📚 Year 7 Edexcel Science: Cross-disciplinary Integrated Question Practice | Year 7 Edexcel 科学：跨学科综合题型训练
In Year 7, the Edexcel Science curriculum brings together ideas from biology, chemistry and physics. The final assessment often presents questions where you must link knowledge from different topics. This integrated practice guide will help you develop the skills required to interpret data, design experiments, explain phenomena using models, and solve quantitative problems. Each section below provides a paired example with a model answer, mirroring the style of cross-disciplinary questions you will encounter.
在七年级，爱德思科学课程将生物、化学和物理的思想融为一体。最终的评估常常会给出需要你将不同主题的知识联系起来的题目。这份综合练习指南将帮助你培养解读数据、设计实验、用模型解释现象以及解决定量问题所需的技能。下面的每一节都提供了配对的例题和示范答案，模拟了你会遇到的跨学科题型风格。
1. Interpreting Graphs and Data Tables | 图表与数据表的解读
Interpreting data is a fundamental skill. You need to spot trends, calculate rates and make predictions using tables and line graphs. Cross-disciplinary questions might combine a biology experiment with a physics measurement, such as growth over time or temperature change.
解读数据是一项基本技能。你需要利用表格和折线图发现趋势、计算速率并进行预测。跨学科题目可能会将生物实验与物理测量结合起来，例如随时间推移的生长情况或温度变化。
Example: A student dissolves salt in 100 cm³ of water at different temperatures. The table records the maximum mass that dissolves.
例题： 一名学生在不同温度下将盐溶解在 100 cm³ 水中。表格记录了能溶解的最大质量。
| Temperature (°C) | 10 | 20 | 30 | 40 | 50 |
| Mass dissolved (g) | 32 | 35 | 38 | 41 | 44 |
Question: Describe the trend shown in the table. Use the pattern to estimate the mass that would dissolve at 25 °C.
问题： 描述表格中显示的趋势。运用该规律估计在 25 °C 时能溶解的质量。
Model answer: As temperature increases, the mass of salt that dissolves also increases. The rise is steady; between 10 °C and 50 °C, the mass increases by 12 g over 40 °C, which is 0.3 g per °C. At 25 °C – halfway between 20 °C and 30 °C – the dissolved mass would be roughly halfway between 35 g and 38 g, so about 36.5 g.
示范答案： 随着温度升高，溶解的盐的质量也增加。增长是稳定的；从 10 °C 到 50 °C，质量在 40 °C 的间隔内增加了 12 g，即每摄氏度 0.3 g。在 25 °C —— 20 °C 与 30 °C 的中间 —— 溶解的质量大约在 35 g 和 38 g 的中间，所以大约为 36.5 g。
2. Designing a Fair Test: Variables and Controls | 设计公平实验：变量与控制
In Edexcel Year 7, you are often asked to plan a fair test. A fair test changes only one variable (the independent variable), measures one outcome (the dependent variable) and keeps all other factors constant (control variables). Cross-disciplinary scenarios might investigate how light intensity affects photosynthesis or how temperature influences the rate of a chemical reaction.
在爱德思七年级中，你经常被要求设计公平实验。公平实验只改变一个变量（自变量），测量一个结果（因变量），并保持所有其他因素恒定（控制变量）。跨学科的情景可能探究光照强度如何影响光合作用，或温度如何影响化学反应速率。
Example: A group wants to find out how the type of surface affects the distance a toy car travels after rolling down a ramp. They release the car from the same height each time onto different surfaces: carpet, wood and sandpaper.
例题： 一个小组想探究表面类型如何影响玩具车从斜坡滚下后行驶的距离。他们每次从相同高度释放小车，滑到不同的表面上：地毯、木板和砂纸。
Question: Identify the independent variable, the dependent variable and two control variables in this investigation. Explain why each control variable must be kept the same.
问题： 指出本次探究中的自变量、因变量和两个控制变量。解释为什么每个控制变量必须保持相同。
Model answer: The independent variable is the type of surface (carpet, wood, sandpaper). The dependent variable is the distance the car travels. Two control variables are the starting height of the ramp and the mass of the toy car. The height must be kept the same so that the car always begins with the same amount of gravitational potential energy; if the height changed, the car’s speed at the bottom would differ. The mass must be constant because a heavier car might have more inertia or friction, altering the distance.
示范答案： 自变量是表面类型（地毯、木板、砂纸）。因变量是小车行驶的距离。两个控制变量是斜坡的起始高度和小车的质量。高度必须保持相同，这样小车每次都以相同数量的重力势能出发；如果高度改变，小车到达底部的速度就会不同。质量必须恒定，因为更重的小车可能具有更大的惯性或摩擦力，从而改变距离。
3. Energy Transfers and Transformations | 能量传递与转化
Energy can be stored in different ways and transferred between stores. In an integrated question, you might need to trace energy transfers in a biological system, a circuit or a burning fuel. Sankey diagrams and efficiency calculations often appear alongside descriptive explanations.
能量能以不同方式储存并在储能间传递。在综合题中，你可能需要追踪生物系统、电路或燃料燃烧中的能量传递。桑基图和效率计算常常与描述性解释一起出现。
Example: A class uses an electric motor to lift a weight. The motor is connected to a battery. When switched on, the weight rises. The teacher says that 60 J of electrical energy are supplied and the weight gains 15 J of gravitational potential energy.
例题： 班上用一个电动机提升重物。电动机与电池相连。开关接通后，重物上升。老师说提供了 60 J 的电能，重物获得了 15 J 的重力势能。
Question: Name the main energy stores and transfers involved. Calculate the efficiency of the lifting process. Suggest where the remaining energy is transferred.
问题： 说出涉及的主要能量储存与传递。计算提升过程的效率。推测剩余的能量去了哪里。
Model answer: Energy is transferred electrically from the chemical energy store of the battery to the kinetic energy store of the motor. The motor then does mechanical work, transferring energy to the gravitational potential energy store of the weight. Efficiency = (useful energy output / total energy input) x 100 = (15 J / 60 J) x 100 = 25 %. The remaining 45 J are transferred mainly by heating the surroundings (thermal energy store) and a small amount as sound.
示范答案： 能量通过电的途径从电池的化学能储存传递到电动机的动能储存。电动机接着做机械功，将能量传递到重物的重力势能储存。效率 = (有用能量输出 / 总能量输入) x 100 = (15 J / 60 J) x 100 = 25 %。剩余的 45 J 主要通过加热周围环境（热能储存）传递，还有一小部分以声音形式传递。
4. The Particle Model in Action | 粒子模型的实际应用
The particle model helps explain properties of solids, liquids and gases, as well as changes of state. Integrated questions often ask you to use particle ideas to explain phenomena across chemistry and biology, such as diffusion in lungs or the expansion of a balloon.
粒子模型有助于解释固体、液体和气体的性质以及状态变化。综合题经常要求你用粒子观念解释跨化学和生物的现象，例如肺部的扩散或气球的膨胀。
Example: A drop of ink is placed in a beaker of cold water and another in a beaker of warm water. The ink spreads more quickly in warm water. A balloon left in a hot car expands.
例题： 一滴墨水滴入盛有冷水的烧杯，另一滴滴入盛有温水的烧杯。墨水在温水中扩散得更快。一只留在炎热汽车里的气球会膨胀。
Question: Use the particle model to explain both observations. In your answer, refer to particle movement, spacing and energy.
问题： 用粒子模型解释这两个观察结果。在你的回答中，要提到粒子运动、间距和能量。
Model answer: In warm water, particles have more kinetic energy and move faster. The water particles collide more frequently and with greater force with the ink particles, causing the ink to spread out rapidly. In cold water, particle movement is slower, so diffusion is slower. For the balloon, when the air inside is heated, the gas particles gain kinetic energy, move faster and collide more forcefully with the inner walls. The increased collisions push the walls outward, making the balloon expand.
示范答案： 在温水中，粒子具有更多的动能，运动速度更快。水粒子与墨水粒子碰撞的频率更高、力度更大，导致墨水迅速扩散开来。在冷水中，粒子运动较慢，因此扩散也较慢。对于气球，当里面的空气被加热时，气体粒子获得动能，运动更快，并以更大的力与内壁碰撞。增加的碰撞将内壁向外推，使气球膨胀。
5. Forces and Motion Scenarios | 力与运动情景分析
Forces cause changes in motion. Questions often blend concepts of friction, gravity and balanced/unbalanced forces with simple calculations of speed. A typical cross-disciplinary task might involve a parachutist, a sliding penguin or a car braking, linking physics with real-world data.
力会引起运动的变化。题目常常将摩擦力、重力、平衡与不平衡力的概念与简单的速度计算融合在一起。一个典型的跨学科任务可能涉及跳伞者、滑行的企鹅或汽车刹车，将物理与现实世界的数据联系起来。
Example: A student investigates how the mass of a trolley affects the time it takes to travel down a 2‑metre ramp. The results are shown below.
例题： 一名学生研究小车的质量如何影响它沿 2 米斜坡滑下所需的时间。结果如下所示。
| Mass (kg) | 0.5 | 1.0 | 1.5 |
| Time (s) | 1.8 | 1.8 | 1.8 |
Question: Calculate the average speed of the trolley for any mass. Explain why the mass does not affect the time. Refer to balanced forces and acceleration.
问题： 计算任意质量下小车的平均速度。解释为什么质量不影响时间。请提及平衡力和加速度。
Model answer: Average speed = distance / time = 2 m / 1.8 s = 1.1 m/s. The mass does not affect the time because the force causing the trolley to accelerate down the slope is a component of weight, which is proportional to mass (weight = mass x gravitational field strength). Although a heavier trolley has a larger downward force, it also has more inertia (a greater resistance to acceleration). The two effects cancel out, so all masses accelerate at the same rate, assuming friction is negligible.
示范答案： 平均速度 = 距离 / 时间 = 2 m / 1.8 s ≈ 1.1 m/s。质量不影响时间，因为使小车沿斜坡加速的力是重力的一个分量，而重力与质量成正比（重量 = 质量 x 重力场强度）。虽然更重的小车受到的下滑力更大，但它也具有更大的惯性（对加速度的阻力更大）。这两个效应互相抵消，因此在摩擦可忽略的情况下，所有质量的小车加速度都相同。
6. Chemical and Physical Changes Combined | 化学变化与物理变化的结合
Distinguishing between chemical and physical changes is a core Year 7 topic. Cross-disciplinary questions might embed this in an experiment measuring mass before and after a reaction, or ask you to identify energy changes and state changes together.
区分化学变化和物理变化是七年级的一个核心主题。跨学科题目可能将此嵌入一个测量反应前后质量的实验中，或者要求你同时识别能量变化和状态变化。
Example: A student places a piece of magnesium ribbon on a balance and records its mass as 2.4 g. She burns the magnesium strongly in air. A white powder remains. When she reweighs the powder, the balance reads 4.0 g. During the burning, a bright light and heat are produced.
例题： 一名学生将一段镁条放在天平上，记录质量为 2.4 g。她在空气中强烈灼烧镁条。剩下白色粉末。当她再次称量粉末时，天平读数为 4.0 g。在燃烧过程中，产生了强光和热。
Question: Is this a physical or chemical change? Give two reasons for your choice. Explain why the mass appears to increase, linking to atoms and particles.
问题： 这是物理变化还是化学变化？给出两个理由。解释为什么质量似乎增加了，要联系原子和粒子。
Model answer: This is a chemical change. Two reasons: (i) a new substance (white powder – magnesium oxide) is formed; (ii) the process releases energy as light and heat, which is typical of a chemical reaction. The mass increases because magnesium atoms combine with oxygen atoms from the air. The oxygen particles become part of the new substance, so the total mass of the solid product is greater than the original magnesium. (Word equation: magnesium + oxygen → magnesium oxide)
示范答案： 这是化学变化。两个理由：(i) 生成了新物质（白色粉末 —— 氧化镁）；(ii) 该过程以光和热的形式释放能量，这是化学反应的典型特征。质量增加是因为镁原子与空气中的氧原子结合了。氧粒子成为新物质的一部分，因此固体产物的总质量大于原来的镁。（文字表达式：镁 + 氧气 → 氧化镁）
7. Organisms, Habitats and Energy Flow | 生物、栖息地与能量流动
Ecological questions often require you to interpret food chains and webs, and to apply the idea of energy transfer from physics. You might calculate the energy passed between trophic levels or explain why most food chains have few links.
生态学题目通常要求你解读食物链和食物网，并运用来自物理的能量传递概念。你可能需要计算营养级之间传递的能量，或解释为什么大多数食物链的环节较少。
Example: A food chain in a meadow: grass → grasshopper → frog → snake. The grass absorbs 10 000 J of light energy from the Sun. The grasshopper receives 1 000 J from eating grass. The frog receives 100 J from grasshoppers.
例题： 草地中的一条食物链：草 → 蚱蜢 → 青蛙 → 蛇。草从太阳吸收了 10 000 J 的光能。蚱蜢通过吃草获得了 1 000 J。青蛙从蚱蜢处获得了 100 J。
Question: Calculate the percentage of energy transferred from grass to grasshopper and from grasshopper to frog. Suggest two reasons why so much energy is lost at each stage. Name the process by which plants convert light energy.
问题： 计算从草到蚱蜢以及从蚱蜢到青蛙的能量传递百分比。提出每个阶段能量大量损失的两个原因。说出植物将光能转化的过程名称。
Model answer: Grass to grasshopper: (1 000 J / 10 000 J) x 100 = 10 %. Grasshopper to frog: (100 J / 1 000 J) x 100 = 10 %. Energy is lost because (i) organisms use energy in respiration for movement and keeping warm; (ii) not all of the organism is eaten (e.g. bones, roots) and some parts pass out as waste (faeces). The process by which plants convert light energy is photosynthesis.
示范答案： 草到蚱蜢：(1 000 J / 10 000 J) x 100 = 10 %。蚱蜢到青蛙：(100 J / 1 000 J) x 100 = 10 %。能量损失是因为 (i) 生物在呼吸作用中消耗能量用于运动和维持体温；(ii) 并非生物的每个部分都被吃掉（例如骨头、根），有些部分作为废物（粪便）排出。植物将光能转化的过程是光合作用。
8. Electricity and Circuits in Context | 电路与实际情境
Circuit questions become more challenging when they are placed in a real-life context, such as testing the conductivity of different materials or comparing the brightness of bulbs in a home-made model. You must link the flow of charge to energy transfer.
当电路题被置于真实生活情境中时，它们会变得更具挑战性，例如测试不同材料的导电性，或比较自制模型中灯泡的亮度。你必须将电荷的流动与能量传递联系起来。
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