arm lift the lower arm as shown in the diagram.

(4)

(c) What is the name given to a pair of muscles having opposite effects? Tick one box.

A complementary muscles

B antagonistic pairs

C contracted muscles

D diagonal pairs

(1)

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 7C End of Unit Test Standard (S)

(d) State why muscles work in pairs.

(1)

(Total for Question 5 = 7 marks)

6 A group of scientists investigate the effect of the drug Longmasterol on the reaction time of
people of different ages. A graph of their results is shown below.

(a) Suggest what question the scientists might be trying to answer.

(1)

(b) Describe the effect of Longmasterol on reaction time.

(1)

(Total for Question 6 = 2 marks)

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 7C End of Unit Test Standard (S)

7 Cats and humans are mammals. Use your knowledge of the human circulatory system to
answer these questions.
(a) Name the type of blood vessel that carries blood from a cat's heart to other parts of its body.

(1)
(b) Explain one adaptation of this type of blood vessel to its role of carrying blood from the
heart.

(2)

(Total for Question 7 = 3 marks)

8 The diagram shows a capillary. Part of the capillary wall has been taken away to show the
blood inside.

(a) On the diagram, label a red blood cell and label the plasma.
(1)

(b) What is the main function of red blood cells? Tick one box.

A killing bacteria

B releasing energy

C carrying oxygen

D storing fat

(1)

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 7C End of Unit Test Standard (S)

(c) What is one function of plasma? Tick one box.

A carrying waste

B breaking down food

C making new organisms

D moving the body

(1)

(Total for Question 8 = 3 marks)

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 7C End of Unit Test Higher (H)

Name Class Date

1 The diagram shows the bones and muscles of a human arm.

Describe how the muscles in your upper arm lift the lower arm as shown in the diagram.

(Total for Question 1 = 4 marks)

2 A group of scientists investigate the effect of the drug Longmasterol on the reaction time of
people of different ages. A graph of their results is shown below.

(a) Suggest what question the scientists might be trying to answer.

(1)

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 7C End of Unit Test Higher (H)

(b) Suggest what the drug Longmasterol might do to the body to affect reaction time.

(4)

(c) Describe how the effect of Longmasterol changes with age.

(1)

(d) Explain why using Longmasterol for a long time might cause liver damage.

(2)

(Total for Question 2 = 8 marks)

3 The diagram shows the bones and muscles of a human arm.

(a) What is the structure attaching bone to bone? Tick one box.

A a tendon

B a muscle

C a bone

D a ligament

(1)

(b) Label the extensor muscle on the diagram.

(1)

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 7C End of Unit Test Higher (H)

(c) What is the name given to a pair of muscles having opposite effects? Tick one box.

A complementary muscles

B antagonistic pairs

C contracted muscles

D diagonal pairs

(1)

(d) State why muscles work in pairs.

(1)

(Total for Question 3 = 4 marks)

4 The diagram shows a capillary. Part of the capillary wall has been taken away to show the
blood inside.

(a) On the diagram, label a red blood cell and label the plasma.
(1)

(b) What are two substances that are carried in the plasma? Tick one box.

A starch and glucose

B fibre and starch

C fibre and carbon dioxide

D carbon dioxide and glucose

(1)

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 7C End of Unit Test Higher (H)

(c) How is a capillary adapted to its function? Tick one box.

A thicker wall

B thinner wall

C larger cells

D smaller cells

(1)

(d) Describe three ways a red blood cell is adapted to its function.

(6)

(Total for Question 4 = 9 marks)

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 7C Mark Scheme

Quick Quiz
Answers Marks
Topic Q1 Q2 Q3 Q4

7Ca C A A C 4

7Cb C A B C 4

7Cc A D D B 4

7Cd D B B D 4

7Ce A B C C 4

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 a 1st oxygen 1 mark
b 1st carbon dioxide 1 mark
2 a 1st C gets faster 1 mark
b 2nd her heart is beating faster 1 mark
3 a 1st W lung 4 marks – one for each
X heart correct
3rd Y rib
Z diaphragm
(accept: phonetic misspelling for ‘diaphragm’)
b 2nd B muscle 1 mark
c 2nd circle drawn around any movable joint (e.g. hip, 1 mark
shoulder, elbow)
d 2nd O protects the brain 2 marks – one for each
P supports the body correct
e 4th it flattens 1 mark
(accept: ‘it moves lower’)
4 a 3rd a substance that affects the way the body 1 mark
works
b 2nd C addiction 1 mark
5 a 4th D a ligament 1 mark
b 4th ● biceps contracts 4 marks – 1 mark for each
● triceps relaxes/is stretched bullet point. Deduct 1 mark
● biceps pulls on bone through tendons if biceps, triceps, contract
or relax is misspelt.
● muscles only move bones when they
contract
c 5th B antagonistic pairs 1 mark
d 6th Muscles cannot push, they can only pull. 1 mark
6 a 4th scientific question (such as: What effect does 1 mark – the question
Longmasterol have on reaction time? Does must be able to be tested
Longmasterol have a greater effect on reaction and must contain a link
time in older people?) between reaction time and
Longmasterol

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 7C Mark Scheme

Question Part Step Answer Mark scheme

b 4th reaction time increases/slows down 1 mark
7 a 4th artery 1 mark
b 6th have thick strong walls 2 marks – 1 mark for each
to carry blood at high pressure without bursting
8 a 5th red blood cell and plasma labelled correctly 1 mark – for both correct,
(do not accept misspellings) 0 for one or both wrong
b 5th C carrying oxygen 1 mark
c 5th A carrying waste 1 mark

Final Step Calculation

Marks Step
0–7 1st or below
8–9 2nd
10–11 3rd
12–15 4th
16–21 5th
22–26 6th
27+ 7th

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 4th ● biceps contracts 4 marks – 1 mark for each
● triceps relaxes/is stretches bullet point. Deduct 1 mark
● biceps pull on bone through tendons if biceps, triceps, contract
or relax is misspelt.
● muscles only move bones when they
contract
2 a 4th scientific question (such as: What effect does 1 mark – the question
Longmasterol have on reaction time? Does must be able to be tested
Longmasterol have a greater effect on reaction and must contain a link
time in older people?) between reaction time and
Longmasterol
b 6th ● Impulses go through the nervous system. 4 marks – 1 mark for each
● Muscles are controlled by impulses. bullet point
● Depressants slow the speed of impulses.
● If it takes longer for an impulse to reach a
muscle, the reaction time will be longer.
c 5th it has a greater effect on a person’s reaction 1 mark
time the older they are
d 6th drugs are broken down in the liver so are 2 marks – 1 mark for fact
exposed to more drugs than other cells and one for reason linked
to fact
3 a 4th D a ligament 1 mark
b 5th triceps labelled 1 mark
c 5th B antagonistic pairs 1 mark

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 7C Mark Scheme

Question Part Step Answer Mark scheme

d 6th Muscles cannot push, they can only pull. 1 mark
4 a 5th red blood cell and plasma labelled correctly 1 mark – for both correct,
(do not accept misspellings) 0 for one or both wrong
b 5th D carbon dioxide and glucose 1 mark
c 5th B thinner wall 1 mark
d 7th Any three from: 6 marks – one mark for
● it has no nucleus (so there is room for more each adaptation, one mark
haemoglobin) for the correct reason for
● it has a large surface area (so that oxygen that adaptation
can get in and out of the cell quickly)
● contain haemoglobin that carries oxygen
● it is flexible (so that it can fit through the
smallest capillaries)
(Accept spelling of ‘hemoglobin’ but no other
ways of spelling this.)

Final Step Calculation

Marks Step
0–6 3rd or below
7–9 4th
10–13 5th
14–16 6th
17–20 7th
21+ 8th

Quick Check answers

Quick Check Answers
7Ca 1 arrows to show oxygen leaving the lungs and carbon dioxide entering
2 a organ W allows air to go into and leave the lungs; organ X allows oxygen to
go into the blood and carbon dioxide to enter the air inside; organ Y moves up
and down to allow breathing; organ Z lifts the ribs to allow breathing
g W – trachea/windpipe, X – lung, Y – diaphragm, Z – muscles between ribs
7Cb Possible questions are:
1 By what process do cells release energy?
2 When the heart starts to beat faster, what also increases?
3 What blood vessels take blood away from the heart?
4 What happens when heart muscle tissue contracts?

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 7C Mark Scheme

Quick Check Answers

5 Where are red blood cells made?
6 What is the name of the substance in red blood cells that carries oxygen?
7 What is the name of the liquid part of the blood?
8 How are capillaries adapted to their function?
9 Why does the right-hand side of the heart have less muscle than the left?
10 Why do red blood cells have hollows on each side?
7Cb WS Scientific questions
Do taller people have bigger lungs than shorter people?
Does blood flow more slowly in some blood vessels than others?
Do people breathe out more carbon dioxide when they are exercising?
Do people with smaller chests breathe more than people with bigger chests?
Does a person’s heart rate depend on how hard they are exercising?
Do athletes have thicker muscle in their hearts?
Are rugby players less supple than football players?
Is the percentage of oxygen in the air the same in all places of the world?
Does the colour of blood depend on how much oxygen the red blood cells are
carrying?
Non-scientific questions
Why is red a much nicer colour than yellow?
Why do people refer to the red colour of blood as crimson?
Should school children play team sports?
Why is football a better game than rugby?
Non-scientific, ethical question
Is downloading albums from illegal sharing sites the same as stealing CDs from
shops?
7Cc Labelled diagram which should contain information about the major functions of the
skeleton and some of the bones that it contains (protection, support, movement,
making blood cells). Some of the major bones should be named.
7Cd Labelled diagram should contain information about how joints allow movement,
what happens when muscles contract and relax, and why muscles need to operate
in pairs.
7Ce blue lines through: alcohol, heroin
red lines through: cocaine, caffeine, ecstasy
yellow lines through: penicillin, paracetamol
circles around: penicillin, paracetamol
Effects and side effects take from section 7Ce of the Student Book.

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