Science Dimension 3 Course Answer

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Answers to coursebook questions

1: The periodic table
Unit 1.1
1
a The electron is the smallest.

b The proton and the neutron are the heaviest particles, being approximately 1800
times heavier than the electron. The neutron is actually a little heavier than the
proton.
c The proton is positive.
d The electron is negative.
e The neutron is neutral.
f Electrons spin around the nucleus.
g Protons and neutrons are in the nucleus.
2 An atom is electrically neutral meaning that the number of protons must equal the
number of electrons.
3
a Atomic number = number of protons in an atom = number of electrons in an

atom
b Mass number = number of protons + neutrons in an atom
c Nucleus = heavy core at the centre of the atom, made from protons and neutrons
4 For the atom

5
238
92
U, atomic number = 92, mass number = 238
a atomic number = 8
b mass number = 8 + 9 = 17
6 At the time of printing this book, there were 111 different elements.
7 Atoms belonging to the same element have the same atomic number, the same
number of protons and the same number of electrons.
8 Various answers possible
9 Mg is the correct way of writing the symbol for magnesium.
10 Sulfur atoms make up the element sulfur (S).
Three different acids: hydrochloric acid HCl, sulfuric acid H2SO4, nitric acid
HNO3
b Three different lattices: silicon dioxide SiO2, sodium hydroxide NaOH, iron
oxide Fe2O3
11 a
12 a H2O2 hydrogen peroxide

b C12H22O11 sucrose (common sugar)
c H2O water
13 Diagrammatic answer required
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page from the Science Dimensions 3 Teachers Edition CD may be photocopied for classroom use.

15 Some methods that can be used to separate mixtures: sieving, filtration, decanting,
gravity separation, evaporation, distillation, magnetism, centrifuging,
chromatography and froth flotation
16 In order from smallest to largest: electron, proton, atom, molecule, compound
17 Sodium Na, potassium K, iron Fe, copper Cu, silver Ag, tin Sn, antinomy Sb,
tungsten W, gold Au, mercury Hg, lead Pb
18 a
b
c
d
e
True: The mass number is usually bigger than the atomic number of an atom.
False: The chemical symbol for iron is Fe.
True: Salt is the compound NaCl.
True: Most of the atom is empty space.
False: A molecule is not the same as a lattice.
19 a
An element is made from many identical atoms; a compound is made from many
identical molecules or units.
b The element iron is made of many iron atoms; an atom of iron is only one atom.
c The compound water contains many molecules of water; a molecule of water is
just thatonly one molecule.
d A compound has many identical molecules or units; a mixture has a variety of
them.
e Different atoms make up a molecule.
20 a
b
c
d
e
f
g
h
i
j
mixture
element
compound
element
mixture
compound
mixture
compound
mixture
element
21 a
b
c
d
e
compound
lattice
atom
molecule
mixture
22 A glass of cordial is a mixture and can be dilute or strong: there are no definite
proportions. A chemical formula needs definite proportions.
23 Tap water is a mixture that has in it water and probably some chlorine, fluoride (for
prevention of tooth decay), copper (from the pipes), dissolved oxygen, dirt (mixture)
etc.
24 a
SO2: 1 sulfur and 2 oxygens


b
c
d
e
H2S: 2 hydrogens and 1 sulfur

C12H22O11: 12 carbons, 22 hydrogens and 11 oxygens
H2SO4: 2 hydrogens, 1 sulfur and 4 oxygens
CH3COOH : 2 carbons, 4 hydrogens and 2 oxygens
25 a
56
26
Fe: 26p+, 26e, 30n
59
28
Ni: 28p+, 28e, 31n
64
29
Cu: 29p+, 29e, 35n
197
79
26
Atom
Au: 79p+, 79e, 118n

Atomic
number
Mass
number
Number
of
neutrons
6
Number
of
electrons
6
Symbol
for the
atom
12
Number
of
protons
6
carbon
12
6
sulfur
16
32
16
16
16
32
16
sodium
11
23
11
12
11
23
11
Na
oxygen
16
16
8
fluorine
19
10
19
9
iodine
53
127
53
74
53
127
53
Unit 1.2
1 Physical properties of an element: colour, melting and boiling points, density,
hardness
2
a 1829: 55
b 1864: 60
c 2006, the year this book was published: 111
3 Mendeleev left gaps to keep the families of elements known at the time in vertical
columns or groups.
4 Eka-silicon is the name given to germanium, an element that Mendeleev predicted
but which had not yet been discovered.
5 Any two of these properties:
Physical property
Mendeleevs predictions
for eka-silicon
Colour
Dirty grey
Observed properties of
germanium
Greywhite
Atomic mass
72.6
72

Boiling point (oC)
Below 100
84
Density (g/cm3)
5.5
5.35
6 The rows in the periodic table are called periods.

7 Groups are the vertical columns in the periodic table.
8 Three special blocks with no normal group numbers are the transition elements, the
lanthanides and the actinides.
9 There are far more metals than non-metals in the periodic table.
10 The metalloids are: boron, silicon, germanium, arsenic, antinomy, tellurium,
polonium and astatine.
11 The non-metals are: H, He, C, N, O, F, Ne, P, S, Cl, Ar, Se, Br, Kr, I, Xe and Rn.
12 Examples might be: iron, gold, copper, silver, zinc, mercury and platinum.
13 a
b
c
d
e
False: Horizontal rows in the periodic table are periods.

False: Vertical columns are called groups.
False: The most reactive metallic atom would be francium Fr.
True: The most reactive non-metallic atom would be fluorine F.
True: The transition elements are all metals.
14 a
b
c
d
5=V
4 = IV
7 = VII
2 = II
15 The symbol for iron is Fe and is based on its Latin name ferrum. Ferrous is derived
from this word.
16 Plumber and plumbing come from the Latin word plumbum for lead, Pb.
17 When Dalton invented his symbols there were only a couple of dozen known
elements. Inventing new symbols for each of the 111 elements we now know would
be very difficult. They would also be difficult to remember and very clumsy to use
when writing chemical formulas and equations.
18 Cl = chlorine (non-metal), Na = sodium (metal), Ar = argon (non-metal), Si =
silicon (metalloid), Cu = copper (metal), Ge = germanium (metalloid)
19 a Most metals are found in Groups I and II and in the transition elements.
b Most non-metals are found in Groups VI, VII and VIII.
20 a any of oxygen O, sulfur S, selenium Se, tellurium Te and polonium Po
b any of sodium Na, magnesium Mg, aluminium Al, silicon Si, phosphorus P,
sulfur S, chlorine Cl and argon Ar
c any three elements from Groups I, II, III, IV, V, VII or VIII
d any three elements from Groups I, II, III, IV, V, VII or VIII that you have not
yet used

e
any of helium He, neon Ne, argon Ar, krypton Kr, xenon Xe, radon Rn
21 a
From the periodic table, a hydrogen atom has 1 proton. If it also has 3 neutrons,
then the mass number = 1 + 3 = 4.
b From the periodic table, a chlorine atom has 17 protons. If it also has 20
neutrons, then the mass number = 17 + 20 = 37.
c From the periodic table, a nickel atom has 28 protons. If it also has 30 neutrons,
then the mass number = 28 + 30 = 58.
Unit 1.3
1 The protons and neutrons are in the nucleus at the very centre of the atom, far away
from the action of a chemical reaction, which happens on the very outside of the
atom where the electrons are.
2 Energy levels are shells in which the electrons spin. They are named K, L, M and N
or are numbered 1, 2, 3 and 4.
3 K: 2 electrons, L: 8 electrons, M: 18 electrons but happy with 8, N: 32 electrons but
happy with 8
4 The electronic configuration of an atom shows how the electrons are arranged in its
shells.
5
a
b
c
d
silicon (Si): 2, 8, 4
helium (He): 2
nitrogen (N): 2, 5
argon (Ar): 2, 8, 8
6 The group number is the same as the number of electrons in the outer shell of an
atom.
7 An atom would be in Period 3 if it uses three electron shells.
8
a 2, 8, 7: Group VII, Period 3

b 2, 5: Group V, Period 2
9 Atoms in the same group have similar properties because they have the same
number of electrons in their outer shells. This means that they will act and react in a
similar way.
10 Three other family names for the noble gases are Group VIII, Group 0 or the inert
gases.
11 The Group VIII elements are He, Ne, Ar, Kr, Xe and Rn.
12 Group VIII atoms are so stable and unreactive because they have either a filled outer
shell of electrons or have 8 electrons in it.
13 An ion is an atom that has gained or lost electrons, making it electrically charged.

14 Noble gases do not form ions because they have filled outer shells or 8 electrons in
them. This means they cannot accept another electron or donate an electron to
another atom.
15 A sodium ion forms when a sodium atom donates its outer-shell electron to another
atom.
16 A negative ion forms when an atom grabs an electron off another atom.
17 Sodium chloride has the ions Na+ and Cl. These ions are in equal numbers so the
overall charge is balanced.
18 Neutrons carry no electrical charge and therefore give no added charge to an ion.
19
Atomic
number
Number
of
electrons
Electronic
configuration
The
atom
could
lose
1e
He
Unreactive
Li
2,1
1e
7e
Lose 1e
Li+
Be
2,2
2e
6e
Lose 2e
Be2+
2,3
3e
5e
Uncertain
2,4
4e
4e
Uncertain
2,5
5e
3e
Gain 3e
N3
2,6
6e
2e
Gain 2e
O2
2,7
7e
1e
Gain 1e
Ne
10
10
2,8
Unreactive
Na
11
11
2,8,1
1e
7e
Lose 1e
Na+
Mg
12
12
2,8,2
2e
6e
Lose 2e
Mg2+
Al
13
13
2,8,3
3e
5e
Lose 3e
Al3+
Si
14
14
2,8,4
4e
4e
Uncertain
Gain 3e
P3
Or it
could
gain
Most
likely
scenario
1e
Uncertain
Most
likely
ion
formed
H+ or
H
No ion formed
No ion formed
15
15
2,8,5
5e
3e
16
16
2,8,6
6e
2e
Gain 2e
S2
Cl
17
17
2,8,7
7e
1e
Gain 1e
Cl
Ar
18
18
2,8,8
Unreactive
No ion formed
20 a An atom in Period 2, Group VI would be: 2,6.

b An atom in Period 3, Group VIII would be: 2,8,8.

c
An atom of Period 1, Group VIII would be: 2 (this is the special case of helium
He).
d An atom of Mg would be: 2,8,2.
e An atom of S would be: 2,8,6.
21 a
b
c
d
e
f
g
h
An atom with eight protons = 8

An atom with eighteen protons = 18
An atom with an atomic number of 3 = 3
An atom with an atomic number of 7 = 7
An atom in Period 2, Group VII = 9
An atom in Period 3, Group II = 12
An atom of phosphorus = 15
An atom of aluminium = 13
22 a
b
c
d
e
f
g
h
2,6, most likely ionic charge, 2

2,8,8, will not form an ion
2,1, most likely ionic charge, +1
2,8,8,1, most likely ionic charge, +1
2,7, most likely ionic charge, 1
2,8,2, most likely ionic charge, +2
2,8,5, most likely ionic charge, 3
2,8,3, most likely ionic charge, +3
23 a
b
c
d
e
f
Period 2, Group IV
Period 3, Group VI
Period 2, Group V
Period 3, Group V
Period 4, Group II
Period 2, Group VIII
24
Number of
protons
Number of
neutrons
Number of
electrons
Overall
charge
10
10
11
Is it an
atom or an
ion?
Atom
Symbol
10
Atom
Ne
10
10
+1
Ion
Na+
17
16
18
Ion
Cl
15
15
18
Ion
P3
19
18
18
+1
Ion
K+
20
19
18
+2
Ion
Ca2+
10
Ion
O2

Unit 1.4
1
a Lustrous: shiny
b Malleable: able to be bent
c Ductile: able to be stretched into wires
2 Many examples are possible. Iron and copper are some of the most useful. Iron is
the main component of the steel and stainless steel that makes up everything from
ship hulls to saucepans, car bodies to body piercings, while copper is used as
electrical wiring.
3 Most metals sink in water because their densities are higher than water.
4 Metal atoms form lattices.
5 If something is brittle then it shatters easily.
7 Most non-metals have very low melting and boiling points, making them a liquid or
gas at normal room temperatures.
8 The strength with which an atom holds its electrons is called its electronegativity.
9 A non-metal has a higher electronegativity than a metal.
10 A chemical reaction can be thought of as a robbery because some atoms (the nonmetals) rob electrons from other atoms (the metals).
11 A hydrogen atom can form the hydrogen ion H+ and the hydride ion H.
12 a In Group I because it has one outer-shell electron
b In Group VII because it can gain one electron just like the other Group VII
elements
c By itself because it is different from all of the other elements
13 Helium could be placed in Group II because it has only two outer-shell electrons.
14 Helium is normally placed in Group VIII because it has a filled outer shell.
15 The metalloids: B, Si, Ge, As, Sb, Te, Po and At
16 Metalloids are special in that they show both metallic and non-metallic character.
17 Metals: ductile, dense, malleable, lustrous, excellent conductors, normally solid
Non-metals: normally gas or liquid, brittle, dull, poor conductors
18 Examples could be drawn from:
a H, He, N, O, F, Ne, Cl, Ar, Kr
b N, P, As, Sb, Bi
c Li, Be, B, C, N, O, F, Ne
d F, Br, I, At
e S, Se, Te, Po

19 Group I: +1, Group II: +2, Group III: +3, Group V: 3, Group VI: 2, Group VII: 1
Group VIII: no charge, no ion formed.
20 a
b
c
d
e
Na+
S2
I
P3
Al3+
21 a
b
c
d
Mercury (Hg) is the only metal that is liquid at normal room temperatures.
Sodium, magnesium and aluminium are metals in Period 3.
Tin and lead are metals in Group IV.
Beryllium, magnesium, calcium, strontium, barium and radium are metals that
would form +2 ions.
22 a Solids: four, ignoring metalloids (P, Si, Se, I)

b Liquids: one (Br)
c Gases: ten (H, N, O, F, He, Cl, Ar, Kr, Xe, Rn)
Unit 1.5
1 Distillation is used to separate noble gases from air.
2 Helium is lighter than air, just like hydrogen. It is far safer, however, because it is
not explosive.
3
a
b
c
d
e
Disinfectants: Cl, I
Sedative: Br
Goitre control: I
Bleach: Cl
Anaesthetic: F
4 The formulas for molecules of fluorine and of chlorine are F2 and Cl2.
5 Chemical equations should not be left unbalanced since it implies that matter is
being created or destroyed, both being impossible.
6 Lithium reacts with chlorine gas to form lithium chloride: 2Li + Cl2 2LiCl.
F2 + H2S S + 2HF
Cl2 + H2S S + 2HCl
2Na + Br2 2NaBr
2Li + F2 2LiF
2Na + 2H2O 2NaOH + H2
2K + 2H2O 2KOH + H2
a
b
c
d
e
f
a Melting point of 98C: Na

b In caustic soda: Na
c Is used as an air filter: Li

d Would be the most reactive: Fr
e Would be the smallest atom: Li
9
a
b
c
d
e
10 a
b
c
d
Closely related to potassium: Ca

Used as a meal: Ba
Found in plaster: Ca
Used to protect iron from rusting: Mg
Least reactive: Be
True: The group contains both metals and non-metals.
True: All the elements in this group contain four electrons in their outer shell.
False: Diamond and graphite are not forms of silicon.
False: Carbon is in all living things, as well as in things that are dead.
11 a Diamond: gems, drill tips and saws, abrasives

b Graphite: electrode in battery, electrical brushes in motors, grey-lead pencils,
lubricant
c Silicon: glass, gemstones, electronic components
d Germanium: electronic components, lenses for optical instruments
12 Only 20% of diamonds are valuable.
13 a
b
c
d
e
In Period 5: Y, Zr, Nb, Mo, Tc, Ru, Rh, Pd, Ag, Cd

Magnetic: Fe, Ni, Co
Used for jewellery: Au, Ag, Pt
Silver grey in colour: Ag, Fe, Pt, Zn, Hg, Cr, Ni
Obviously from Latin or Greek names: Cu, Au, Fe, Ag, W, Hg
14 Carbon is basically a non-metal but does conduct electricity as graphite. It could

thus be classified as a metalloid.
15 Carbon was found much earlier than most of the other non-metals since amorphous
carbon is left over from burning or combustion. It would have been on food, rocks,
and charcoal around cooking fires.
16 As a metal, tin is soft and malleable. A tin container would hold a liquid like heating
fuel so long as it retained these properties. Below 13C, however, tin begins to act
more like a non-metal: although solid it could be expected to crumble into powder
instead of retaining its shape. A container would soon have holes or splits which
would leak the vital heating fuel.
17 The melting and boiling points of the halogens increase as you move down the
group.
18 a
b
c
d
20C, gases: F, Cl, liquid: Br, solid: I

100C, gases: F, Cl, Br, solid: I
199C, gases: F, solids: Cl, Br, I
150C, gases: F, Cl, Br, liquids: I
19 a
Hydrogen and silicon: SiH4


b Hydrogen and germanium: GeH4
c Hydrogen and tin: SnH4
d Hydrogen and lead: PbH4
2Na + 2H 2O 2NaOH + H2
2Rb + 2H2O 2RbOH + H2
2Li + I2 2LiI
2Cs + Cl2 2CsCl
2Na + Br2 2NaBr
20 a
b
c
d
e
21 a Br2 + H2S S + 2HBr

b I2 + H2S S + 2HI
Chapter review
1
Atom
Atomic
number
Mass
number
Number
of
neutrons
16
Number
of
electrons
16
Atomic
symbol
32
Number
of
protons
16
Sulfur
16
Hydrogen
1
1
Beryllium
9
4
Be
Iodine
53
127
53
74
53
127
53
Nickel
28
59
28
31
28
59
28
32
16
Ni

3
a Halogens: Group VII

b Inert gases: Group VIII
c Alkaline earths: Group II
4 K holds up to two electrons, L holds eight, M holds up to eighteen but often only
fills to eight and N holds up to thirty-two but often only fills to eight.
5 Period numbernumber of electron shells used; group numbernumber of
electrons in the outer shell.
6 Elements of the same family are always found in the same group because they all
have the same number of electrons in their outer shells.
7 Hydrogen and helium are unique since their outer-shell electrons are in the K shell,
which fills with only two electrons.

8
Electrical conductivity
Metal
High
Non-metal
None or limited
Heat conductivity
High
None
Shine
Lustrous
Dull
Able to be bent
Malleable
Crumbles
Melting/boiling points
Relatively high
Low
9 A chloride ion is a chlorine atom with an extra electron in its outer shell.
10 a
b
c
d
e
f
g
h
i
j
k
l
m
n
False: The mass number of an atom is the number of protons and neutrons it has.
False: Mercury is a liquid at room temperature.
False: There are 111 different types of atoms.
True: Group V atoms all have five electrons in their outer shell.
True: Period 4 atoms all have four shells in use.
False: An atom with an electronic configuration of 2, 8, 5 would be in Period 3,
Group V.
False: Carbon dioxide is a molecule.
False: Air is a mixture.
True: The element carbon is found in all living things.
True: In an atom the number of electrons equals the number of protons.
True: Ions are always charged.
False: Ions are formed when atoms lose or gain electrons.
False: If an atom loses electrons it becomes a positive ion.
True: An atom that has gained three electrons would now be an ion of charge 3.
11 The three allotropes of carbon are amorphous carbon, diamond and graphite.
12 a
35
1
Cl: 17p+, 17e, 18n
H: 1p+, 1e, 2n
3
1
198
79
Au: 79p+, 79e, 119n
13 The size and weight of elements increases as you move down any group.
14 a
b
c
d
e
f
+3
1
2
0
+2
3
15 a chlorine: chloride
b oxygen: oxide
c nitrogen: nitride

d bromine: bromide
e sulfur: sulfide
16 Metals have the lowest electronegativity.
17 The potassium atom donates its sole outer-shell electron to the fluorine atom,
forming the ions K+ and F. These then attract each other and form the compound
KF.
18 The outer electrons control what an atom does in a chemical reaction because these
electrons are the ones that can be attacked by other atoms.
19 Carbon forms a molecule CCl4 so family resemblances suggest the compounds:
SiCl4, GeCl4, SnCl4 and PbCl4.

2: Chemical change
Unit 2.1
1 A polyatomic ion is an ion made up of more than one atom. Examples are OH and
NO3.
2
a ammonium
b hydroxide
c sulfate
3 The dichromate ion Cr2O72 has 2 chromium atoms (Cr) and 7 oxygen atoms (O).
4
a Cu+ and Cu2+

b Fe2+ and Fe3+
a
b
c
d
Ni2+
Mn4+
Cr3+
V5+
a
b
c
d
rubidium bromide
potassium sulfide
beryllium oxide
sodium nitride
a
b
c
d
ammonium chloride
lithium hydroxide
silver carbonate
zinc sulfate
8 Ionic bonding is the electrostatic attraction between oppositely charged ions.

Covalent bonding is where non-metal atoms share electrons.
9
a carbon dioxide
b dinitrogen pentoxide
c sulfur hexafluoride
10 Gaseous carbon dioxide = CO2(g). Dry ice = solid carbon dioxide = CO2(s).
11 a The solvent is water.
b The solutes are carbon dioxide, sugar and flavourings. Carbon dioxide is
gaseous; sugar is solid. Flavourings could be solid or liquid.
12 a Unsaturated, concentrated solution
b Supersaturated solution
13 Solutions in which water is the solvent are called aqueous solutions.
14 Ammonia NH3 must have stronger bonds between molecules than dinitrogen
monoxide N2O5 because it takes more heat to melt solid ammonia.
15 The formula for the permanganate ion is MnO4.

2: Chemical change
16 The technical name of the molecule commonly known as hydrogen peroxide, H2O2
is dihydrogen dioxide.
17 Dihydrogen monoxide = H2O (known to most as water).
18 a
b
c
d
e
NaBr
MgS
CaF2
Li3N
Al4C3
19 a
b
c
d
e
f
KOH
Na2SO4
Mg(OH)2
SrCO3
LiNO3
(NH4)2O
20 a
b
c
d
FeCl3
FeCl2
CuNO3
Cu(NO3)2
21 a +4
b +32
c 9
22 a 2 N, 8 H, 1 S, 4 O
b 2 K, 2 Cr, 7 O
c 1 Ca, 2 O, 2 H
23 a PH3
b OCl2
24 a CH3COO
b 1
Unit 2.2
1 Melting, cutting something up
2
a instant coffee in water, sugar in a cup of coffee, salt in a saucepan of vegetables

b ice melts, water freezes, perfume evaporates, dry ice (sold carbon dioxide)
sublimes
3 Various answers are possible e.g. burning gas in a stove, cooking, rotting vegetables
in the bin.
4
a physical
b chemical

2: Chemical change
c
d
e
f
g
chemical
physical
physical
physical
chemical
5 Precipitation, gas produced, change in temperature, colour change, metal depositing

6
a
b
c
d
e
f
Yes, a precipitate has formed.

No, this is a change of state.
Yes, a gas is produced.
Yes, the temperature has changed.
Yes, the colour has changed permanently.
Yes, the iron has another metal deposited on it.
7 The reaction may be very slow.

8
a
b
c
d
e
endothermic
exothermic
endothermic
exothermic
endothermic
9 Dissolution is when a substance breaks apart in solution. Precipitation is when a

substance forms in solution.
10 The zinc atoms pass electrons to the copper(II) ions and solid copper forms on the
surface of the zinc.
11 a Reactants: what you start with
b Products: what is left at the end of a chemical reaction
12 Because atoms cannot disappear into thin air, nor can they appear from nowhere
13 To check if a chemical equation is balanced or not, you must count how many atoms
of each element are on both sides of the equation. If they are all the same, then the
equation is balanced. If any are different then the equation is unbalanced.
14 a Word equation: nitrogen + oxygen nitrogen dioxide
b Unbalanced chemical equation: N2 + O2 NO2
c Balanced chemical equation showing states: N2(g) + 2O2(g) 2NO2(g)
15 a
A lump of calcium reacted with a solution of hydrochloric acid (HCl) and

formed a solution of calcium chloride and bubbles of hydrogen gas.
b calcium + hydrochloric acid calcium chloride + hydrogen
c Ca(s) + 2HCl(aq) CaCl2(aq) + H2(g)
16 Overall, no change has occurred. A reaction happened and then reversed itself.
17 Aluminium heating up and wax melting are physical changes. Soot is formed from a
chemical reaction as the candle burns.

2: Chemical change
18
Formula
FeSO4
Number of Fe
1
Number of S
1
Number of O
4
2FeSO4
2Fe2(SO4)3
24
3FeSO3
4Fe2(S2O3)3
24
36
19 a
b
c
d
Balanced
Unbalanced
Balanced
Unbalanced
20 The missing product is most likely to be MgCl2, making the equation:

Mg + 2HCl MgCl2 + H2.
21 The missing reactant is most likely to be H2S, making the equation Cl2 + H2S S +
2HCl.
22 a
b
c
d
2Mg + O2 2MgO
2H2 + O2 2H2O
CH4 + 2O2 CO2 + 2H2O
2SO2 + O2 2SO3
23 a
b
c
d
2Fe + O2 2FeO
2Na + O2 Na2O
4Al + 3O2 2Al2O3
C6H12O6 + 6O2 6CO2 + 6H2O
24 a
b
c
d
zinc + silver nitrate zinc nitrate + silver

Zn + AgNO3 Zn(NO3)2 + Ag
Zn + 2AgNO3 Zn(NO3)2 + 2Ag
Zn(s) + 2AgNO3(aq) Zn(NO3)2(aq) + 2Ag(s)
calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide +

water
b CaCO3(s) + 2HCl(aq) CaCl2(aq) + CO2(g) + H2O(l)
25 a
Unit 2.3
1 A combination reaction is one in which two or more substances join to form one, i.e.
they get together.
2 C(s) + O2(g) CO2(g)
3 A decomposition reaction is one in which one substance breaks down into two or
more different substances.

2: Chemical change
4
a Mg(OH)2(s) MgO(s) + H2O(g)

b 2NaN3(s) 2Na(s) + 3N2(g)
5 Carbon dioxide is produced.

6 The solution turns cloudy.
7 lead nitrate + sodium chromate sodium nitrate + lead chromate
8 AgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq)
9
a CH4(g) + 2O2(g) CO2(g) + 2H2O(l)

b 2Mg(s) + O2(g) 2MgO(s)
10 Oxygen is always needed as a reactant in a combustion reaction.

11 A flame is produced or the reaction is accompanied by a release of energy (usually
heat).
12 A neutralisation is the reaction of an acid with a base.
13 An acid: hydrochloric acid HCl; a base: sodium hydroxide NaOH; a salt sodium:
chloride NaCl.
14 HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l)
15 Heartburn and indigestion are caused when there is more acid in your stomach than
the amount normally present for digestion. Antacids work by neutralising this excess
acid. They contain a base like magnesium hydroxide. This reacts with the excess
hydrochloric acid in your stomach to form salt, water and relief!
16 a Zn(s) + CuSO4(aq) ZnSO4(aq) + Cu(s)
b Fe(s) + 3AgNO3(aq) Fe(NO3)3(aq) + 3Ag(s)
17 The reverse of a decomposition reaction would be a combination reaction.
18 When dynamite explodes, it is an example of a combustion reaction.
19 Barium phosphide, Ba3P2, would decompose into the elements barium (Ba) and
phosphorus (P).
20 It suggests that nickel is a more reactive metal than gold.
21 a
b
c
d
no
yes
no
yes
22 a
b
c
d
silver chloride
mercury(I) iodide
calcium carbonate
barium sulfate

2: Chemical change
23 The main part of a head-on car crash is over by 100 milliseconds or one-tenth of a
second (0.1 s). An airbag takes three hundredths of a second (0.03 s) to inflate.
Hence the airbag is completely inflated well before the crash is over.
24 2C8H18(l) + 25O2(g) 18H2O(l) + 16O2(g)
25 a
b
c
d
e
f
g
h
i
j
2KClO3 2KCl + 3O2

4P + 5O2 P4O10
3Fe + 4H2O Fe3O4 + 4H2
2H2 + O2 2H2O
2C3H6 + 9O2 6CO2 + 6H2O
2H2O2 2H2O + O2
2K + 2H2O 2KOH + H2
Al2(SO4)3 + 6NaOH 2Al(OH)3 + 3Na2SO4
2Pb3O4 6PbO + O2
Cu + 4HNO3 Cu(NO3)2 + 2H2O + 2NO2
Unit 2.4
1 Fruits containing citric acid: oranges, lemons, grapefruit, mandarins, limes
2 An acid is a substance that contains hydrogen, where the hydrogen is capable of
breaking away. It can neutralise a base.
3 Properties of acids: turns blue litmus red, taste sour, conduct electricity when
aqueous
4 The dilute solution has a lower concentration of nitric acid.
5 A base is a substance that can neutralise an acid.
6 Properties of bases: taste bitter, turn red litmus blue and feel soapy
7
a Caustic: a base able to destroy living tissue such as flesh

b Alkali: a base that can dissolve in water
a
b
c
d
e
a blue/green
b blue
c blue
1 or below
3 to 7
7
7 to 11
13 and above
10 A solution at pH 7 contains less free hydrogen than a solution at pH 4.

11 a nitric acid + calcium calcium nitrate + hydrogen
b H2SO4(aq) + Mg(s) + MgSO4(aq) + H2(g)

2: Chemical change
c
2HCl(aq) + Fe(s) + FeCl2(aq) + H2(g)
12 Use the pop test. A spark will cause a pop if enough hydrogen is present.
13 The reactants involved in a neutralisation reaction are always an acid and a base.
14 A salt is an ionic compound.
15 The pain of a sting from a jellyfish such as a bluebottle is caused by a base being
injected into you. Vinegar is a weak acid and will neutralise the base and the sting.
16 a
b
c
d
e
f
acid + metal hydroxide salt + water

HCl(aq) + NaOH(aq) NaCl(aq) + H2O(l)
HNO3(aq) + LiOH(aq) LiNO3(aq) + H2O(l)
H2SO4(aq) + Li2O(s) Li2SO4(aq) + H2O(l)
2HNO3(aq) + Na2CO3(s) 2NaNO3(aq) + H2O(l) + CO2(g)
H2SO4(aq) + 2CuHCO3(s) Cu2SO4(aq) + H2O(l) + CO2(g)
17 Bases feel soapy to touch because the oil in your skin has been turned to soap by the
strong base.
18 Acetic acid. If it is only slightly acidic it probably contains a weak base. Also, acetic
acid is used in food.
19 Vomiting brings strong stomach acid (hydrochloric acid) into contact with delicate
tissues that have no protection against the acid.
20 You could add an acid to the soil to lower pH.
21 Solution A needs to be diluted by a factor of 100. Adding 990 mL of water to the
10 mL will do this.
22 a
b
c
d
nitric acid + aluminium aluminium nitrate + hydrogen

nitric acid + zinc zinc nitrate + hydrogen
nitric acid + iron iron nitrate + hydrogen
nitric acid + lithium lithium nitrate + hydrogen
23 a barium hydroxide + hydrochloric acid

b calcium hydroxide + nitric acid
c iron(III) hydroxide + sulfuric acid (others also possible)
24 X = sodium hydroxide
25 a
b
c
d
strontium nitrate
copper sulfate
silver chloride
magnesium nitrate
26 a
hydrochloric acid + iron(II) hydrogen carbonate water + carbon dioxide +

iron(II) chloride
2HCl(aq) + Fe(HCO3)2(s) 2H2O(l) + 2CO2(g) + FeCl2(aq)

2: Chemical change
b nitric acid + silver hydroxide water + silver nitrate
HNO3(aq) + AgOH(s) H2O(l) + AgNO3(aq)
c sulfuric acid + barium hydroxide water + barium sulfate
H2SO4(aq) + Ba(OH)2(aq) 2H2O(l) + BaSO4(s)
Chapter review
1 Any of the following: precipitate forms, temperature change, gas produced,
permanent colour change, one metal deposits on another
2 Energy must be put into the system to melt the ice so this change is endothermic.
3 solute = salt (NaCl), solvent = water
4 OH, SO42, CO32
5
a
b
c
d
dihydrogen monosulfide
phosphorus trifluoride
silicon dioxide
dihydrogen oxide
6 Covalently because there are only non-metals involved

7
a +1
b +2
c +3
a
b
c
d
hydrogen carbonate ion

iodide ion
sulfide ion
ammonium ion
9 Diatomic refers to molecules made up of only two atoms, like O2.

10 a combination
b neutralisation
11 A displacement reaction
12 Antacids contain bases.
13 a
b
c
d
e
base
base
acid
base
acid
14 a
b
c
d
red
red
orange/red
orange (actually pinky orange)

2: Chemical change
15 Cleaning solutions = base, vinegar = acid (other answers possible)
16 Rain is physical since vapour in the air condenses to form liquid water. (Of course,
the formation of acid rain is chemical!)
17 Add indicator to one (red = acid, green = water, blue = base) and then add one of the
other solutions and observe the colour change to tell you which is which.
18 a LiOH
b BaSO4
c AlBr3
19 a Water, carbon dioxide and sodium chloride
b Water and calcium nitrate
20 Various, e.g. add indicator to one and it stays green and therefore is water. Pour one
of the others into this. If it turns red, the one poured in is the acid and therefore the
remaining one is the base.

3: Light
Unit 3.1
1 Things that reflect light well enough to form clear images: mirrors, smooth surfaces
such as the panel of a car, polished cutlery, polished tables, highly glazed tiles, very
smooth surface such as a still lake or a sheet of ice.
2 The law of reflection is that the angle of incidence equals the angle of reflection or
i = r.
4 Transparent objects allow light to pass through them.
6 Refraction is the change in speed and the bending of light as it passes from one
transparent substance into another.
7 When light refracts it changes its speed and its direction.
8 The refractive index indicates how optically dense a substance is.
9
a
b
c
d
e
It bends towards the normal.

It bends away from the normal.
It bends towards the normal.
It bends away from the normal.
It travels unaltered and unbent along the normal.

11 The critical angle of a substance is the angle at which light cannot escape from an
optically dense substance into a less optically dense substance. Instead it refracts
along the surface of the substance with an angle of refraction of 90o.
12 For total internal reflection to occur, light must be travelling into a substance which
has a lower optical density (e.g. glass to air); and have an angle of incidence greater
than the critical angle.
13 a It will skim along the surface of the substance (r = 90o).
b It will escape, refracting away from the normal.
c It will totally internally reflect at the same angle i = r.
14 A bike reflector uses refraction and total internal reflection to reflect light from a car
headlights.
15 For a mirage to occur there must be layers of air at different temperatures that will
behave like different substances as far a light is concerned. That is, they have
different optical densities.
16 The advantages of using optical fibre instead of copper wire for communications
are: thinner, cheaper, more durable, can carry more information, have increased data
security and are unaffected by other electromagnetic radiations.

3: Light
17 Reflection is when light bounces off another substance. Refraction is when light
passes into another substance but is bent by it.
18 Reflection and refraction can occur at the same time, e.g. when light hits a glass
block both are often happening.
19 a microphone
b digital or video camera
c computer
20 a speaker
b television
c printer/photocopier
21 More fibres allow more light to be transmitted to and from the end of the endoscope.
Also, if one breaks or is scratched, the others will still operate.
22 Although your stomach does not contain a light source doctors can see inside it by
sending light through one or more optical fibres in the endoscope.
23 Optic fibres have a number of protective layers coating and wrapping them to
protect them from breaking, getting scratched or from being bent severely. Severe
bends would allow light to escape and not undergo total internal reflection.
24 a Diagrammatic answer required
b Diamond has the highest refractive index and so will bend light the most if it
was coming from air.
c Water has the smallest refractive index and so will bend light the least if it was
coming from air.
25 a It would bend towards the normal.
b It would bend towards the normal.
c It would bend away from the normal.
27 The position of the image of the fish will always be shallower and further away
from her than in reality. She would therefore have to throw the spear in the direction
C if shallow water or D is deeper water.
Unit 3.2
1
a
b
c
d
e
convex (concavo-convex)
concave (plano-concave)
convex (bi-convex)
concave (plano-concave)
convex (plano-convex)
To find the focal length of a lens:

focus on something distant
find the position of its image

3: Light
measure the distance from the lens to the image.

4 Upright, magnified, virtual images are formed concave lens.
5
Convex lenses form:

real images when the object is distant, beyond the focus
virtual images when the object is close, between the lens and the focus
an unfocused blur when the object is at the focus.
a Greater thickness = shorter focal length (focus closer to lens)
b Greater thickness = smaller image
7 Enlarged: magnification = 3; diminished: magnification = = 0.25

8
a You cannot touch the image.

b What you see is a virtual image.
c The brain constructs the image by assuming that light is travelling in perfectly
straight lines and is not bent.
9 At the movies the images are projected onto the screen and can be touched. Hence
they are real.
10 Optical instruments that contain lenses: magnifying glasses, telescopes,
microscopes, binoculars, cameras, spectacles
11 You would use the thick lens for the eyepiece and the thin lens for the objective
lens.
12 a
They both provide magnified images of distant objects; they both contain an
eyepiece and an objective lens.
b Binoculars are shorter than telescopes; their objects are usually closer; their
images are upright whereas the image in a simple telescope is inverted.
13 If binoculars did not contain triangular prisms their images would be upside down,
and a longer tube would be needed to contain the lenses at the correct separation.
14 a
False: Real images formed by convex lenses may be bigger or smaller than the
original object.
b True: Virtual images formed by convex lenses are always bigger than the
original object.
c True: Concave lenses can form only virtual images.
d False: Images in a concave lens are always the right way up.
e False: Real images in a convex lens are always inverted.
15 When describing lenses plano means that one side is flat.

16 a A convex lens: converging
b A concave lens: diverging
17 The Moon is too far awayonly objects closer than two focal lengths are enlarged.
18 The hot spot on the paper is an image of the Sun.

3: Light
19 An old-fashioned slide projector forms inverted real images on the screen. If the
slide is placed up-side down the image will appear upright.
20 a 6 2 = 3
b 20 5 = 4
c 5 25 = 15 = 0.2
d 4 16 =
e
1
4
= 0.25
Units first need to be converted here to the same units: 16 8 = 2.

22 a
To correct long-sightedness, a convex lens would need to be placed in front of

the eye.
b To correct short-sightedness, a concave lens would need to be placed in front of
the eye.
Unit 3.3
1 Sources of white light: the Sun, reflected moonlight, light globes, torch,
fluorescent tubes, car headlights, lightboxes.
2 The colours of the visible spectrum: ROYGBIV, i.e. red, orange, yellow, green,
blue, indigo, violet
3 The name given to the splitting of white light into the visible spectrum is dispersion.
4 Scattering causes skies to be blue.
5 Sunlight needs to travel further through the atmosphere at sunset than in the day.
The distance is more.
7 The primary rainbow is brighter, lower in the sky and has the red band at the top.
8
Because while there are a lot of rain droplets floating in the sky, the storm has
passed and the Sun emerges
b Because there a lot of fine water droplets in the air
9 The chemicals that make up the tiny coloured spots on a TV screen are called
phosphors.
10 a red, blue and green
b magenta, yellow and cyan
11 Complementary colours are two colours that add to make white.
12 a green light + magenta = white light
b cyan light + red = white light
13 Examples of a filter: coloured cellophane, stained glass, coloured glass, coloured
Perspex
14 Pigments are used to colour substances like paint and ink.

3: Light
15 The primary colours of pigment are cyan, magenta and yellow.
16 a blue
b green
c black (technically, black is the absence of colour, not a colour)
17 The four inks used in a colour printer cartridge are CYMK: cyan, yellow, magenta
and black.
18 You would use magenta and yellow inks to print a red border in a book.
19 You could prove that white light is made up from the seven colours of the visible
spectrum by passing it through a triangular glass prism.
20 The energy absorbed by the filter goes into the particles that make it up, making
them vibrate a little faster. This increased vibration increases the temperature of the
filter.
21 The black car will heat up the quickest. Black absorbs all light colour and all of its
energy. This energy will heat up the car. White will reflect all this energy and stay
cooler.
22 The first three dots are cyan, magenta and yellow. The next three are combinations
of them. If one ink starts to run out then these dots will indicate which ink is
deficient.
23 C: Blue is more refracted than red.
Chapter review
1
When a light ray travelling in air strikes a glass boundary, it bends TOWARDS
the normal.
b The speed of ray in the glass is SLOWER than it is in air.
False: Light always bends when it enters a different substance unless it hits at
90o to the surface (along the normal).
b False: A virtual image cannot be projected onto a screen.
c True: Light can bend due to refraction within the one substance.
d False: Light passing from water to air will bend away from the normal.
e True: The apparent depth of a swimming pool is less than the real depth.
3 Optical fibres are used in communications cables, in endoscopes and in

endomicroscopes.
5
a The only concave lens is lens e.

b The convex lenses are a, b, c, d and f.
orange

3: Light
b blue
c violet
7
a one
b two
a cyan
b green
9 The two lenses in a basic telescope or microscope are called the eyepiece lens and
the objective lens.
10 a Projectors of all types, e.g. data projector
b Microscope, telescope, magnifying glass
12 a
b
c
d
real, inverted, same size

real, inverted, diminished
virtual, upright, enlarged
virtual, upright, diminished

14 The red light that is left to be scattered is scattered more dramatically by the greater
number of particles in the atmosphere.
16 a A green flag viewed in blue light appears black.
b A blue flag viewed in red light appears black.
c A cyan flag viewed in green light appears green.
17 That part of the page would appear green.
18 The lemons would appear a reddish colour.

4: Origin of the universe
Unit 4.1
1 The pitch of the cars horn will change from high to low.
2 The sound waves of the ambulance siren will spread evenly in all directions and its
wavelength will be the same in all directions. It is only when it is moving that the
sound waves scrunch up spread out.
3
a The pitch of a sound lowers if its wavelength gets longer or increases.

b The pitch of a sound gets higher if its frequency increases.
c The pitch of a sound gets lower if the source of the sound travels away from
you.
4 Light can be separated into different colours by passing it through a prism.

5 The colour of light will change if the wavelength changes.
6 Stars emit a spectrum of light and not just one colour.
7 Astronomers use a spectrometer to observe the spectrum emitted by a star.
8
The colour will shift towards the red end when the wavelength gets longer or
increases.
b The colour will shift towards the blue end when the frequency increases.
9 The dark lines observed in a stars spectrum are caused by atoms in the stars
atmosphere absorbing some frequencies of light.
10 If stars are moving away from us they will display a red shift.
11 The faster a star is moving away from us, the more its red shift will be.
12 Hubbles law states that the distant stars and galaxies are moving away from us and
that the further away they are, the faster they are going.
13 Most galaxies are moving away from us at an enormous rate, suggesting that the
universe is expanding.
14 Scientists concluded that all the matter in the universe was once packed closer
together by playing the expansion of the universe in reverse. If it is expanding it
had to expand from something.
15 Before the Big Bang, the universe fit inside a single point, far smaller than a proton.
16 Before the Big Bang, the density of the universe was incredibly and ridiculously
high. Just after the Big Bang, the universe was incredibly dense but far less than just
before. The universe is now spread far and wide and its density is extremely low.
17 Personal question required
18 Both aircraft will display the Doppler effect, but the fast-flying aircraft will display
it more. The change in its pitch will be far greater than the slower aircraft.
19 As a mosquito flies past your head at night its pitch will change from high (as it flies
towards you) to low (as it flies away).

20 a A green light will appear green if it is not moving.
b A green light will appear yellow, orange or red if it moves incredibly fast away
from you (the exact colour will depend on its exact speed).
c A green light will appear blue, indigo or violet if it moves incredibly fast
towards you (the exact colour will depend on its exact speed).
21 a
If the circles represent sound waves. A represents the direction in which the
object is moving.
b A (and to a lesser extent B and H) would be where you hear a sound of a higherthan-normal pitch.
c E (and to a lesser extent D and F) would be where you hear a pitch lower than
normal.
d C and G would be the closest to normal pitch.
Unit 4.2
1 The term singularity refers to the incredibly small point which then exploded to
form the universe.
2 The young universe suddenly inflated a fraction after it first exploded.
3 Protons and neutrons are made from quarks.
4
a Photon: a burst of light

b Quark: a type of particle that clumps together to form protons and neutrons
c Proton: the centre or nucleus of a hydrogen atom. Along with neutrons, protons
make up the nuclei of all atoms
d Isotope: another form of an element, in this case, an alternative form of
hydrogen
a A single proton
b One proton and one neutron
c Protons and two neutrons
6 The fog of the young universe began to clear once it cooled sufficiently to allow
electrons to slow down enough to be captured by hydrogen and helium nuclei to
form atoms and elements.
7 Penzias and Wilson initially thought that hissing signals they were getting from
space were due to interference from cities on Earth, faulty instruments or pigeon
poo.
8 Penzias and Wilson detected microwaves formed from the first photons of light
from the very edge of the universe.
9 COBE stands for the Cosmic Background Explorer satellite. In 1992 it mapped
background radiation and produced an image of the universe at age 300 000 years.

10 a
Dark matter (left over subatomic particles from the Big Bang) drew the clouds
of gas together until they compacted enough to form galaxies. Stars formed
when smaller clouds of gas collapsed further.
b The baby planets or planetesimals had their own gravity and attracted other
material to them, allowing them to grow bigger.
11 The four main types of universe are: open, closed, flat and accelerating.
12 Gravity is a force that might be expected to slow or even stop the expansion of the
universe.
13 a
Dark energy is a mysterious cosmological force that somehow overrides

gravitational attraction, speeding up the expansion of the universe instead of
slowing it down.
b The big crunch is expected when all the expansion of the universe has halted
because of gravitational attraction. It then collapses into a series of black holes
that then would collapse into a single black hole.
14 The universe can be likened to an inflating balloon with an ant on it because to the
ant there is nothing outside or beyond the balloon.
15 The balloon is like a sphere. Its surface is continuous and there is no end to it. A
straight line on its surface is actually curved and forms the circumference of a circle.
Hence, an ant would arrive back where it started, even though it would think it was
getting further away from the start.
16 If matter and antimatter totally destroyed each other after the Big Bang there would
be nothing left; no stars, no planets, no life, no you!
17 If the universe started off spread evenly across, it would have been less likely to
collapse into the clumps that formed the first galaxies, stars and eventually planets.
It would probably still be an evenly spread mist of gas.
18 Stars make up most of the matter in the universe and are made of hydrogen and
helium. Even if every planet in the universe was made from silicon and oxygen like
Earth and the universe was teeming with carbon-based life forms, the amounts of
these elements would still be insignificant when compared with the matter making
up the stars.
19 All the matter that has ever existed came from the Big Bang, even you.
20 Pie chart showing the 77% hydrogen and 23% helium. Other elements are so
insignificant they might appear as a fine line
21 a E = 2 300 000 000 300 000 000 = 180 000 000 000 000 000 joules
b Note: 5 g must first be converted into kg.
E = 0.005 300 000 000 300 000 000 = 450 000 000 000 000 joules
Unit 4.3
1 Apart from the Sun, the closest star to Earth is Proxima Centauri, part of the binary
star Alpha Centauri.

2 The rules of physics make it impossible for spacecraft ever be able to travel at or
near the speed of light.
3 Space travel is not an effective way to discover extraterrestrial life since it would
take far too long to get anywhere, with one-way trips taking tens of thousands of
years.
4 A UFO is an unidentified flying object. It applies to anything in the sky that cannot
be identified, whether it is a strange light, a strange weather phenomenon or a stray
weather balloon that doesnt show up on radar. Although a UFO could be an alien
spaceship, it is more likely to be something else!
5 Electromagnetic radiation travels at the speed of light and so can reach distant stars
far quicker than any spacecraft.
6 Messages into space are sent using microwaves because there is less background
interference at that frequency than at other frequencies.
7 ET stands for extraterrestrial.
8 Jocelyn Bell had discovered a pulsar when she thought she had found evidence of
aliens.
9 Politicians are often reluctant to fund SETI projects because they think they are
ridiculous and/or too expensive.
10 a
ETs may not have received our signals from Earth; the signals have not yet
reached them; they are not intelligent enough or developed enough to detect
them or realise they are important; they might not be looking for them; there
arent any ETs out there.
b We have not received signals from ETs: their signals have not yet reached us;
we are not intelligent enough or developed enough to detect them or realise they
are important; there arent any ETs out there.
11 SETI stands for Search for Extra Terrestrial Intelligence.

12 Two radio telescopes used by Project Phoenix are at Parkes telescope in NSW and
the Arechibo telescope in Puerto Rico.
13 Personal opinion required. A broadcast of The War of the Worlds today probably
would not cause the panic it did in the USA in 1938 because of increased
scepticism, increased knowledge of the world and media and the ready access to
other media.
14 Personal opinion required
15 Personal opinion required
16 Some people were offended by the nude figures attached to the Pioneer 10 and
Pioneer 11 space probes.
17 Any message that refers to modern technology would be difficult to understand by
another earlier generation if it was beamed back in time.

18 Switching off our transmitters now would not guarantee our safety from dangerous
ETs since messages have been sent for up to 80 years. Although these messages
have reached close stars like Proxima Centauri, they have not yet reached more
distant stars.
19 The bottom of the Pioneer plaque indicates our position in the solar system.
20 Personal design required
Chapter review
1
True: A Formula One cars screaming engine changes pitch from high to low as
it races past your position in the grandstand.
b False: Sound and all waves such as light can undergo a Doppler effect.
c False: Stars moving away from us may have a spectrum shifted towards the red
end.
d True: Stars further away from us are moving faster than those closer to us.
e False: The universe is expanding.
2 Nothing except for the singularity existed before the Big Bang. There was no
before since time had not started.
3 A positron will annihilate an electron if they meet.
4 The first two elements in the universe were hydrogen and helium.
5 The fog of the early universe began to clear when atoms started to form, about
300 000 years after the Big Bang.
6 Scientists think there must be dark matter in the universe because gravity would
not be enough to draw all of the particles together to form the galaxies and stars.
7 Three models of the future universe that assume gravity slows its expansion are the
closed, open and flat universe.
8 Distances for spacecraft or even electromagnetic radiation to travel; ETs might not
be intelligent enough or developed enough to detect the signal; there are no ETs out
there.
9 Several radio frequencies are checked for ET signals because it is not known on
what frequency any ET would transmit.
10 Interference on a mobile phone could be caused by other radiations such as
lightning.
11 Arguments for SETI: knowledge, ability to learn from them
Argument against SETI: may alert hostile ETs that we exist
12 Flow chart in order: singularity explodes/matter and antimatter formed/annihilation
of matter and antimatter/photons released/quarks clump together/formation of
hydrogen/formation of helium/formation of atoms and elements.
13 The lines showing pulsars are included on the plaque on the Pioneer space probes to
give some direction as to the location of our Sun.

14 Personal questions required

5: The fragile crust
Unit 5.1
1
False: Triassic reptiles could not have swum the distances required to populate
different continents.
b True: There are similar mountain ranges in the USA and Europe, and also in
Africa and South America.
c False: Many of the continents that do not have glaciers now were once cold
enough to have them.
d True: Coal deposits above the Arctic Circle suggest the land has floated there
from warmer climates.
e False: The rock of the ocean floor is much younger than that of the continents.
f False: Continental rock is less dense than the rock of the ocean floor and floats
on it.
g True: Magnetic stripes on the ocean floor suggest that new rock is made along
mid-ocean ridges.
2 Six pieces of evidence that suggest the continents were once joined are: the shape of
the continents; fossil remains of the same fern-like plants and Triassic reptiles; rock
formations in mountains on different continents; ancient glaciers; coal above the
Arctic Circle; and magnetism in ancient rocks.
3
a Gondwana: Australia, Antarctica, South America, Africa, India

b Laurasia: North America, Europe, most of Asia
4 The evidence that Australia once was far colder than it is now: valleys made by
glaciers; the remains of a small dinosaur called Leaellynasaura found near Apollo
Bay which had larger-than-normal optic lobes allowing it to see in the 24-hour
darkness of an Antarctic winter.
5 Five surprising facts about the ocean floor when it was first mapped were: huge
volcanic mountain ranges exist down the centre of the oceans; the rock of the ocean
floor is much younger than that of the continents; deep ocean trenches exist; the
rock of the continents is less dense than that of the ocean floor; the ocean floor has
magnetic stripes that indicate that the rock is of different ages.
6 The longest mountain range in the world is the Mid-Atlantic Ridge, being
65 000 km long.
7 The ocean floor often has magnetic stripes because as the lava flows out of the midocean ridge it cools and solidifies; it adopts the magnetism of the Earth at that
moment; the magnetic field of Earth changes every now and then, forming stripes
of magnetism.
8 The rock of the ocean floor is like a conveyor belt in that it forms new rock at the
mid-ocean ridge and then transports it over many years into the trench and
subduction zone formed where the ocean plate hits and dives under the continental
plate.

9
Tectonic plate: sheet of crust, partly molten bottom and toplayer of mantle
that all shifts as one
b Mantle: molten rock under intense pressure and temperaturethe layer under
the crust
c Crust: Thin layer of solid rock that we live onthe skin of the Earth
10 The crust is 8 to 64 km thick.

11 The oldest rocks on the ocean floor are those closest to the trenches and the
youngest are next to the ridges.
12 Convection currents are caused by hot material rising and cooler material dropping.
13 Convection currents can take millions of years to cycle around the mantle.
14 The mantle is kept hot because the crust traps heat like a blanket; patches are
continually being heated by radioactive decay of uranium, thorium and potassium.
15 The theory of plate tectonics suggests that the Earths crust is made from a series of
rock plates that shift around on convection currents in the mantle.
16 The temperatures along the ridges are higher than elsewhere in the ocean because
this is where magma emerges and cools to become solid rock. This hot lava will heat
the water around it.
17 It would be impossible for coal to form in the Arctic or Antarctic now because it is
too cold there for the plants that make up coal to grow.
19 Smoke rises up a chimney on a rising, hot, convection current of air warmed by the
fire.
20 If the mantle cooled and became solid, the plates would stop moving.
21 Another possible reason why Australia doesnt have any glaciers now could be
global climate change raising the temperature of the whole planet. Hence, Australia
could still be in the same position, but the climate would be too warm for glaciers to
exist.
22 If an average lifetime is 80 to 100 years, then the plate on which Australia sits will
move northward at between 5 80 = 400 cm to 5 100 = 500 cm per year. This is
equivalent to 4 to 5 metres.
Unit 5.2
1
a transform or scraping
b spreading
c collision
a conservative: transform or scraping (a)

b destructive: collision (c)
c constructive: spreading (b)

3 A fault is a weakness in the Earths crust.
4 A rift valley is the crack or valley caused by a fault.
5 Examples of rift valleys: East African Rift Valley, the Jordan Rift Valley holding
the Sea of Galilee, Dead Sea and Gulf of Aqaba.
6 The mid-ocean ridge constantly tries to heal itself, forming a rock scab that is the
ridge itself. Magma keeps breaking through the scab, however, oozing out and
forcing the repair to happen all over again.
7
a faster
b heavier
c ocean plate
8 A subduction zone is where one plate (usually the ocean plate) dives another
(continental) plate. Friction causes earthquakes along it and melts the rock. The
molten rock may have enough pressure to break the surface to form volcanoes.
9 The deepest underwater trench is the Mariana Trench, located in the western Pacific
Ocean. Its depth is 11 033 m.
10 Island chains created by the collision of two ocean plates: the islands of Japan,
Indonesia, the Philippines, the Caribbean and the Aleutians.
12 The Andes Mountains lie parallel to the Peru-Chile trench.
13 At a scraping or transform boundary, plates scrape along each other. These dont
make mountains or volcanoes but do produce lots of earthquakes, some very strong.
Although most of these boundaries are underwater, some are on land.
14 A major transform boundary is the San Andreas fault, which runs 1300 km through
California, USA, directly under San Francisco and close to Los Angeles (often
called LA).
15 a rock L
b rock E
c rock J
16 a
b
c
d
e
f
g
collision
spreading
collision
collision
collision
scraping
collision
17 a
b
c
d
e
spreading
transform
spreading
collision
spreading

f
spreading

19 a
b
c
d
e
f
g
h
Himalayas: Indo-Australian plate with Eurasian plate

Andes: South American plate with Nazca plate
Mid-Atlantic Ridge: African plate with South- and North-American plates
Caribbean islands: North American plate with Caribbean plate
Japan: Pacific plate with Eurasian plate
Mariana Trench: Philippine plate with Pacific plate
San Andreas fault: Pacific plate with North-American plate
Dead Sea: Indo-Australian plate with African plate
20 Assuming an average lifetime of between 70 and 90 years, the Himalayas will grow
between 70 and 90 centimetres. If you reach 100, they will have grown 1 metre.
21 a A further 10 m will take 1000 years.
b A further 100 m will take 10 000 years.
c A further 1 km (1000 m) will take 100 000 years.
22 a
Mediterranean Sea: the Red Sea needs to widen another 260 km (500 240 km).
260 km = 26 000 000 cm. So the time taken would be: 26 000 000/20 =
1 300 000 years = 1.3 million years.
b Atlantic Ocean (6100 km): time = 29 300 000 years = 29.3 million years
c Pacific Ocean (14 000 km): time = 68 800 000 years = 68.8 million years
Unit 5.3
1 The friction between the plates is normally enough to stop movement of the plates
for a while. The plates are still pushing, however, and the pressure will build until it
overcomes the friction. Thats when the plates will move, suddenly.
2 The deepest the focus can be below the surface is 200 km.
3 A seismometer detects an earthquake. The graph it produces is called a seismograph.
4 Body: Primary (P) and secondary (S)
Surface waves: Rayleigh (R) and Love (L)
5 Refraction is what happens to waves as they change speed on entering a new
material.
6 Different densities and temperatures of the rock below the surface cause changes in
speeds of P and S waves and cause them to be bent or refracted.
7 S waves apparently do not pass through the Earths core since there is always a
shadow opposite the epicentre. S waves cannot pass through liquid, indicating that
the outer core must be liquid.
8 A single seismograph tells us how far away a quake is but gives no information
about its direction.

9 Scientists can predict how far an earthquake is away from them by measuring the
time difference between the arrival of the P and the S waves from an earthquake.
10 The two surface seismic waves are Rayleigh (R) and Love (L) waves.
12 a
Body waves travel through the body of the Earth, while surface waves travel the
longer distance across the surface.
b The focus is the point underground where the quakes starts. It is the point of
slippage. The epicentre is the place on the surface directly above it.
c A longitudinal wave is a push-pull wave, and moves particles back and forth in
the direction of the movement of the wave. A transverse wave is an up-down
wave that moves particles at right angles, or sideways, to the direction of the
movement.
13 a P waves, sound
b S and L waves, water waves, light
15 a
b
c
d
e
f
g
h
i
L (and sometimes R)
S and L
P
P and S
P
L
R
R
S and L
16 The branch bends and stores a lot of energy. It gets to a point where it suddenly
breaks, releasing all of this stored energy suddenly. Earthquakes move and bend
rock and store energy as they do. They release all that energy when the quake
occurs, just like the broken branch.
17 All of Australia sits on the Indo-Australian plate. There are no major boundaries
running through it. Papua New Guinea and New Zealand both straddle the IndoAustralian and Pacific plates and sit on a boundary where earthquakes can be
expected.
18 a
b
c
d
2500 km
1300 km
2150 km
6350 km
19 If P and S waves arrive at the same time then you must be at the epicentre of the
quake (actually, you must be at the focus itself!).
20 a 7.8 min or 7 min 48 s
b 2.6 min or 2 min 36 s

c 5 min
d 1.6 min or 1 min 36 s
21
Arrival time
of P waves
(h:min:s)
10:24:00
Arrival time
of S waves
(h:min:s)
10:32:00
Time
difference
(min:s)
8:00
04:48:20
4:52:50
2:55:21 p.m.
Time (min)
Distance of
epicentre (km)
8.0
6200
4:30
30 60 = 0.5
so time is 4.5
min
2900
3:01:21 p.m.
6:00
6.0
4150
7:37:03 p.m.
7:42:33 p.m.
5:30
5.5
3700
14:08:34
14:11:46
3:12
3.2
1950
20:21:02
20:25:50
4:48
4.8
3150
05:45:10
05:50:10
5:00
5.0
3300
11:28:00
11:34:30
6:30
6.5
4650
08:08:56
08:12:56
4:00
4.0
2500
15:21:04
15:28:40
7:36
7.6
5800
22 a
The tectonic plates involved in the earthquake that triggered the 2004 Boxing
Day tsunami were Eurasian and Indo-Australian plates.
b The earthquake occurred at a collision boundary.
Unit 5.4
1 Three types of faults are normal, revere and transcurrent.
2 Diagrammatic answers required
3 If the rock that makes the fault scarp is hard, it will weather slowly. If soft, it will
weather quickly and will be carried away by erosion, leaving a rounded rise instead.
4 Australian examples of horst and graben are the Spencer and St Vincent gulfs in
South Australia.
5 Loch Ness is a Scottish lake that has filled part of a transcurrent fault.
6 A substance shows plastic behaviour if it can bend and fold without breaking.
7 Rock can act in a plastic way if it is under extreme pressure and temperatures,
typically found in folding.
9 It is evident that the Himalayas were once below the sea because fossilised seashells
have been found high on Mt Everest.

11 An igneous intrusion is solid rock formed when magma has cooled and solidified
below ground.
12 Hot spots are located under the Hawaiian islands (Pacific Ocean), Yellowstone
National Park (USA), Reunion Island (Indian Ocean), the Azores, the Canary
Islands, Cape Verde, Ascension Island, St Helena, Tristan de Cunha, Gough Island
and Bouvet Island (all in the Atlantic Ocean) and under Bass Strait.
13 The Hawaiian Islands in order from youngest to oldest: Hawaii, Maui, Oahu, Kauai
14 If the magma at a hot spot boils underground water, it can then force its way to the
surface as geysers, steaming lakes and mud pools.
15 Examples of fossils fuels: oil, petrol, kerosene, natural gas, coal
16 Intense heat and pressure is needed to convert kerogen into hydrocarbons. Weak
spots can provide these conditions. The other idea is that oil and gas would be
squeezed into the more porous rock that weak spots would provide.
17 Kerogen is a tar-like substance made from decomposed plant and animal matter. A
hydrocarbon is the actual chemical energy store in fossil fuel and is thought to have
come from cooking kerogen.
18 Shaking a can of soft drink builds up pressure in it. When its top is popped the
pressure is suddenly relieved by spraying liquid out from its top. A composite
volcano does something similar. Pressure builds until it pops its top, spraying lava
and ash everywhere.
20 The mountains and volcanoes of New Zealand are both caused by the collision of
the Pacific with the Indo-Australian plates. Mountains have buckled up and
volcanoes have formed from the subduction zone.
21 Evidence that the Hawaiian Islands are moving westwards: the oldest island Kauai is
in the far west; the youngest Hawaii is in the far east; a new underwater volcano,
Loihi, is forming east of Hawaii; volcanic activity is only under Hawaii and Loihi.
22 The natural gas reserves of Bass Strait would be expected to be about longitude
40S due to the weakness caused by a hot spot. Because the Indo-Australian plate is
moving north the reserves may be a little north of 40S.
23 a Diagrammatic answer required
b Layer K was laid down first, followed by J, I, H, G, F, E and D on top. All were
laid flat. Pressure folded the layers upwards, forming an upward fold or
anticline. Erosion removed the top of the fold, until D and E were nearly worn
away. The erosion left the surface flat once more. Sediment laid new layers: C
first, then B and A on top.

Chapter review
1 A map of the world in the future will be different from what it is now because all of
the plates and their continents are shifting. Some will join, others will part, some
will slide along each other.
2 The mysteries of the ocean floor were discovered only in the 20th century with the
invention of sonar and the need for good ocean-floor maps in World War II.
3
The north poles of ancient rocks that are magnetic all point in different
directions. When the continents are pieced together the north piles all point in
the same direction, suggesting the continents have shifted and twisted.
b Magnetic stripes exist parallel to the mid-ocean ridges. The stripes closest to the
ridges are the newest and the ones further out are older, suggesting that they are
moving away from the ridges and towards the trenches.
4 Convection currents push the rock of the mantle around. The bottoms of the plates
are partially molten or soggy and will be carried with the mantle as it moves
underneath them.
5 Magma is molten rock full of gas (mainly steam). Its density is less than the
surrounding rock and so it will push upwards through the covering tectonic plate.
6 The ocean floor is like a conveyer belt as it carries the newly created rock from the
mid-ocean ridges across the ocean towards the trenches.
7 The longest mountain ridge (about 65 000 km long) is down the middle of the
Atlantic. The highest is the Himalayas on the border of India and China/Tibet.
8 Dense materials sink and lighter materials float. The rock of the continental plates is
less dense than the rock of the ocean plates. The continents thus will float on the
ocean floor, and the ocean plate will sink under the continent.
9 Plate boundaries are where plates separate, collide or scrape over each other.
Friction will occur and will stop movement until the pressure is sufficient to
overcome the friction. When it does, the plate slips and an earthquake results.
10 The subduction zone is completely molten 200 km below the surface.
11 Primary, secondary, Raleigh and Love waves are all detected by the seismometer.
They are in the order P first, S next and R and L basically together and last.
13 a S and L
b P
c R
15 Three different ways mountain ranges can form are: continent/continent collision,
forming folded mountains; volcanic action at plate boundaries or hot spots; normal
faults create horst and graben which can erode into mountain ranges and basins.

16 A fault is a weak spot or break in the crust along which the crust can move in an
earthquake. There is no break in the crust when folded. The crust buckles instead of
breaking and shifting.
17 A cinder cone has steeper sides than a shield volcano because it is simply a pile of
rock. The pile will build until the rock begins to tumble further down the slopes. A
shield volcano is made from cooled lava. Being molten it will spread further than
solid rock.
18 The mantle is solid but still able to move due to the extreme pressures and
temperatures there. Other solid substances that can move are plasticine, clay and
mud.
19 The Earth is like toast on soup in that both have slabs of moving solid crust floating
on a hot, thick liquid.
20 All the current continents were part of Pangaea. Hence, it is literally all the lands. Its
babies are Gondwana and Laurasia.
21 The theory of continental drift assumes that only the continents are shifting. The
theory of plate tectonics involves much larger slabs of rock (which also carry the
shifting continents).
22 The temperature near the ceiling of a room is always hotter than at floor level
because of convection currents. The warmer air rises and the cooler air drops: the
temperature will increase as you go higher in the room.
23 One easy way of remembering what P, S, R and L waves do is P = push/pull, S =
shake, R = roll, L = leftovers!

6: Ecosystems
Unit 6.1
1 Looking for food, looking for a mate, building a home, digesting food, growth,
repairing injuries, etc.
2 The Sun provides the initial source of energy for all ecosystems.
3 The Sun is the source of all energy: it releases light and heat.
4
a
b
c
d
false
true
false
false
5 Photosynthesis is the name of the process that all ecosystems rely on in order to
survive.
6 Molecules that are unused by an organism are excreted.
7 Reasons animals need to move around include looking for food, looking for a mate,
evading predators, looking for building materials for a nest, or looking for an
appropriate home, moving to warmer / cooler spots to control temperature
(ectotherms).
8 Movement energy = kinetic energy
9 Between 5% and 20 % is used for growth and development.
10 The Law of Conservation of Mass
11 Recycling is a term used to describe the re-using of substances.
12 From fewest to most: fish, tadpoles, algae. This is because algae are producers and
fish are the final consumers in this chain.
13 The number of organisms able to be supported at each successive level of the food
chain decreases.
14 a
After a week: plants would start to suffer, some would die. Various insects etc.
would start to die.
b After a year: plants would be dead, as would any animals that did not have stores
of food.
15 Large, fierce predators require large quantities of energy. An ecosystem is unable to

support many of these, because they must eat large numbers of the consumers that
come before them in the food chain.
16 If a consumer has only one food source, the eradication of that food will also
adversely affect that consumer. With numerous food sources, however, this is not
the case.
17 a The producer is the algae.
b The Sun

6: Ecosystems
c
First order-consumer is the water snail; second-order consumer is the small fish;
third-order consumer is the large fish and fourth-order consumer is the shark
d The arrows point in the direction the food is moving.
18 a
b
c
d
Various answers, but numbers range from many seaweed to fewest man
Energy is lost from the man in the form of heat.
The producer is seaweed.
First-order consumer is the small crustacean; second-order consumer is the
lobster; third-order consumer is the octopus and the fourth-order consumer is the
man
19 a
It is possible that the first-order consumer eats one form of the life cycle (a
larvae for example) of the third-order consumer, which is a predator of itself.
b Yesby eating one of the life forms of its predator, the first-order consumer can
control the number of predators it has, thereby assisting its own survival.
c This predator would be a carnivore in this situation.
d There are only three levels of consumer because the amount of energy passed on
from one level to the next reduces each time. Thus, a large number of the
preceding level of organism needs to be eaten by those higher up the food chain.
Ecosystems cannot support more than approximately three levels of consumer.
20 Graph A shows the endothermic animalits temperature is constant over the course
of the day. Graph B is that of the ectothermic animalits temperature varies over
the course of the day.
21 Figure A is likely to be from a wheat fieldbecause of the large number of
producers. Figure B is likely to be a eucalypt forestfew numbers of producers.
22
Animal
Human
Body temp
o
C
37
Relies on
Sun (Y/N)
N
Endothermic
or ectothermic
ENDO
Poikilothermic or
homeothermic
H
Cat
38.5
ENDO
Dog
39
ENDO
Snake
1537
ECTO
Grasshopper
38.642.2
ECTO
Pigeon
41
ENDO
Lizard
3135
ECTO
Fish (trout)
1218
ECTO
Unit 6.2
1 Living matter is made up of the four basic elements: carbon, hydrogen, oxygen and
nitrogen.

6: Ecosystems
2 Biotic refers to the living environment; abiotic to the non-living environment.
3 Only about 1% of water is available for the use of organisms on Earth.
4 Heat energy causes water to evaporate. The Sun is the source of this energy.
5 The watertable refers to the surface of the underground water.
6 Carbon is found in the structural components of all living organismsas a part of
all cell structures (in the lipids of all cell membranes, for example).
7 Carbon exists in the atmosphere as part of the gas carbon dioxide.
8 Photosynthesis: 6CO2 + 6H2O C6H12O6 + 6O2. It uses the energy from the Sun.
9 Carbon is returned to the atmosphere primarily through respiration of living
organisms, including the decomposers (decomposition).
10 a Removal of trees that would absorb carbon dioxide
b Industrial wastes (pollutants)
c The burning of petrol in vehicles releases pollutants.
11 Nitrogen fixation is the name of the process that makes nitrogen available to the
ecosystem.
12 Nitrogen is taken up by plants as nitrates.
13 Nitrogen is returned to the environment as ammonia, via urine and faeces.
14 Biotic: leaf, algae, bacteria, grass, human, egg, leaf, mouse
Abiotic: water, soil, air, rock, cloud, temperature, humidity
15 N2 is an inorganic molecule. It does not contain the element carbon.
16 a
b
c
d
true
false (all need water)
true
true
17 If all the decomposers suddenly disappeared there would not only be dead bodies
everywhere, but none of the matter making up their bodies would be returned to the
ecosystem.
18 The green pigment chlorophyll is instrumental in the process of photosynthesis. In
dark situations, more chlorophyll is needed so that every bit of available light is
made use of. In light situations, this is not as necessary.
19 a
b
c
d
e
oxygen, carbon, hydrogen, nitrogen, calcium, phosphorus

47% of the Earths crust is oxygen.
This is approximately 19% less than that found in the human body.
Silicon is the second most abundant element in the Earths crust.
Hydrogen: 8% Earths crust; 10% human body
Nitrogen: 1.3% Earths crust; 3% human body

6: Ecosystems
Unit 6.3
1 Non-renewable resources are those that have a limited supply, and cannot be
replaced once used.
2 These include fossil fuels, nuclear power and timber.
3 Decomposers require aerobic conditions in order to decompose organic material.
4 Heat, pressure and time are required for organic material to become coal.
5 Fossil fuels are non-renewableso when they are gone, they cannot be replaced.
They also release pollutants into the atmosphere when they are refined or used.
6 In a nuclear fission reaction, the nucleus of an atom (i.e. uranium) is bombarded
with free neutrons, causing it to split, thereby releasing more neutrons and
enormous amounts of energy. These neutrons are then free to bombard more
uranium nuclei, thereby releasing even more neutrons and more energy.
7 Problems associated with nuclear fission reactions include: the release of such
enormous amounts of energy that regulation and control of this energy is at present,
impossible; the production of radioactive wastes that are difficult to handle.
8 A renewable resource is one that is constantly being renewed and limitless.
9 Five resources that are renewable and currently being used are: wind turbines, solar
ponds, ocean currents, hydroelectricity and geothermal energy.
10 a
In a deep pool, sunlight passes through the water and is ABSORBED by the
base and sides, gradually warming them.
b CONVECTION currents are produced throughout the pond as the warmer water
RISES.
c The water then cools, and SINKS to the BOTTOM.
d This cycle continues until the temperature of the pond is uniform throughout.
11 Solar cells convert light energy to electrical energy.

12 The process that allows electricity to be generated from a geothermal hot spot is:
Water is pumped below the ground.
This water gets heated to boiling point, thereby producing steam.
The steam rises.
A turbine uses the energy of the steam to create electrical energy.
13 Countries that use geothermal energy include New Zealand, Russia, Iceland and
others.
14 The length of the blade and the speed of the wind influence how much energy is
produced by a wind turbine.
15 The disadvantages of this type of energy production include: limited practicability,
only places that are relatively windy are candidates for this, wind turbines are not
aesthetically pleasing, wildlife, in particular birds, are put at risk.

6: Ecosystems
16 Students should show:
a wide river flowing from a short height
a narrow river flowing from a tall height.
17 One of the following:
OTEC or Ocean Thermal Energy Conversion. Here, warm ocean water is

pumped through a pipeline and is used to heat fresh water to boiling point. The
steam produced generates electricity.
Osmotic pressure. Osmosis is the movement of water from a low salt solution
(such as freshwater) to a stronger salt solution (such as seawater) through a
semipermeable membrane. This membrane allows some molecules to pass
through it (in this case water), but prevents the movement of other particles (salt).
Wave generators. Here, waves are forced into a narrow gully, causing the air
above them to rise and fall. This movement of air passes through a turbine to
produce electricity.
Tides. The daily movement of the tides is the only known renewable resource
that is totally predictable. In this case, a barrier (such as a dam) is placed across a
bays entrance so that the incoming tide turns a turbine located within the dam.
The water that is trapped behind the barrier at high tide is slowly released during
low tide, once again flowing through the turbine to produce electricity.
18 By coppicing, the roots of the tree are kept intact, preventing erosion. The canopy is
also more quickly replaced, providing food and habitat for other organisms.
19 The conversion of waste products from agricultural crops (such as sugar cane, corn,
rice and wheat, and oil-bearing crops such as sunflowers) into fuels, such as ethanol
and bio diesel
20 The 3 Rs are Reduce; Reuse; Recycle.
21 More modern technology advances (computers, DVDs, VCRs, MP3s etc.) mean that
modern society uses a far greater diverse number of energy users.
22 Various answers
23 Wind farming refers to the large-scale use of wind turbines to generate electricity.
24 Previously, these hot and dry areas must have been highly vegetated (indicating a
plentiful water supply), as fossil fuels would not be found there otherwise.
25 Various answers taken from text
Chapter review
1
a Correct
b Energy that is derived from molten rocks beneath the surface of the Earth is
called GEOthermal energy.
c ENDOTHERMIC animals use most of their energy to maintain a constant body
temperature.

6: Ecosystems
d Correct
2 Photosynthesis: carbon dioxide + water glucose + oxygen (in the presence of
sunlight)
CO2 + H2O C6H12O6 + O2 (in the presence of sunlight)
3 A semipermeable membrane is one that allows some things to pass through it, but
not others. Size is the determining factor.
4 Joules is the unit energy is measured in.
5 Wombats maintain a constant body temperature, using the food they eat as the fuel.
6 Energy can be lost from an organism as heat; as sound; as movement.
7 Lightning is an essential factor in returning atmospheric nitrogen to the environment
in a useable form.
8 Carbon, hydrogen, oxygen and nitrogen are the basic building blocks of life.
Carbon, hydrogen and oxygen are involved in the structure of carbohydrates, lipids,
fats and oils. These three elements, together with nitrogen, form proteins and nucleic
acids.
9 Matter is not being continually produced, thus it is important that it is able to be
recycled. It is then able to become part of new organisms.
10 A renewable resource is one that is not limited in supply; non-renewable resources
are.
11 Various answers
12 Those that are endothermic cost the most to feed. This is because they need a
constant fuel supply to maintain their body temperature.
13 Ectothermic pets must be provided with a place to keep both warm and cool. Thus
there is an additional cost involved in heating a portion of their enclosure.
14 Various answers
15 Bacteria are major contributors to the decomposition of dead matter. Without their
ability to recycle nutrients, the ecosystem would soon be unable to support plant
life, which provides the initial link in all food chains.

7: Photosynthesis and respiration
Unit 7.1
1 The main purpose of respiration is to provide energy for all cell activities.
2 The reactants of aerobic respiration are glucose and oxygen.
3 C6H12O6 + 6O2 6CO2 + 6H2O + energy
4 Enzymes are called biological catalysts because they speed up reactions without
being used up themselves.
5 Diagrammatic answers required
6
a ATP
b ATP serves as the energy source for all cell activities.
7 Possible uses of energy in cells: making molecules; transport of substances;

transmission of messages.
8 Anaerobic respiration is the process through which energy is obtained from glucose
but without using oxygen.
9 In animals: C6H12O6 2C3H6O3 + energy
In yeast: C6H12O6 2C2H5OH + 2CO2 + energy
10 a
Anaerobic respiration in muscle cells produces lactic acid. This acid is removed
from the cells into the bloodstream.
b Lactic acid is removed by a reaction which produces pyruvate.
11 You keep breathing heavily even after you have stopped running to provide oxygen
to convert and break down lactic acid.
12 Industrial uses of the anaerobic respiration of yeast: wine-making and bread-making
13 The carbon dioxide produced by the anaerobic respiration of yeast causes the
bubbles in champagne.
14 Aerobic respiration produces much more energy than anaerobic respiration.
15 Substances glucose can be obtained from:
some foods and drinks that actually contain glucose, e.g. sport drinks and
Glucogen are often high in glucose
the breakdown of starchy foods in the diet
the conversion into glucose of a substance called glycogen, which is stored in
the liver
the conversion into glucose of fat
the conversion into glucose of protein.
16 a
Basal metabolic rate (BMR) is the minimum energy on which your body can
survive.
b Factors on which BMR depends: age, sex, size and state of health. It changes
throughout your life.

17 Heart beat, breathing, repair of tissues
18 Respiration can be called slow combustion because it is the same reaction as
combustion (fuel plus oxygen), but energy is released stepwise and slowly.
19 The change of shape means the enzyme and reactant cannot lock together.
20 The first source of glucose is food. The next are the stores, fat and then muscle
(protein). Once food is not supplied, a person will then convert body fat into glucose
and then energy. When all fat is used, the body will then start to convert protein
(muscle).
21 From the information, white muscle fibres have readily available stores of energy,
available quickly. Red muscle fibres release their energy more slowly and are
therefore better for endurance.
22 a
b
c
d
e
respiration
glucose and oxygen
carbon dioxide and water
colourless
milky
Unit 7.2
1
a
b
c
d
e
The diaphragm contracts.

The chest cavity enlarges.
Ribs are raised.
Intercostal muscles contract.
Pressure in the chest cavity decreases.
2
Structure
Trachea
Function
Carries air to and from the lungs
Epiglottis
Prevents food from entering the trachea
Nose
Filters, warms and humidifies air
Cilia
Removes foreign particles from the lungs
Alveolus
The site of gas exchange
a larynx and epiglottis

b Coughing occurs.
a
b
c
d
e
f
nasal cavity
epiglottis
trachea
bronchus
larynx
alveoli

g diaphragm
h intercostals
5
a
b
c
d
trachea
carries air to and from the lungs
alveoli
the site of gas exchange between air and blood
a alveoli
b It allows a maximum rate of gas diffusion.
7 Features needed for effective gas exchange: high surface area, a thin, moist surface
and a means of transporting gases to and from cells.
8
Haemoglobin is found in red blood cells.
9 The function of haemoglobin is to carry oxygen from the lungs to body cells.
10 It is necessary for larger animals to have a respiratory system because gases cannot
diffuse efficiently to all body cells in the required amounts.
11
Structure
Skin and lungs/bloodstream
Organism
Frog
Gills/bloodstream
Fish
Moist body surface/bloodstream
Earthworm
Lungs/bloodstream
Lizard
Body surface/no circulatory system
Single-celled amoeba
Air filled tubes/no bloodstream
Insect
12 It is better to breathe through your nose than through your mouth because the nose
filters, warms and humidifies the incoming air. The mouth does not do this.
13 a
To provide more oxygen for your cells, particularly your muscles cells, so that
you can move
b To provide more oxygen for your cells, particularly your muscles cells, so that
you can move IF YOU HAVE TO
14 a
b
c
d
about the same

less
greater
greater
15 a
Apparatus
Plastic tube
Body part
Trachea
Balloons
Lungs

Bell jar
Chest
Rubber floor
Diaphragm
b The space enlarges, causing pressure to drop, so air flows in.

c Bell jar walls are fixed. Our ribs move upwards and outwards.
16 a The gas that diffuses in the direction of A to B: oxygen.
b This gas joins to haemoglobin when it enters a red blood cell.
c This joining is important because haemoglobin allows more oxygen to be carried
than would be if it simply dissolved in the blood.
Unit 7.3
1
a The two reactants in photosynthesis are carbon dioxide and water.

b Energy from sunlight and the green pigment chlorophyll are also needed for
photosynthesis to occur.
c The two products of photosynthesis are sugar glucose and oxygen.
Chlorophyll traps light energy.
3 Chloroplasts containing enzymes are needed.

4 Light energy is changed into chemical energy during photosynthesis.
5 Photosynthesis is essential for all living things to supply the chemical energy (in the
form of glucose) that they need and to replace the oxygen used during respiration.
6 Chloroplasts are structures found within the cells of plants. They contain the green
pigment chlorophyll, which acts something like a solar cell trapping light energy
and converting it to another form.
7 Ways in which the glucose formed during photosynthesis may be used by the plant:
directly into energy via respiration
into cellulose for building plant cell walls
into other sugars for transport to various parts of the plant
into substances used for producing oils and proteins
into starch for temporary storage in the leaf. This would happen on sunny days
when photosynthesis might occur up to ten times faster than respiration.
8 On a sunny day the photosynthesis rate would be far higher than the respiration rate
of a plant.
9
Photosynthesis is a chemical reaction and, like most chemical reactions, its rate is
faster at higher temperatures.
10 Above 30oC there may not be sufficient carbon dioxide or sufficient sunlight
(unlikely); stomata will close to retain moisture in the plant (refer to Unit 7.4).
11 Ways in which photosynthesis is carried out by green sulfur: bacteria use hydrogen
sulfide not water, produce sulfur not oxygen, use a pigment other than chlorophyll.

12 Chemosynthetic bacteria use energy from a chemical reaction rather than the light
energy used by plants.
13 a 6CO2 + 6H2O C6H12O6 + 6O2
b C6H112O6 + 6O2 6CO2 + 6H2O
14 It is not true to say that respiration is simply the reverse of photosynthesis. The two
processes are far more complex than the equations suggest, using a different
sequences of steps, different enzymes and occurring in different locations.
15 a H2O + light energy O2 + H+ + ATP
b CO2 + H+ + ATP C6H12O6
c Stage one requires light.
16 At night time the plant has no sunlight to power its photosynthesis and so this
reaction drops to zero as it gets darker. The plant still needs to run its respiration to
provide its cells with energy.
17 a starch
b no blue/black colour
c This result would be expected because no photosynthesis occurs because no
carbon dioxide is available.
d It was necessary to keep the plant in the dark for 2 days to remove any
previously stored starch.
18 a photosynthesis
b More light energy is available, so a greater rate of photosynthesis occurs.
c For example, higher carbon dioxide level, higher temperature
19 a
b
c
d
oxygen
glowing splint test
6CO2 + 6H2O C6H12O6 + 6O2 (chlorophyll and light needed)
More gas would be produced by the larger plant mass.
Unit 7.4
1 This aids photosynthesis by allowing maximum exposure to sunlight.
2
a It prevents water loss and protects from bacterial and fungal invasion.
b It does not allow gases to diffuse through it.
a Water via xylem cells; carbon dioxide by diffusion through stomata

b Glucose via phloem cells; oxygen by diffusion through stomata
a
b
c
d
e
stomata
epidermal cell
cuticle
air space
xylem vessel

f chloroplast
g palisade cell
h mesophyll cell
5 stomata
6 Guard cells change shape to close the stomata.
7
Structure
Epidermis
Function
Outer layer of cells of the leaf
Cuticle
Waxy, waterproof covering of the leaf
Stomata
Allow gases to enter and exit the leaf
Guard cells
Control the size of openings in the leaf
Mesophyll cells
Loosely packed cells with air spaces between them
Palisade cells
Tightly packed cells containing large numbers of

chloroplasts
Xylem cells
Specialised water-conducting cells
a green
b red and blue
9 This is necessary because some light is absorbed by water.

10 The yellow and orange colours typical of autumn leaves are due to accessory
pigments which have become visible when chlorophyll is broken down.
11 a
Less surface area and therefore less water loss. No great need for high surface
area because the areas in which these plants grow is typically very sunny.
b Gum leaves have less exposure to Sun and therefore do not lose as much water.
c Less chlorophyll needed because it is typically sunnier than North America.
d Photosynthesis would virtually shut down in a cold climate winter. Keeping the
leaves on would simply need more energy. The trees go into hibernation.
12 a X, the palisade cells as they have a higher concentration of chloroplasts.

b Oxygen produced by photosynthesis (occurs faster than oxygen use by
respiration).
Chapter review
1
a C6H12O6 + 6O2 6CO2 + 6H2O + energy

b Provides energy for all cell activities
a To catalyse reactions
b Each enzyme catalyses only one type of reaction. There are many types of
reactions, so many enzymes are needed.
Respiration (energy release) without oxygen


b Human muscle cells and yeast cells
c Energy remains locked in the product molecules.
4
a Basal metabolic rate (BMR)

b Differs with age and sex
c Heart beat, breathing and tissue repair
a
b
c
d
e
f
a 6CO2 + 6H2O C6H12O6 + 6O2 (chlorophyll and light needed)

b Converts light energy to the chemical energy needed by all living things.
Replaces the oxygen used in respiration.
a Light intensity, carbon dioxide concentration and temperature

b More light provides more energy. Carbon dioxide is a reactant. Increasing
reactant concentration increases rate. Higher temperatures usually mean faster
reactions.
i
v
iv
iii
ii and vi
vi
8 For respiration and for conversion to other substances such as starch and cellulose.
9 Chemosynthetic bacteria also convert carbon dioxide and water to glucose and
oxygen, but use energy from a chemical reaction rather than light energy.
10 a starch
b glycogen
11 a
b
c
d
e
photosynthesis
cell activities
chlorophyll
respiration
ADP
12 a
b
c
d
e
f
g
vii
iv
i
v
ii
vi
iii
13 a Inhaled air has more oxygen, less carbon dioxide and less water vapour.
b Gas exchange in the lungs takes oxygen and releases carbon dioxide. Air
passages moisten the air, so water vapour rises.

14 a 1. Thin moist surface 2. Large surface area 3. Lie close to the circulatory system
b 1. For efficient diffusion of gases 2. For maximum rate of diffusion 3. To
transport gases to cells
15 Plants photosynthesise during the day and respire at all times of the day and night.
16 The stages in each process are not the reverse of each other. The enzymes involved
in each process are different.
17 Refer to the comparison table on page 208 of Science Dimensions 3.
18 a Water levels, carbon dioxide concentration and temperature
b Plant C because red light is most strongly absorbed by chlorophyll. More light
means more photosynthesis.
19 a C and D
b B, C and D
c Brespiration occurring to produce carbon dioxide (no photosynthesis to lower
carbon dioxide)
d Dphotosynthesis occurring to produce oxygen (little respiration to lower
oxygen)

8: Responding and controlling
Unit 8.1
1 Many answers are possible, e.g. stimulus = dog sees you; response = dog wags tail.
2
Stimulus
A very cold wind
Response
Goosebumps, shivering, pale complexion as
blood leaves the skin, wanting to stomp your
feet and rub your hands together, putting on
more clothes, move to a place out of the wind
Bad smell, lots of dust in the air, shes

diving underwater, nose is blocked
Emily pinches her nose
A bus sounds its horn
Jump, scream, shift, look around at the bus
Heat, shirt is smelly and needs a wash
Reuben takes off his shirt
The smell of sausages on the BBQ
Sniff the air, salivate, stomach grumbles,

move towards the BBQ
Tiredness, late at night, boring movie
Patrick yawns
A salty meal
Stop eating, complain, pull a face, drink

water
Loud noise, horror movie, sudden

disturbance
Alison screams
3 Homeostasis is the maintenance of a constant internal environment despite changes

in the surroundings. Homeostasis is necessary because cells only work efficiently if
levels of substances such as glucose and water are kept reasonably constant and
within certain limits.
4 water, glucose, carbon dioxide
5
a 37oC
b 7.38
6 A receptor detects a stimulus such as heat. An effector brings about a response such
as movement of a hand away from the heat.
7
Receptor
Cells of the retina
Stimulus
Light
Cells of the inner ear
Sound
Taste buds
Chemicals
Osmoreceptors in the brain
Water levels
Semicircular canals in the ear
Gravity
Thermoreceptors in the skin
Heat

8 Feedback is when a response changes the original stimulus in some way.
Coordination is when a number of systems respond to the stimulus.
9
a Bark back, snarl, attack, retreat away or wag tail if not perceived as a threat
b Bark back or snarl: this could be perceived as a threat so likely responses are to
bark louder or attack, or quieten down or wag tail (because it sees the other dog
as more powerful or an equal)
Retreat: perception that the other dog is weaker. This might trigger further attack
or the first dog ignoring the weaker dog
c The dogs could become friends, wag tails and play or it could escalate into a
fight.
10 a
b
c
d
The receptors which detected this increase are located in the large arteries.
The coordinating centre receiving messages is the brain.
The structures that would act as effectors are the diaphragm and chest muscles.
The likely response would be an increased breathing and heart rate.
11 The different responses you coordinate when stepping barefoot onto hot sand at the
beach are: running quickly and lightly, making funny faces, making ouch sounds
and seeking cooler, shaded areas.
12 Alcohol slows the operation of the stimulus-response model because it slows the
time taken for the driver to respond to the stimulus (the emergency).
13 Drivers over 70 years of age now need driving tests before they can renew their
licences because older people generally take longer to respond to the stimulus (the
emergency).
14 Likely responses from the child are: fear, screams and crying or excitement, smiles,
and trying to touch the dog. Likely further responses from the dog are fear, barking,
snarling and biting or excitement, wagging its tail and licking the childs face.
15 a The stimulus for the teacher was the students unsafe behaviour.
b Possible responses from the teacher are to deal with the safety issue first,
explanation of correct procedure or could be shouting, issuing of detention,
instructions to leave the class.
c Depending on the student, their responses might be to say sorry, leaving the
room, slamming the door or shouting at the teacher.
d Apologising to the teacher might be feedback from the student that would calm
the teacher.
e Shouting at the teacher is feedback that probably would anger the teacher even
more.
16 Various responses
17 i = stimulus, ii = receptor, iii = relay, iv = coordinating centre, v = relay, vi =
effector, vii = response, viii = feedback
18 Diagrammatic answer required similar to Figure 8.1.2

19 a
The initial stimulus is the sudden drop in temperature. Initial responses are
shivers and putting on the coat. Other possible responses are goosebumps and
moving around to warm up.
b The feedback after she put the coat on was that she was warmer. The new
response was to stop shivering.
c Further feedback was that she was too hot. A further response was her sweating.
Unit 8.2
1 The two main parts of the nervous system are the central nervous system (brain and
spinal cord) and the peripheral nervous system (sensory receptors and nerves).
2 The CNS acts as the control centre, receiving messages from all parts of the body. It
examines the information received, and then sends out messages to tell different
parts of the body what they should do. The PNS continuously informs the CNS of
changing conditions, and transmits the decisions made by the CNS back to effector
organs.
3
neurons: specialised cells that transmit and receive messages in the form of
electrical impulses
b dendrites: small threads arranged around the cell body. Dendrites make contact
with other cells and receive information from them
c axon: a long, thin thread that carries information away from the cell
d myelin: a white fatty substance that often encases the axon
4 A neuron is similar to other cells in the body in that it has a nucleus, cell membrane
and cytoplasm.
5 A nerve is a bundle of neurons.
6 Sensory neurons: sensitive to a particular stimulus such as heat, pressure or light.
These form part of the bodys sense organ (eyes, ears etc.), which function by
collecting a particular type of energy. The sensory neuron then converts this energy
into an electrical impulse
Connecting neurons or interneurons: transfer messages within the CNS
Motor neurons: transfer messages from the CNS to effector organs such as muscles
7
a
b
c
d
light to electrical
sound to electrical
chemical to electrical
heat to electrical
a motor neuron
b i cytoplasm, ii nucleus, iii dendrite, iv myelin, v axon
9 A synapse is a small gap between neurons.

10 Synapses are susceptible to chemical interference and they slow messages through
the nervous system.

11 Neurotransmitters are chemicals that carry the message from one neuron to another
across the synapse.
12 Examples of neurotransmitters: noradrenalin, dopamine, acetylcholine, the
encephalins
13 The surface is folded creating a large surface area with billions of neurons. A flat
brain would not be as effective.
14 a cerebrum, b cerebellum, c medulla, d spinal cord
15 a
b
c
d
cerebrum
medulla
cerebellum
cerebrum
16 Ways the brain can be permanently damaged: stroke (haemorrhage), stroke (clot or
blockage), accident, rapid turns in an aircraft
17 Ways in which the brain is protected from injury: the skull, layers of connective
tissue called meninges, cerebrospinal fluid (CSF)
18 Coughing, sneezing and blinking are reflex actions.
19 Automatic conscious acts that can appear to be reflex actions: playing a musical
instrument, playing sport, driving a car, riding a bike, snow boarding, surfing
20 The left side of the brain controls logical thought and is the side of your cerebrum
that is helping you answer these questions.
21 a
b
c
d
shivering, goosebumps
coughing
saliva production
sweating
22 Bright light is shone in the eye THEN receptors detect change in light intensity
THEN impulse is sent along a sensory neuron to the brain THEN impulse is sent
along a motor neuron to iris muscle THEN iris muscles contract THEN pupil dilates.
Unit 8.3
1 Hormones are chemical messengers that are produced by the endocrine glands and
carried by the bloodstream.
2 A hormone recognises its target cell because each hormone has a specific shape
which fits into a receptor on the target cells membrane, a little like a jigsaw puzzle.

3
Gland
adrenal
Hormone
adrenalin
pancreas
insulin
pituitary
ADH
thyroid
thyroxin
ovaries
oestrogen
testes
testosterone
a
b
c
d
e
f
M
O
L
K
N
P
5 The body uses electrical impulses to send fast and instantaneous messages.
Hormones are used whenever a more widespread and longer-term response is
required.
6 Hormones are broken down when they pass through the liver preventing a hormonal
response from continuing.
7 Adrenalin is known as the fight or flight hormone because, when you are frightened,
it is released, causing your heart to beat faster, increasing your breathing rate,
diverting blood to your muscles, dilating your pupils, making the hairs on your skin
stand on end, making your brain more alert and making you ready to fight or flee.
8 The pituitary gland could best be called the master gland. It not only releases
hormones which directly affect other organs, but also releases hormones which
instruct other glands to release hormones.
9 Two hormones involved in human growth are thyroid-stimulating hormone (TSH)
and human-growth hormone (HGH).
10 The two hormones, insulin and glucagon, maintain blood glucose at the correct
levels.
11 Type I is insulin-dependent diabetics (around 15% of cases), who have a defective
pancreas. High blood glucose levels result because the pancreas does not produce
enough insulin. This may result in glucose in the urine as the body tries to rid itself
of its excess. Long-term effects of excess glucose include damage to vital organs
such as the kidneys. Treatment involves the use of daily insulin injections.
Type II, or non-insulin-dependent diabetics, do not produce enough insulin, or have
cells that do not respond correctly to insulin. Treatment involves a special diet, an
exercise program, use of drugs and possibly insulin injections.

12 When a diabetic has a hypoglycaemic episode, their blood-glucose levels fall too
far, affecting the brain and causing loss of consciousness.
13 A pheromone is a chemical that influences the behaviour of animals, particularly
behaviours involving sex. Pheromones act directly on the CNS, producing
immediate behavioural changes.
14 Dogs take so much interest in each others urine and faeces because they contain
pheromones. These mark out territories.
15 a light, particularly sunlight
b growth towards the light
16 The hormone auxin stimulates plant cells to elongate or grow longer. It is produced
by the tips of growing shoots but is destroyed when exposed to light. This means
that the hormone in a shoot will live and elongate cells if it is in the shade, but will
be destroyed if in sunlight. Cells on the shady side will elongate more rapidly than
on the sunny side, causing the shoot to bend and grow towards the light.
17 a
b
c
d
faster delivery of glucose and oxygen to muscles

more air into lungs for greater oxygen uptake
more glucose available for respiration
faster exchange of gases
18 Administering thyroxin would have little or no effect on an adult with cretinism

since the lack of thyroxin in infants causes the condition.
19 a because it is needed for photosynthesis
b because plant roots must grow down to anchor the plant and to obtain water and
minerals
20 a heliotropism = response to the Sun (helio)
b hydrotropism = response to water (hydro)
21 If producers included human pheromones in their products then their perfumes and
aftershaves would be guaranteed to attract partners.
22 Type I = 15%, Type II = 100 15 = 85%
23 Flow chart required
24 Sketch graph required
Unit 8.4
1 Innate behaviour is genetically controlled behaviour where an organism responds in
a predictable manner.
2 A reflex is an automatic, quick response to a single stimulus (e.g. coughing,
blinking). An instinct is a complicated set of responses to stimuli (e.g. migration,
courtship rituals).
3 Habituation, trial and error, associative learning or conditioning, insight

4
Learning the way through a maze, learning to open doors, barking to get its
owners to come to it etc.
b A dog knows its feeding time, the time its owner comes home, the sound of its
owners car, where its food is kept etc.
5 Habituation is when an organism becomes immune to a stimulus because it has

learnt that it is not dangerous or important to it.
6 Various stimuli might be listed, e.g. sound of train, aircraft or traffic noise, barking
of a dog, music from the next room.
7 A reflex that can be overcome: the response to heat or pain can be overcome
although it will probably harm the person, e.g. a person might deliberately burn or
cut themselves. The response to heat, cold and light is often impossible to overcome,
e.g. you will sweat, shiver and your pupils will always change size.
8 Young geese are imprinted on whatever animal is substituted for their mother after
birth.
9
a
b
c
d
e
individual
species
species
individual
species
10 A social hierarchy is a set of levels of authority with a complex system of

communication to reinforce this organisation.
11 a
b
c
d
e
f
learned
innate
learned
learned
learned
innate
12 a
Innate behaviour is not usually able to be modified. Learned behaviour can be

modified.
b Instinct is a complicated set of responses to stimuli. Migration, for example, is
an instinct brought about by the changes of oncoming winter. Insight is a
complex form of learning involving planning, prediction of events, forming
concepts and drawing on past experiences to solve a problem. An example is
when someone uses a chair to reach for something too high for them.
13 Innate behaviour is needed for feeding and to ensure immediate safety. If these were
learned behaviours then the organism would probably starve or be killed before it
had a chance to learn the behaviour.
14 Play encourages learned behaviours.
15 A cat that learns how to use the cat-flap without being shown is exhibiting trial and
error, learned behaviour.

16 Although drooling is innate, the dogs response to the bell is learned.
17 An animal like an earthworm is unlikely to be able to solve a problem by insight
because its nervous system is too simple and undeveloped.
18 Human infants become imprinted on their mothers, allowing them to breastfeed
from them and seek safety.
19 Although the ability to imprint is innate, the actual process is learned. Geese, for
example, learn that the animal that is there at birth is their mother. If genetic,
then they would always imprint on their biological mother.
20 A social hierarchy ensures that all organisms in the society carry out a specific role
that will ensure the societys survival.
21 a dances to give directions for food
b pheromones to mark food trails
c gestures to signal aggression
22 No. The ants behaviour is innate. Tasks are performed instinctively, and not by
clever reasoning or insight.
23 Reflex THEN instinct THEN habituation THEN associative THEN insight
Chapter review
1 To obtain food, to find a mate, to avoid predators
2 The nervous and endocrine systems
3
a stimulus: something that brings about a change in the activity of an organism

(e.g. heat, light)
b an effector: an organ, gland or muscle which carries out a response to a stimulus
(e.g. heart, adrenal gland, bicep muscle)
c a receptor: part of the body that detects a stimulus (e.g. retina cells in eyes,
cochlear cells in ears)
d a response: a change in the activity of an organism as a result of a stimulus (e.g.
pupils in the eye dilate as a response to bright light)
a homeostasis
b Cells need a continuous supply of glucose for respiration.
c endocrine
5 Sensory neuron. The axon carries messages to the cell from a receptor.
6
a
b
c
d
A
C
D
A
a synapses
b Chemicals called neurotransmitters carry the message.

8
a A reflex action is performed without thinking.

b Examples are coughing, sneezing and blinking.
c They are fast because they involve very few neurons.
a
b
c
d
e
true
false
true
false
false
10 a In humans reproduction, metabolism and growth are controlled by hormones.

b In plants flowering, seed germination and growth are controlled by hormones.
11 a A tropism is a response where a plant grows towards or away from a stimulus.
b Phototropism (response to light); geotropism (response to gravity)
12
Function
blood glucose levels
Hormone
insulin
female reproductive functions
oestrogen
the rate of chemical reactions in cells
thyroxin
water levels within the body
ADH
the readiness of the body for action
adrenalin
the deepening of the male voice at puberty
testosterone
13 a
Learned behaviour can be modified. Innate behaviour is genetically preprogrammed, and cannot usually be modified.
b When an organism must respond quickly to avoid being eaten by a predator or
harmed in some other way.
14 a You respond to different stimuli, e.g. light, heat, sound and gravity.
b Retina cells in the eye, thermoreceptors in the skin, cochlear cells in the ears,
semicircular canals in the ears
15 When female dogs and cats are on heat they give off pheromones that attract
males.
16 If human animal magnetism exists then it probably involves pheromones.
17
Nature of message
Nervous system
electrical
Endocrine system
chemical
Distribution
along nerves
through bloodstream
Speed of delivery
fast
slow
Length of response
short
long

18
Part
cerebellum
Function
controls muscle movements while you are cycling
medulla
controls involuntary actions such as breathing
meninges
protect the brain from injury
cerebrum
centre for sight, hearing and speech
19 a = pancreas, b = insulin, c = bloodstream, d = liver, e = response, f = feedback

20 i = stimulus, ii = receptor, iii = sensory nerve, iv = motor nerve, v = effector, vi =
response
21
Name
insight
Behaviour
a chimpanzee uses a stick to reach bananas hung on a
pole
habituation
people living near trams ignore the sound of trams
conditioning
dogs salivate at the sound of a bell
trial and error
a circus animal performs tricks
reflex
blinking in bright light
imprinting
a newly hatched chick follows a dog
22 a
b
c
d
e
f
learned
innate
innate
learned
innate
innate

9: Reproduction
Unit 9.1
1 Plant cells have chloroplasts, a cell wall, a large vacuole and very few mitochondria.
Animal cells have no chloroplasts, no cell wall, only small vacuoles and many
mitochondria.
2 46
3 In the nucleus
4 Mitochondria make energy for the cells.
5 Mutation is when genetic information is imperfectly copied from a parent cell to a
daughter cell.
6 Bacteria and certain types of algae and fungi
7 If bacteria is in the food and it multiplies rapidly, the food will not be edible.
8 Budding is an uneven process while fission produces two identical cells.
9 Fungi, mosses, ferns and algae
10 When a piece of a plant breaks off and becomes a new plant it is known as
vegetative propagation.
11 a sperm
b ovum
12 Various answers possible, eg. gamete not properly formed
13 a Ovulation is the release of a mature ovum.
b A pheromone is a chemical released to attract the opposite sex.
14 The zygote divides by mitosis to become an embryo.
15 Different cells have different functions.
16 The environment has an effect on how the trees look, despite being genetically
identical.
17 a The spores must be small, light and resilient.
b If an animal comes into contact with the spore and then moves to another
location, the spore could be left in the second location.
18 The bright colour and nectar will attract insects and birds. As the birds try and get at
the nectar they will rub off some pollen and will then take it to the next plant.
19 The original earthworms and mushrooms will die, but their babies will live on.
20 Asexual reproduction/fragmentation and regeneration

9: Reproduction
21
Organism
bacteria
Type of reproduction
fission
yeast
budding
ferns
spores
starfish
fragmentation and regeneration
22 a 2
b 64
c 4096
23 Human core body temperature: 37oC
Unit 9.2
1
a
b
c
d
e
prostate gland
urethra
epididymis
testis
scrotum
2 to keep them cool

3 fluid and sperm
4 prostate gland
5 epididymis
6
a
b
c
d
e
fallopian tube
ovary
uterus
cervix
vagina
7 About 500 000

8 In the fallopian tube
9 Menopause is when a woman stops menstruating. It normally occurs between 40
and 50 years of age.
10 Puberty is the time when a person becomes capable of reproduction.
11 a Get taller, muscles develop, body hair grows and voice deepens
b Breasts develop, hips widen, body hair grows and get taller
12 a testosterone
b oestrogen

9: Reproduction
13 The prostate gland, which contributes fluid to semen, matures before the testes,
which contribute sperm.
14 menarche
15 Girls reach puberty earlier.
16 Men make new sperm throughout their lives but women dont make new eggs.
17 Secondary sexual characteristics are those that have no real role in reproduction, e.g.
a hairy chest on a man.
18 Intense physical stress inhibits hormone production.
19 a 120 cm
b 140 cm
c Girls: 1113, Boys: 1315
20 Flow chart required
21 Scale timeline required
Unit 9.3
1 Copulation is sexual intercourse.
2 Several hundred million
3 Only a few hundred
4 The egg surface changes after one sperm has entered.
5 A zygote is one cell, a morula is about 80 cells and a blastocyst is a lot more cells
(in a fluid-filled ball).
6 The first trimester
7 By the amniotic fluid
8 The lifeline for the foetus is the umbilical cord. It supplies the foetus with oxygen,
removes carbon dioxide, provides nutrients and removes waste.
9 It helps the head squeeze through the vagina.
10 The amniotic fluid rushes out.
11 Many body systems are being formed at this stage.
12 9 to 13 kilograms
13 a It protects against birth defects.
b 0.5 mg per day one month before pregnancy and during the first trimester
14 1 in 500
15 a
A needle, guided by ultrasound, is inserted into the abdomen and a sample of

amniotic fluid is taken.
b To test for defects

9: Reproduction
16 A blood sample from the umbilical cord
17 Alcohol, antibiotics, LSD
18 Reduced birthweight and/or reduced intelligence
19 In the first trimester, a few drinks could be disastrous.
20 Damage to the eyes and nervous system
21 The foetus does not inhale. The lungs arent functional until it is born.
22 Sperm stay alive for up to two days within the fallopian tubes.
23 It means their lungs are working.
24 Advantage: more relaxed and comfortable
Disadvantage: if anything goes wrong
25 The sperm duct or vas deferens
Unit 9.4
1 Activities such as oral, anal or genital sex
2 Abstinence, condom use, having few partners
3 Oral, genital and anal sex spread it. Antibiotics treat it.
4 A chancre is an open, painless sore.
5 infection, radiation
6
a cancer of the prostate gland or testes

b breast cancer
7 More than one embryo is implanted at the same time.

8 Womens bodies are not designed to take the strain of carrying more than one baby
at a time.
9 Asymptomatic means without symptoms.
10 The IVF process is very detailed with a lot of steps in it.
11 The rate of IVF use is going up.
12 During birth, the baby could contact an open sore.
13 Increased number of partners, people becoming sexually active earlier, increasing
population
14 Self-examination of the testes or breast involves carefully rolling the testes or breast
in your fingers to detect any odd bumps.
15 Men are more likely to detect a sexually transmitted infection because their prime
sexual organ (the penis) is external to the body and easy to see. Also many
infections generally will affect their urethra in their penis, through which they also
urinate. This will cause pain.

9: Reproduction
16 Oral sex is sexual contact because all sorts of STIs can be transmitted by it.
17 a bacterial infections (chlamydia, syphilis, gonorrhoea)
b viral diseases (HIV/AIDS, herpes)
18 Personal responses
Chapter review
1 gametes
2 The process of gamete formation
3 a zygote
4
a In asexual reproduction, new cells are created by mitosis.

b Fission is a type of asexual reproduction.
c If a daughter cell is not identical to the parent cell, a mutation has occurred.
5 No, because the environment has an effect on appearance.

6 Fission produces identical-sized cells but budding doesnt.
7 Fertilisation is the successful fusing of two gametes.
8 Something having both male and female parts
9 Ova do not have flagella.
10 In the ovaries and testes
11 a The release of an ovum by the female is called ovulation.
b A zygote divides by mitosis to become an embryo.
c Few fertilised eggs survive to maturity.
12 Hormones are chemical messengers that regulate body systems.
13 Good nutrition and properly formed gametes
14 a
b
c
d
e
endometrium
amniotic fluid
cervix (with plug of mucus)
umbilical cord
foetus
15 HIV, herpes
16 Spores can be spread over a greater distance so they have a better chance of
survival.
17 Internal offers greater protection.
18 No need for two parents
19 Because it will not have to compete for nutrients in the womb and also the parents
can offer the highest level of care.

9: Reproduction
20 a Both get taller and grow body hair.
b Males get a much deeper voice and women grow breasts.

10: Forensics
Unit 10.1
1
a To collect scientific evidence

b To collect, bag and label all types of evidence for a serious crime such as a
homicide
c To perform autopsies on the deceased to determine the cause of death
2 Various answers possible: student ID card, bus pass, credit cards, library card etc.
3 In the past when communications were more primitive, the identity of a criminal
tended to stay in the city or the state in which they committed the crime. Nowadays,
modern photography, Internet and email allow your identity to be spread quickly
around the world.
4 The Bertillon system is a system of identifying people based on measurements of
the bony features of the skull.
5 The Bertillon system was dropped as a method of identification when a man was
convicted for a crime committed by his twin but separated brother.
6 Problems of photographs as a method of identification are: many photos need to be
sifted through to get an identification; retroactive interference.
7 Retroactive interference is when something that happens after an event clouds your
memory so that the original event cannot be correctly recalled. This occurs when
people see photographs of offenders which makes it harder for them to remember
what the real offender looked like.
8 Identikit used pre-drawn facial features that could be slotted together without the
need of an artist.
9 Identikit and other composite drawings have only a 2% success rate of identification
because they are usually only accurate when the person actually knows the criminal
or if they have very distinctive features. Composite drawings could therefore result
in people being wrongly identified.
10 Biometric facial recognition measures the position of points formed by the eyes,
chin, nose, ears and other facial features.
11 Problems that exist with biometric facial recognition are high rate of false positives;
high rate of false negatives; inconsistent results due to slight changes in the angle;
inconsistent results due to quality of images; privacy problems.
12 Primates (e.g. apes, chimpanzees and humans) have fingerprints. Their purpose is to
help us grip things.
13 Before computers, fingerprints were not particularly useful because the investigator
needed to scan through thousands of sets before any match could be found.
14 Fingerprints are now taken every time you enter or exit the USA because of
increased screening after 11 September 2001. They are taken by a special IR scanner
and then matched on a computer.

10: Forensics
16 Advantages to iris and retina identification are two scans are taken, one of each eye;
it cannot be forged with a glass eye which never moves; an iris has 266 identifiable
features and is therefore far more detailed than a fingerprint; the iris never changes,
even as you age, and so is a good long-term identifier.
17 X-rays of the body will show previous bone injuries and any pins used; comparison
with known hospital records; X-rays of the teeth compared with known dental
records.
18 Measurement of key bones like the femur; careful examination of the pelvis, skull
and other key bones; data entered into a missing person database; dental and
hospital records, photographs and other materials can then be collected to help
positively identify the person; remains of clothing, buttons, buckles or other objects
which might still be around the skeleton.
19 DNA is a chemical that is present in every cell of your body.
20 A negative DNA match is sometimes very useful because it proves some suspects as
innocent.
21 Identification of bodies from the 2004 Boxing Day tsunami was so difficult because:
the tropical heat quickened decomposition; many local people were very poor and
had not been to a hospital or a dentist and therefore no records were kept; whole
families were wiped out so no-one was left to report members missing; waves and
debris crushed many people; many bodies were swept out to sea; many bodies were
those of foreigners holidaying in the area.
22 Teeth impressions left on a victim can often not be used to positively identify the
culprit because many teeth have the same dimensions and spacing, especially since
many people have orthodontry. Impressions are on a 3D surface, but the
photographs used to match them up are 2D.
23 Teeth are the hardest part of the body (especially the enamel), making them the last
things to break down.
24 The final identification of fingerprints is done by a person and not by a computer
because a computer cant think or interpret and can make wrong identifications.
They also cant be a witness in a court.
25 A blind experiment is important because a scientist might receive information on the
TV or from newspapers or be told information by police. This might cloud their
judgement when examining evidence related to the case. It might also make the
scientist more certain that there is a match when there isnt one.

10: Forensics
26
Method
Fingerprints
Advantages
Can prove identity
Can be databased and
electronically compared
Left at crime scenes and easy to
collect
Can be electronically used for
access to rooms, computers, etc.
Disadvantages
Takes time to dust a crime
scene.
Need specialists to do all this
work.
Mainly used by police.
Can be planted; fingerprint
scanners can also be fooled
with, matching prints cleverly
made
May not be on a criminal
database, so draw a blank
DNA
Usually left at all crime scenes
Expensive to process
Can prove identity to a statistical Breaks down quickly if an old

certainty
crime scene
Can be databased
Can tell if male or female, and
some other traits like if had red
hair
ID
(licence/papers
etc.)
Cant often see where evidence

is just swab and hope for the
best
Easily contaminated
Useful most of the time
Easy to fake
Has a useful purpose in the

community for banking, etc.
Not always present when needed
Cheap and easy to supply

Photographs
Cheap
Useful most of the time
Can show actions, not just
identity, if photographed at the
right time
People change as they get older

and look different
Are only 2D, not 3D, making
comparisons harder
27 Bar graph required
Unit 10.2
1 Ink, paper, handwriting in both content and form
2 Slant and spacing of letters in handwriting can easily be changed. The formation of
certain letters of the alphabet, however, rarely change.
3 The paper was too recent; the material had clearly been copied from Hitlers
speeches and other historians documents; the material included well-known errors.

10: Forensics
4 Microscopic pits and cracks in the hammers can be used to determine which
typewriter typed out a ransom note.
5 A computer printer can be identified by the imprint its feed mechanism leaves on the
paper.
6
a Inks will often glow when placed under certain coloured lights such as UV.
b A solvent draws up the different pigments used to make ink through paper,
making a recognisable colour rainbow pattern.
7 Plastic has a life four to five times longer than a paper note. Also, the plastic is
difficult to obtain and to print on.
8
a Intaglio printing is raised print.

b Microprinting is text able to be read only under a microscope.
c A water mark is a hidden image that you can only see when you hold the note up
to the light so that the light can shine through from behind.
9 Very few people had seen a $100 bill when they were first introduced and so they
were able to be easily bluffed.
10 Identical serial numbers: of poorer standard than the real money; poor reproduction
of the finer details
11 Drivers licence, passport, bank records, professional credentials, money etc.
12 Chromatography produces different-coloured bands from black ink because black
ink is made up of a bunch of colours to absorb all the light.
13 If everyone could print their own money then there would be no value in the printed
banknotes.
14 A persons personality cannot be deduced from their handwriting because it is not a
real science. You learn different styles of writing at home, in different schools and
in different states and countries. Handwriting is a learnt skill.
15 Identity theft is when a criminal pretends to be someone else to fool the bank to
get money etc.
16 You should check for hidden watermarks, intaglio printing, optically active devices
etc. Otherwise, you should not accept the note.
Unit 10.3
1
Evidence is information that can be used in a court of law to prove innocence or

guilt.
b Two broad categories of evidence are that obtained from eye witnesses and
physical evidence.
c Examples of physical evidence: blood, saliva, fingerprints, footprints, mud, tool
marks, DNA
Dust for them by brushing a powder onto them


10: Forensics
b Use high-powered poly lights that cause fingerprints to fluoresce
3 Hair, skin, dandruff, clothing fibres, blood, semen
4 Animalhair, wool, fur or feathers; mineral (synthetic) nylon, polyester, etc;
vegetablecotton, hessian; fibres used in clothingcotton, polyester, nylon, wool
5 Fibres are considered circumstantial evidence because they could have come from
other people wearing the same jumper or who patted the same dog, etc.
6 Tool marks are the distinctive marks left by a particular tool.
7
a
b
c
d
Marks around a door or window frame by a jemmy bar

Scissors or guillotine cut
Puncture mark, shape, size and depth of weapon
Saw marks, crow bars to lift track, grinding tools
8 Footprints can be left in soft mud; by stepping into something wet like blood or oil;
as dirt left on a clean surface
9
a Tread pattern and depth, shape

b Imperfections in manufacture process, wear and tear (e.g. worn down, cuts,
embedded stones)
10 Hairnarrow down hair colour, racial group of offender or unknown victim,

circumstantial evidence that a person was at a crime scene
DNAprove someones identity, strong evidence that they were at the crime scene,
especially if in large amounts and varied locations
Bloodshows that an injury or death may have occurred. Can show what sort of
injuries were inflicted due to splatter patterns, etc.
Other body secretionssemen can prove that a sexual act took place, though it
cannot in itself prove a rape
11 Diatoms would be in the lungs of the body. Each lake and pond has its own specific
types of diatoms.
12 a Insects can date a death by where they are in their life cycle.
b Certain insects come only from certain parts of the world.
13 a CCTV
b mobile phone
c computer records
14 You can be located within 100 m when using your mobile phone.
15 Deleting a file from your computer only erases its access, not the actual file.
16 Shoe prints cannot definitely prove that a person was at a particular location because
they could have been worn by another person. A partial or low-quality print may
have been left which may not be enough in itself to make a match. A person may
have legitimately been at the crime scene earlier or later on and not committed the
crime.

10: Forensics
19 Audio and video footage doesnt always accurately represent what happened at a
crime scene because it only records every 1/60th of a second, hence it misses bits.
More importantly, it only shoots from one angle and only shows what happens in
front of it, not what happens elsewhere before or after.
20 eggs, maggots, small blowfly, large blowfly
21 People died soon after his visit: circumstantial
Altered medical records: circumstantial
Poorly worded will: circumstantial
Shipman being sole beneficiary: circumstantial
Morphine in patients: direct evidence since no-one except the doctor could supply it
Unit 10.4
1 Features such as scars and tattoos can help eyewitnesses identify the accused.
2 Police get eyewitness accounts as quickly as possible because the memory of the
witness will worsen with time and get muddied by other images and thoughts.
3 Modus operandi is the mode of operation of a criminalthe way they go about the
crime.
4 A favourite type of tool; a defined technique; a common time and date; a signature
activity; similar location of offences
5 A criminal might commit a crime where they feel safean area they know well
with escape routes, etc.; aqn area that may be near public transport if they dont
have a car; a location that is concealedi.e. back door rather than front door
6 A criminal profiler must have skills in psychology, statistics and geography.
7 Criminal profiling is generally not a useful way of solving a crime. It can often
encourage police to overlook obvious suspects.
8 Blood drips can tell investigators height of attack; direction of attack; whether
victim was still or running; severity of attack; blood type of attacker
9 A wound can tell investigators what type of object was used, e.g. blunt objects often
leave bruising, split skin and fractures underneath; whether the attacker was left- or
right-handed
10 Forensic pathologists probe and measure wounds to give them some idea of the type
of weapon, direction of the attack and ferocity of the attack.
11 Bullets kill by cutting major arteries or by transferring their energy into the organs,
causing a pressure wave that explodes the organ.
12 Investigators can tell which direction a bullet came from if it passes right through a
body by plotting back from the wound angle to possible locations, or tracking back
from other damage that produces angular datai.e. a hole in a window then a wall.
Powder marks can show a point blank or very close firearm position.

10: Forensics
13 The vehicle; the environment; the driver (the most likely)
14 Yaw marks are curved rubber marks left on the road. They indicate that the car was
travelling too fast for the corner.
15 Motive is the reason someone commits a crime.
16 Common motives are their emotional state at the time; social and religious beliefs;
adherence to laws and moral principles; threats; altered mental states, perhaps
through using drugs or alcohol; lust, greed and revenge.
17 A cold case is one where there are no more leads to pursue.
18 A cold case might be re-opened if new evidence (such as DNA) comes up or if an
admission is made by someone.
19 Various habits might be: always getting out of bed on the same side, putting trousers
on right leg first, same cereal for breakfast each day, etc.
20 The stalker lives in the area, or nearby; the stalker does not have a job to get up to in
the morning; the stalker probably isnt in a relationship, being out that late; the
stalker is probably of a similar or slightly older age; the stalker may not have a car if
they always stalk on foot, unless they are following with their vehicle.
21 a
This would confuse the police investigating the crimes since the MO might be
slightly different, making them unsure about the main killers identity.
b Serial killers undoubtedly get some perverted fame from their crimes. Others
might find this fame attractive and cash in on it by killing in the same way.
22 Diagrammatic answer
23 Probably a young person who is at school and not around at other times. Could need
money for drug habit due to regularity of crimes. Probably uses trains for transport.
Probably live in a nearby suburb and knows the area reasonably well
Chapter review
1
a
b
c
d
e
true
false
false
false
false
2 Identifying dead person; matching a criminal to a crime scene; use on legal

documents; computer or facility access
3 Age, height, sex, and ethnicity of a person. General health and other traits like
occupation may also be inferredfrom bone growth and injuries
4 Pattern matching is when the pattern from one object is left in another and can be
matched again (could be footprint, tyre print or cut or wear marks; could be broken
object pieced togetheri.e. arrowhead and arrow etc.)

10: Forensics
5 Bite-mark comparisons are only sometimes helpful because many teeth are in good
order and not able to be distinguished. Teeth impressions are left in 3D but
photographs are 2D, altering the perspective.
6 An alibi is the evidence that proves a person was somewhere else when the crime
took place.
7 The main factor is heatthe hotter the environment the more active the microbes
and flies will be (they are cold-blooded ectotherms); their reproduction and
multiplication would also be increased.
Clothing can affect access of insects and carrion-eating species to the corpse.
Very dry environments can mummify a body, stopping decay.
Being deep underwater where there may be a lack of oxygen could also reduce or
stop decay.
8 A profiler would look at all the evidence in a series of crime scenes but particularly
the first of a series. He would be looking at what was done at the crime scene that
could give clues to the psychology of the criminal.
9 Computerwhen a person accessed it, where they went on the Internet, all the files
that they have accessed
Mobile phoneall calls made and received and their numbers and times. Location
near where the person went when the mobile phone was on
Audio recording on answering machines, or from surveillance etc.records any
dialogue in the vicinity
Video footage from security cameras can show what happened at a crime scene
from that particular angle or perspective.
10 a
They may have been attacked by a family member or friend and dont want to
dob them in. They might be afraid for their life so wont talk. They were
attacked by a left hander and defended themselvesthere might be injuries on
their attacker
b Record date and time and identity details. Photograph or clearly document all
injuries, check for skin under fingernails, try and calmly get what information
the victim is willing to volunteer. Discreetly look for any injuries on people
accompanying the victim
11 Call for backup.

Clear bystanders away from the building.
Carefully enter the building, checking for danger.
Make sure no robbers are still present at the crime scene.
Get everyone to sit down.
Get the names and addresses of all people present.
Ask everyone to write down everything that they saw and heard.
Allow people to leave the building.
Get the security camera footage.

10: Forensics
12 Something similar to belowcan be flexible
Most helpful
Less helpful
What clothing was the person wearing
Hair colour, eye colour ethnicity, what
i.e. hat, clothing colours and designs
time they came in, where they walked
Tattoos, rings and other jewellery that they
were wearing
Height
13 a Check inside the mouth to see if there is any soot in there.
b Check for remains of wallet, take X-rays of the victim and compare dental
records.
c A source of ignition like a heater, toaster etc; may look for evidence of
accelerants like a petrol can. Would look at the area which has the most
extensive burning and damage for why the fire started
14 Take a photograph of a known person via both methods to measure the distortion of
the face at all the key points. Use this data to show whether the other two faces are
the same person.
15 Cordon off the area. Photograph the body and the surrounding area. Take swabs of
rectum before taking body temperature (preserve any possible evidence before
trying to determine body temperature in case body is more recent). Check for
photographic ID in bag and clothing. Look for evidence to see if the body was killed
at or near the location or transported there from elsewhere, i.e. drag marks,
footprints, tyre prints. Collect any evidence from the scene. Carefully bag body.
Collect any trace evidence from the body at the morguefibres, skin under
fingernails, check for any sexual penetration, perform autopsy to determine cause of
death, carefully document and identify the species of animals from bite marks (Are
they local to the area?).
16 He would not have crushed the eggs if they were pigeon eggs, nor would he be
smuggling them as they are worthless. Recover and incubate the eggs till they hatch
to determine the species. DNA samples could be taken and compared to a database
if the eggs do not hatch.
17 The fact that she concealed the items when taking and transporting them is strong
evidence against her. Not stopping when she was chased also strongly suggests that
she was committing an offence, though is not conclusive.
A N S W E R S
1.1
Element symbols
1 a B inside a circle
b K inside a circle
2 Can include hydrogen, oxygen, nitrogen,
sulfur, iodine etc. (3 marks)
3 Can include helium, lithium, neon,
aluminium etc. (3 marks)
4 They consist of the first letter and the first
consonant of their names. (4 marks)
5 They consist of the first letter and the first
consonant not in common. (4 marks)
6 Use the Berzelius method to write the symbol
for the following elements:
a Cp
b Po
c So
A N S W E R S
1
2
3
4
1.2
Diagrammatic answer required.

Group VIII
Halogens
a 78
b 79
c 8
d 12
e 98
f 35
g 36
5 a Carbon
b Lithium
c Zirconium
d Aluminium
e Uranium
f Barium
g Hydrogen
7 Their symbols are derived from either their

old name or their Latin name.
8 a The first two letters of its old name,
Natrium, were used.
b The non-metal nitrogen, according to the
rules, would be N.
9 Helium (He) Greek helios for Sun;
Uranium (U) Uranus; Neptunium (Np)
Neptune; Plutonium (Pu) Pluto
10 Mendelevium (Md)
11 Ununoctium (Uuo)
12 a 183
b Unocttrium (Uct)
The periodic table

6 a Carbon, chlorine, cobalt, copper,
chromium, calcium, cesium, cerium,
californium
b C, Cl, Co, Cu, Cr, Ca, Cs, Ce, Cf
c All elements must have a unique symbol.
Therefore, only one c element can start
with one letter.
7 Elements in the same group share common
properties.
8 It tells us the number of protons that are in the
nucleus of the element.
9 RutherfordiumRutherford; BohriumNiels
Bohr; CuriumCurie; EinsteiniumEinstein;
FermiumFermi; MendeleeviumMendeleev;
NobeliumNobel; SeaborgiumSeaborg;
LawrenciumErnest Lawrence (inventor of the
cyclotron)
Science Dimensions 3 Homework Book Answers Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page may be photocopied for classroom use.
1.3
A N S W E R S
Changes in properties across the

periodic tablepage 1
1
Period
1
2
2 a
b
c
d
Group
Atomic
number
Electronic
configuration
Symbol
Element
Melting
point
(C)
Boiling
point
(C)
Diameter
of atom
(Angstrom)
Hydrogen
0.60
II
He
Helium
1.86
2,1
Li
Lithium
181
1342
3.04
II
2,2
Be
Beryllium
1278
2970
2.22
III
2,3
Boron
2200
3927
1.76
IV
2,4
Carbon
3500
3800
1.54
2,5
Nitrogen
211
196
1.40
VI
2,6
Oxygen
219
183
1.32
VII
2,7
Fluorine
220
188
1.28
VIII
10
2,8
Ne
Neon
249
246
2.24
11
2,8,1
Na
Sodium
98
883
3.72
II
12
2,8,2
Mg
Magnesium
649
1107
3.20
III
13
2,8,3
Al
Aluminium
660
2467
2.86
IV
14
2,8,4
Si
Silicon
1410
2355
2.34
15
2,8,5
Phosphorus
44
287
2.20
VI
16
2,8,6
Sulfur
119
445
2.08
VII
17
2,8,7
Cl
Chlorine
101
35
1.98
VIII
18
2,8,8
Ar
Argon
190
186
3.08
19
2,8,8,1
Potassiuim
63
760
4.62
II
20
2,8,8,2
Calcium
839
1484
3.94
Alkali metals
Alkaline earths
Halogens
Inert gases or noble gases
3 The atomic number is the number of protons in the nucleus of an atom.
4 The graph shows

a series of peaks
and troughs. The
bottoms of the
troughs coincide
with the noble gas
elements (atomic
numbers 2, 10 and
18). The peaks
coincide with the
Group IV elements
(C and Si).
1.3
Melting point (C)
A N S W E R S
5 Once again, the

graph shows a
series of peaks and
troughs, the lowest
point of the graph
coinciding with
the noble gases.
The highest point
of the peaks is now
in Group III, only
marginally higher
than the points
for the Group IV
elements.

3800
3600
3400
3200
3000
2800
2600
2400
2200
2000
1800
1600
1400
1200
1000
800
600
400
200
0
200
400
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12
14
16
18
20
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A N S W E R S
A N S W E R S
1.3

8 Atoms get smaller as we move across the first seven groups of Period 2. The Group VII element Ne
reverses this trend, however, since it is bigger than its neighbour.
9 The same pattern is shown in the size of the elements in Period 3atoms get smaller until we get to
Group VIII, which is bigger than its neighbour.
10 The size of the atoms should increase as we move down a group, because more shells are being added to
the atoms.
11 Yesthe table shows that atoms increase in size as we move down a group.
12 Period 3 (three shells in use) and Group II (two electrons in the outer shell).
13 The period of an atom is the same as the number of shells shown in the electronic configuration (the
number of numbers). The group is the number of electrons in the outer shell (shown as the last number
in the electronic configuration).
1.5
A N S W E R S
Name
Symbol
What am I?
Name
Symbol
1 Hydrogen
26 Scandium
Sc
2 Iron
Fe
27 Germanium
Ge
3 Arsenic
As
28 Xenon
Xe
4 Neon
Ne
29 Calcium
Ca
5 Calcium
Ca
30 Iodine
6 Krypton
Kr
31 Chlorine
Cl
7 Copper
Cu
32 Sodium
Na
8 Californium
Cf
33 Fluorine
9 Curium
Cm
34 Silicon
Si
10 Lead
Pb
35 Sulfur
11 Plutonium
Pu
36 Calcium
12 Neptunium
Np
37 Boron
Ca
13 Fluorine
38 Antinomy
Sb
14 Francium
Fr
39 Radium
Ra
15 Fluorine
40 Phosphorus
16 Bromine
Br
41 Aluminium
Al
17 Chlorine
Cl
42 Strontium
Sr
18 Beryllium
Be
43 Arsenic
As
19 Rubidium
Rb
44 Argon
Ar
20 Carbon
45 Potassium
21 Helium
He
46 Helium
He
22 Bromine
Br
47 Oxygen
23 Oxygen
48 Sodium
Na
24 Lithium
Li
49 Magnesium
Mg
25 Thorium
Th
50 Neon
Ne
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Periodic table crossword
1.6
A N S W E R S
(/
J H 7 D I
?
E H I
B
;
(+
? J
? E D
J
H
L ? J
O
)(
= H E K F
F
))
C 7 B B ; 7 8 B ;
A N S W E R S
1.7
Unit 1.1
ductile
conductors
electronegativity
metal
non-metals
metalloids
Unit 1.3
shells
electron configuration
ion
group number
period number
inert gases
stable
Unit 1.2
Mendeleev
Moseley
period
group
1 a
b
c
d
e
f
g
Sci-words
synthetic
physical properties
chemical properties
atomos
atomic number
mass number
element
compound
Dalton
bonded
molecule
nucleus
A N S W E R S
Unit 1.5
noble gases
halogens
alkali metals
alkaline earths
transition metals
allotropes
graphite
diamond
Unit 1.4
lustrous
malleable
2.1
magnesium chloride
ammonium oxide
calcium nitride
copper(II) carbonate
chromium(III) sulfate
chromium(III) nitrate
aluminium hydroxide
2: Chemical change
Ionic compounds, names and

formulas
2 a
b
c
d
e
f
g
Li2CO3
AlBr3
Cu(NO3)2
NaCl
CaBr2
NH4OH
Li3N
3 a CrO42
b i MgCrO4
ii Al2(CrO4)3
A N S W E R S
2.2
Change
2: Chemical change
Chemical and physical changepage 1
Physical?
Chemical?
1 Burning paper
2 A banana goes black
3 TNT explodes
4 Mixing the ingredients of

a cake
5 Baking a cake
6 A person breathes
7 Sweat cools you by

evaporating
8 Fireworks go off
9 Boiling water is added to
instant coffee
10 Sugar is added to coffee
Reason for your choice

New substances (e.g. carbon, smoke,
gases) are made. Heat is released.
New substances are made.
No new substancesold ones simply
mixes together.
New substances (e.g. cake) are made.
Physical since gases are manually drawn in
and out. Chemical since gases change in
composition.
Sweat is water on the skin. It becomes
water vapour when it evaporates.
Dissolving is a physical change. No new
substances made.
Dissolving is a physical change. No new
substances made.
Heat is being released.
11 The inside of a haystack

gets very hot
12 A dead mouse rots
13 A plant makes its food by

photosynthesis
New substances (e.g. glucose for the

plant) are made. Energy is released.
14 Digesting food
15 Margarine is melted
16 Sugar is burnt to make

toffee
17 Bleach turns a stain white
18 Bread is toasted
19 Bacteria break down a

compost
20 Lemon juice stings in a

cut
21 Antiperspirants stop you

sweating
22 The a soft drink goes fizzy

when its top is released
23 Bicarbonate of soda fizzes

and bubbles when vinegar
is added
24 A cold pack quickly cools

when snapped
Physical since some digestion is

mechanical breaking the food into smaller
pieces e.g. teeth, peristalsis. Chemical
since saliva, stomach acids and enzymes
break down food into simpler substances.
Change of state is physical.
New substance (toffee) is made.
Permanent colour change.
Physical since bread is dried out first.
Chemical since dried bread is then partly
burnt.
New substances are made. Heat is
released.
New substances formed (an insoluble
hydroxide instead of sweat).
Carbon dioxide was always there, dissolved
in the drink. Releasing the pressure allows
it to escape.
New substances formed, one being a gas
(bubbles).
New substances formed. Heat absorbed
from surroundings.
A N S W E R S
2.2
Change
2: Chemical change
Chemical and physical changepage 2
Physical?
Chemical?
Reason for your choice
25 An iron nail is coated in

copper when placed in a
blue solution
Metal is deposited on another.
26 Using soap in hard water

produces soap scum
New substance (scum) forms.
27 A glow-worm lights up
Energy released.
28 H2O(s) H2O(l)
29 2H2 + O2 2H2O
30 NaCl(s) NaCl(aq)
31 Mg + 2HCl MgCl2 + H2
No change in substances. Was water and

still is water.
New substances formed.

No change in substances. Salt has simply
dissolved.
New substances formed.
A N S W E R S
2.3
2: Chemical change
Classifying reaction types
1 a decomposition
b combustion
c combination
d neutralisation
e precipitation
f decomposition
g displacement
h neutralisation
i combustion
j neutralisation
k displacement
l precipitation
m combustion
n precipitation
o neutralisation
p displacement
q neutralisation
r precipitation
2 a 2Mg + O2 2MgO
b H2 + Cl2 2HCl
c 4P + 5O2 P4O10
d CO2 + H2O H2CO3 (already balanced)
e 2SO2+ O2 2SO3
f 2CO + O2 2CO2
g 4Al + 3O2 2Al2O3
3 a 2NaN3 2Na + 3N2
b 2H2O 2H2 + O2
c 2KClO3 2KCl + 3O2
d 2H2O2 2H2O + O2
e 2Pb3O4 6PbO + O2
4 a Pb(NO3)2(aq) + 2KCl(aq) PbCl2 + 2KNO3(aq)
b Al2(SO4)3 + 6NaOH 2Al(OH)3 + 3Na2SO4
5 a 2Fe + O2 2FeO
b C6H12O6 + 6O2 6CO2 + 6H2O
c CH4 + 2O2 CO2 + 2H2O
d 2C3H6 + 9O2 6CO2 + 6H2O
6 a 2KOH + H2SO4 K2SO4 + 2H2O
b CaCO3 + 2HCl CaCl2+ CO2 + H2O
c CO2 + 2NaOH Na2CO3 + H2O
d BaCl2 + H2SO4 BaSO4 + 2HCl
e 2HCl + CaO CaCl2 + H2O
f 2HNO3 + Na2CO3 2NaNO3 + H2O + CO2
g H2SO4 + 2NaOH Na2SO4 + 2H2O
h 2NH4Cl + CaO CaCl2 + H2O + 2NH3
7 a Fe + 3AgNO3 Fe(NO3)3 + 3Ag
b 2CuCl + Zn ZnCl2 + 2Cu
A N S W E R S
2.4
2: Chemical change
Acids, bases and the pH scale
1 pH 7
2 a dilute nitric acid (pH 1.0)
b toothpaste/milk (pH 6.8)
c dilute caustic soda (pH 13.0)
d cream cleanser (pH 8.8)
e toothpaste/milk (pH 6.8)
3
pH
litmus
bromothymol
blue
methyl
orange
phenolphthalein
universal
indicator
Ajax floor cleaner
10.0
blue
blue
yellow
change
blue
ammonia solution
11.0
blue
blue
yellow
pink
violet
Brasso brass polish
9.5
blue
blue
yellow
change
blue
calcium hydroxide
solution
11.9
blue
blue
yellow
pink
violet
carpet shampoo
5.9
change
yellow
yellow
colourless
yellow
cream cleanser
8.8
blue
blue
yellow
change
green
dilute caustic soda
13.0
blue
blue
yellow
pink
deep violet
dilute nitric acid
1.0
red
yellow
redorange
colourless
deep red
dishwashing liquid
5.5
red
yellow
yellow
colourless
orange
Jif cleaner
11.0
blue
blue
yellow
pink
violet
lemon juice
2.5
red
yellow
redorange
colourless
deep red
milk
6.8
change
change
yellow
colourless
yellow
oranges
3.2
red
yellow
change
colourless
red
oven spray
12.5
blue
blue
yellow
pink
deep violet
tea
5.2
red
yellow
yellow
colourless
orange
toothpaste
6.8
change
change
yellow
colourless
yellow
vinegar
2.9
red
yellow
redorange
colourless
red
wine
3.8
red
yellow
change
colourless
red-orange
A N S W E R S
2.5
2: Chemical change
pH levels of common drinks
1 Cola
6 1 The probe still had acid on it. 2 The

probe was faulty. 3 The water sample was
contaminated.
2 Milk
3 Any three of: water, milk, coffee, tea
4 To remove any drink from the probe that might
have contaminated the next test.
5 If the previous drink was not fully washed off
the probe it would record a pH for water that
was less or greater than 6.49.
A N S W E R S
2.6
7 1 More than one drink should have been

sampled. 2 The temperature should have been
kept constant. 3 Distilled water should have
been used for the control.
2: Chemical change
A neutralisation reaction
Volume of carbon dioxide (mL)
70
60
50
40
30
20
10
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
Mass of sodium carbonate (g)
0.4
0.45
0.5
2 Because all the acid was reacted. In the earlier experiments, up to 0.25 g of sodium carbonate, only
part of the acid was being consumed.
3 From the graph, 0.27 g of sodium carbonate.
4
stopper
glass syringe
with well-greased
plunger
side-arm
flask
hydrochloric
acid
Alternatively,
displacement of
water could be
used to collect
the gas.
calcium
carbonate
2: Chemical change
2.7
A N S W E R S
Chemical reactions crossword

'
7
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A N S W E R S
2.8
2: Chemical change
Sci-words
Unit 2.1
Unit 2.2
Unit 2.3
Unit 2.4
polyatomic
transition
ammonium
sulfate
diatomic
covalent
penta
supersaturated
physical
chemical
decomposers
endothermic
exothermic
bioluminescence
combination
diatomic
decomposition
precipitation
neutralisation
combustion
displacement
acid
base
corrosive
caustic
indicator
water
A N S W E R S
3.1
3: Light
Revising reflection
1 Various answers possible.

2
i
incident ray
reflected ray
angle of incidence
angle of reflection
normal
3 a a = 60, b = 60, c = 30
b d = 70, e = 20, f = 70
c g = 50, h = 50, i = 40, j = 50, k = 40, l = 40, m = 50
4 The incoming and final outgoing light rays in part c in Question 3 are parallel.
5
2m
2m
1m
1m
A N S W E R S
3.2
3: Light
Refractionpage 1
1 As per Science Dimensions 3 Figure 3.1.4.

2
c
air
glass
refractive
index 1.5
refractive
index 1.1
air
water
e
air
air
glass
perspex

real cloud
cool air
warm air
mirage cloud
bent rays travelling

through cool and
warm air
Total
internal
reflection
air
water
7 As shown in the previous answer.
apparent depth
real depth
bottom
point
A N S W E R S
3.3
1 n1 = 1.0, 1 = 70
n2 = 1.33, 2 = ?
n1 sin 1 = n2 sin 2
1.0 sin 70 = 1.33 sin 2
2 = 1.0 sin 70
1.33
2 = 45
2 n1 = ?, 1 = 40
n2 = 1.0, 2 = 57
n1 sin 1 = n2 sin 2
n1 sin 40 = 1.0 sin 57
n1 = 1.0 sin 57
sin 40
n1 = 1.3
3: Light
Snells law
3 n1 = 1.33, 1 = ?
n2 = 1.0, 2 = 36
n1 sin 1 = n2 sin 2
1.33 sin 1 = 1.0 sin 36
sin 1 = 1.0 sin 36
1.33
2 = 26.2
4 n1 = 1.33, 1 = 15
n2 = ?, 2 = 17
n1 sin 1 = n2 sin 2
1.33 sin 15 = n2 sin 17
n2 = 1.33 sin 15
sin 17
2 = 1.18
A N S W E R S
3: Light
3.4
Ray tracing for mirrors
YedYWl[c_hheh
eX`[Yj
\eYki
_cW][
Wn_i
YedYWl[c_hheh
eX`[Yj
\eYki
Wn_i
_cW][
YedYWl[c_hheh
eX`[Yj
\eYki
Wn_i
_cW][
focus
concave mirror
object
axis
image
5 The image increases in size and moves further away from the mirror.
3.5
A N S W E R S
3: Light
Ray tracing for lensespage 1
Convex lenses
1
3.5
A N S W E R S
3: Light
5
I
O
Concave lenses
6
3.5
A N S W E R S
3: Light
A N S W E R S
3.5
3: Light
10
In a convex lens
11 The image moves further away on the other side of the lens and increases in size.
12 The image moves closer to the lens on the same side and decreases in size.
13 When the object is closer than one focal length to the lens.
14 When the object is further than one focal length from the lens.
In a concave lens
15 The image moves closer to the lens on the same side and increases in size.
16 The image moves closer to the lens on the same side and increases in size.
17 For any object position
18 Never
3: Light
3.7
A N S W E R S
Light crossword
2
S
3
P
E
13
M A
10
14
N
I
15
V
Y
27
M M U
E
26
M A
12
X
N
20
24
3.8
11
F
R
28
O N
N
N G
T
I
B
29
L
I
19
I
D
A
30
M A
21
N
C
16
A N S W E R S
M
C
18
P
25
N O
L
23
P
22
17
O
I
O W
3: Light
Sci-words
Unit 3.1
Unit 3.2
Unit 3.3
refraction
normal
density
apparent
critical
endoscope
convex
concave
focus
magnification
axis
real
virtual
inverted
diminished
enlarged
binoculars
primary
spectrum
dispersion
scattering
rainbow
magenta
filter
absorption
complementary
black
yellow
A N S W E R S
4.1
Big Bang to the present
present day
Big Bang
A N S W E R S
1 a

Mercury (92):

4.2
Time travel
92 106/3 105
= 306.7 seconds
= 306.7/60
= 5.11 minutes
b Venus (42):

42 106/3 105
= 140 seconds
= 140/60
= 2.33 minutes
c Mars (78):

78 106/3 105
= 260 seconds
= 260/60
= 4.33 minutes
d Jupiter (628):

628 106/3 105

= 2093.3 seconds
= 2093.3/60
= 34.89 minutes
e Saturn (1250):

1250 106/3 105

= 4166.7 seconds
= 4166.7/60
= 69.44 minutes
= 1.16 hours
2725 106/3 105

= 9083.3 seconds
= 9083.3/60
= 151.38 minutes
= 2.52 hours
Uranus (2725):

g Neptune (4350):

4350 106/3 105

= 14 500 seconds
= 14 500/60
= 241.67 minutes
= 4.03 hours
h Alpha Centauri (4.27): 4.2/2.5

= 1.71 years
i
Betelgeuse (520):

Crab Nebula (4000): 4000/2.5

= 1600 years
520/2.5
= 208 years
2 a 9.1 years
b 230 years
c 50 million years
4.3
Future civilisations
Ability to control energy

1
can communicate
with aliens
can alter
the Sun
can trap
Suns energy
with Dyson
sphere
can control
entire galaxy
can control
a black hole
can control
thousands of
galaxies
A N S W E R S
l
stria
indu
n
lutio
revo
infor
ma i
t
on
revo
lutio
n
Ability to process information

1
3
4.4
A N S W E R S
Origin of the universe crossword

2
O N
G
P
10
L
11
A
I
E
H
12
15
19
L
16
25
T
E
M
H
24
26
H
Y
T
E
S
T
17
U
V
13
4.5
W A
P
S
I
22
D
23
A N S W E R S
V
21
W
18
A
N
14
A
I
N G
20
T H
U M
Sci-words
Unit 4.1
Unit 4.2
Unit 4.3
expanding
Doppler
spectrum
wavelength
red
bang
billion
singularity
inflated
antimatter
quarks
hydrogen
helium
straight
Wilson
COBE
dark
planets
habitable
Pioneer
light
microwave
terrestrial
Phoenix
A N S W E R S
5.3
Where are the ocean trenches?

page 1
1 Refer to map on next page with positions of trenches.

2 Refer to map on next page with positions of trenches.
3 Ocean trenches occur at boundaries where an ocean plate collides with a continental plate and sinks
under it, the sink forming the trench.
4 The molten rock from the subduction zone is full of dissolved gases, making it lighter than the
surrounding rock. It thus pushes upwards, forming volcanoes or a chain of volcanic islands. The upper,
continental plate also thickens on collision, often forming a folded mountain range.
5 As the ocean plate sinks, it begins to melt and return to the mantle below. The ocean plate is thus
gradually destroyed as it sinks beneath the continental plate.
6 The subduction zone is a region of molten rock caused by the friction between the two plates.
7 Trenches are at the boundary where a continental shelf meets an ocean plate. The edge of the plate will
often follow the coast of the continent itself.
8 Eroded matter flows down the rivers of the continents and into the oceans. This matter will settle into
the deepest sections of the ocean, partly filling the trenches.
9 Because of their immense depth, the apparent lack of life there and the lack of knowledge and physical
exploration of them. To science fiction writers, anything could and does live down there.
10 The Deep
5.3
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Where are the ocean trenches?

page 2
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A N S W E R S
A N S W E R S
5.4
Where do quakes happen?page 1
1 Refer to the map on next page with positions of earthquakes marked.

2 Longitude is a measure in degrees from 0 to 360. 180 is halfway around the globe, regardless of which
way, east or west, you go.
3 From the plotted earthquakes, the stable continents are mainland Asia, Europe and Australia.
4 According to the map: the USA (west coast), Mexico, Malaysia, Indonesia (Java), the Philippines, Japan,
Papua New Guinea, the countries along the west coast of South America (Peru, Chile and Bolivia),
the countries of North Africa (Libya, Egypt and Sudan), the island countries of the Caribbean (or West
Indies) and some Pacific Island countries.
5 Los Angeles (USA), Mexico City (Mexico), Tokyo (Japan), Manila (Philippines), Jakarta (Indonesia),
Tripoli (Libya), Khartoum (Sudan), Rabaul (PNG) and Anchorage (Alaska) are all cities that are on or
close to major earthquake zones and are therefore likely to suffer frequent quakes.
6 The locations of the plotted quakes follow the boundaries of the plates.
7 Plate boundaries are where any movement of the plates will become obvious.
8 Separation, collision and sliding will all happen along these boundaries, causing earthquakes.
9 Underwater quakes will often cause a tsunami (tidal wave) that can then pound and drown lengths of
coastline, its villages and towns.
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A N S W E R S
Where do quakes happen?page 2
A N S W E R S
5.5
Comparing P and S waves
1 The epicentre
2 The focus. A body wave travels through the
Earth. Surface waves travel around the globe,
not through it.
3 P and S are body waves and L is a surface wave.
4 P is a longitudinal wave and S and L are
transverse waves.
5 P stands for primary, S for secondary and L for
Love.
6 a 2.5 minutes
b 7.8 minutes
7 a 7.1 minutes
b 11.9 minutes
8 a 3.4 minutes
b 13.3 minutes
9 L is the slowest, followed by S, then P. The
graph shows that S, then L, take longer times to
travel the same distance as the P wave.
A N S W E R S
Earthquake 1
J8
Earthquake 2
G5H5
Earthquake 3
N15
Earthquake 4
I8
5.6
10 P: average speed is 780 km/min;

S: 420 km/min; L: 300 km/min
11 a 4 minutes
b 7.1 minutes
c 10 minutes
12 3 minutes
13 a 4.4 minutes
b 6.6 minutes
14 A seismometer is a device that measures the
energy of a quake. A seismograph is the graph it
produces.
15 Quake 10.34, P waves arrive at 10.41, S waves
arrive at 10.46, and L waves arrive at 10.51
16 a 5000 km
b 3300 km
17 The first and last waves would arrive about
8 minutes apart.
Locating the epicentre
A N S W E R S
5.7
Volcanoes: where are they?page 1
1 Refer to map on the next page, showing positions of volcanoes.

2 Because both occur at plate boundaries.
3 See map on next page.
4 A volcano is probably due to a hot spot if it does not coincide with a plate boundary.
5 See map on next page.
6 Hot-spot volcanoes move with the plate on which they sit.
7 Kauai is in the far west and so is the oldest, having formed and moved west first. The most volcanic
would be Hawaii, being the most easterly and thus relatively new.
Volcanoes: where are they?page 2
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5.7

A N S W E R S
5.8
A N S W E R S
The fragile crust crossword
A N
A
5
G O
10
11
W A
C O
O
I
15
N
19
S
R
T
U
R
S
I
25
27
28
C O
G M
29
A N S W E R S
Unit 5.1
supercontinent
Pangaea
Gondwana
Laurasia
crust
mantle
convection current
tectonic plates
Unit 5.2
boundary
spreading boundaries
collision boundaries
transform boundaries
N
R
5.9
T
13
F
R
O
E
16
22
N
26
B
30
N
L
I
U
23
24
O N
M A
20
D
Y
M A
21
12
U
18
17
A
L
14
E
O
Sci-words
conservative
destructive
rift valley
magma
subduction zone
Unit 5.3
focus
seismic waves
body waves
surface waves
primary waves
secondary waves
Rayleigh waves
Love waves
longitudinal waves
refraction
seismologist
seismometer
seismograph
focus
epicentre
energy
Mercalli
aftershock
tsunami
Unit 5.4
normal fault
transcurrent fault
fault scarp
horst
graben
plastic
syncline
anticline
unconformity
sedimentary
shield cone
cinder cone
composite cone
volcanic plug
igneous rock
igneous intrusion
hot spot
kerogen
hydrocarbon
A N S W E R S
6.1
6: Ecosystems
A food web
2 Many answers are possible.

This is one example.
shark
3 The food pyramid indicates that the number of

organisms in one level must be greater than the
number of organisms in the trophic level above,
in order to supply enough energy for that level.
seals
big fish
sardines
seaweed
6.2
A N S W E R S
6: Ecosystems
Food chains and food webs
1 There are many possible food chains that can be created. Three examples are shown below.
4th order consumers
3rd order consumers
2nd order consumers
1st order consumers
Producers
birds
larger fish
smaller fish
tadpoles
phytoplankton
birds
small fish
larger water plants
birds
larger fish
smaller fish
mosquito larvae
phytoplankton
2
BIRDS
FUNGI
LARGERlSH
WATERSNAILS
SMALLERlSH
FRESHWATERMUSSELS
BACTERIA
TADPOLES
MOSQUITOLARVAE
WATERmEAS
WORMS
PHYTOPLANKTON
LARGEWATERPLANTS
DECOMPOSITION
NUTRIENTS
RECYCLED
3 Many examples are possible. One is given below.

birds
larger fish
smaller fish
tadpoles
phytoplankton
4 The pyramid follows a food chain from bottom to top. There are always more organisms at the bottom of
a food chain, and this is shown in a pyramid for that chain.
A N S W E R S
6.3
6: Ecosystems
Cycles in nature

2
photosynthesis
atmospheric CO2
burning
respiration
fossil fuels
C in earth
decomposers
A N S W E R S
6.4
6: Ecosystems
Too big for our boots!
1 They provide us with all our resources such as

food, fuel, shelter and minerals, and recycle our
wastes, including carbon dioxide.
2 Plants absorb water and use it in photosynthesis,
combining it with carbon dioxide.
3 Into plants through leaves and then
photosynthesis.
4 Dead remains of plants and animals form fossil
fuel. Wood from plants can be used as fuels, as
can other organic matter as biogas.
5 Provides food through plants. Plants recycle
carbon dioxide from the air and make oxygen.
6 Natureall are provided by natural cycles.
7 It is the land area required to sustain our level
of resource consumption and waste disposal.
8 1 hectare or 10 000 sq m
9 The resources that support our lives are very

distant and therefore the impact is hidden. Also
people only tend to act when a problem affects
them personally.
10 10/2.5 = 4. It is currently four times greater than
the world average.
11 Answers will vary.
13 We are currently four times the worlds average
footprintour foot is too big for the worlds
average boot. We use far too many resources in
an unsustainable way.
14 Improve the efficiency of our resource use.
Reduce the amount of waste produced. Increase
productivity.
15 Plant trees, compost kitchen waste, walk/ride to
school, grow my own vegetables, etc.
6: Ecosystems
6.5
A N S W E R S
Energy in the community
1 4500 kJ
4 a six-pack of diet drinks (375 mL cans)

6 5000 = 30 000 kJ
2 5 cans = 5 5000 = 25 000 kJ

5 375 mL cans = 1875 mL
Saving: 25 000 14 500 = 10 500 kJ
3 Glass jar = 5000 kJ
Steel can = 4000 kJ
Saving: 5000 4000 = 1000 kJ
5 cans of baked beans

5 4000 = 20 000 kJ
1 jar of peanut butter

1 5000 = 5000 kJ
1 litre of oil (glass bottle)

1 14 500 = 14 500 kJ
6: Ecosystems
6.6
A N S W E R S
two 2-litre containers of milk

2 14 500 = 29 000 kJ
Ecosystems crossword
2
4
11
A
I
N
I
T
14
A
L
12
D
E
10
R
19
C O
U M
22
H
24
M A
D
I
E
U
17
G
R
S
E
R
T
E
P
26
O
N
13
20
23
J
U
I
N
15
P
I
I
O
N
R
C
25
16
18
21
S
E
A N S W E R S
6.7
6: Ecosystems
Sci-words
Unit 6.1
Unit 6.2
Unit 6.3
biotic
joule
matter
producers
consumers
ectothermic
endothermic
abiotic
organic matter
inorganic matter
stomata
photosynthesis
respiration
digestion
decomposition
nitrogen fixation
non-renewable resources
renewable resources
fossil fuels
nuclear fission
geothermal
hydro-electricity
biomass
conservation
A N S W E R S
1 a
b
c
d
e
7.1
7: Respiration and photosynthesis
Respiration and yeast
glucose
oxygen (gas)
carbon dioxide
water
ethanol (a type of alcohol)
2 Anaerobic respiration is happening because one

of its products is the alcohol that is present in
beer, wine and champagne.
3 Kneading mixes air containing oxygen gas into
the dough.
6 If the dough was left to rise in a hotter spot then

the yeast would grow much faster, making more
carbon dioxide and producing bigger bubbles.
This would make a very holey bread.
7 Anaerobic respiration causes the dough to rise
in the oven because it makes the alcohol which
gives the smell that comes when bread is baked.
8 The bread would retain the alcohol and give
you all the effects that alcohol from a wine or
beer would give.
4 The gas carbon dioxide will form small bubbles

in the dough, making it enlarge and rise.
5 Storing the dough in the fridge (about 4C)
slows its rise because yeast does not grow as fast
in colder conditions.
A N S W E R S
4.1
7.2
Cell diagrams
Asthma
1 See Figure 7.2.1 in Science Dimensions 3.

2 Triggers include dust, smoke, irritants, chemicals and exercise.
3 The airways become narrower. This is caused by the contraction of the airway muscles with swelling
and inflammation of the airway lining. This then leads to the production of excess mucus, which further
restricts airflow. The result is a reduced amount of air going in and out of the lungs.
4 Wheezing, chest tightness, breathlessness and sometimes coughing.
5 Reliever and preventer medication.
6 A reliever relaxes the muscles of the airway, allowing them to open and produce normal breathing.
A preventer reduces swelling and inflammation of the airways, which helps reduce excess mucus
production.
7 The normal airways are open, not inflamed or irritated, and produce a little bit of mucus.
The asthma sufferer would have a swollen, inflamed lining that may be producing excess mucus, even
between attacks.
A N S W E R S
7.3
Other respiratory systems
1 These organisms are too large to allow gases to move directly from the atmosphere to all body cells.
2 The movement of gases across the lining requires a moist surface.
3 a Large surface area and moist surface.
b Insectoxygen moves directly from the air to the tissues; fishoxygen moves from water into the
bloodstream.
c Large surface area and moist surface.
A N S W E R S
7.4
The effect of temperature on

photosynthesis
1 a Carbon dioxide, water.

b Glucose (sugar), oxygen.
c Light, chlorophyll.
chlorophyll
2 a 6CO2 + 6H2O

light

C6H12O6 + 6O2
b A lighted splint will flare when placed
in the oxygen gas.
3 a The rate of most chemical reactions
increases as the temperature
increases.
b At these higher temperatures the
enzymes involved in photosynthesis are
altered (denatured). Without effective
enzymes, the rate of reaction slows.
Bubbles per minute
50
4 Carbon dioxide level and light intensity.
A N S W E R S
7.5
40
30
20
20
30
40
Temperature (C)
Photosynthesis and respiration
All organisms require energy to carry out their life

functions. The Sun is the ultimate source of energy
for all life on Earth.
During photosynthesis plants use the energy
from the Sun to make food. Photosynthesis is a
chemical reaction in which water and carbon
dioxide react to form oxygen and glucose. Glucose
is the chemical in which the energy is stored.
Chlorophyll is a pigment in plants that absorbs the
sunlight. The chlorophyll is contained in structures
called chloroplasts inside the leaf cells.
This stored energy is available to be used later.
The energy in glucose is released in a process called
respiration. Both plants and animals release energy
in this way.
In respiration, glucose reacts with oxygen to form
the products carbon dioxide and water.
Respiration and photosynthesis would occur very
slowly without enzymes to act as catalysts and speed
up the reactions.
2 a Photosynthesis:
light
3 a
4 a
b
c
5 a
b
c
d
water + carbon dioxide oxygen + glucose

Respiration:
oxygen + glucose water + carbon dioxide
(+ energy)
B
b A
Oxygen
The rate of gas production would increase,
as more light increases the rate of
photosynthesis.
Insert a glowing splint and it should burst
into flames.
Carbon dioxide
Insert a lighted splint and it should go out (or
limewater test).
Yes
Oxygen from photosynthesis, as the set-up
is now in the light. And carbon dioxide, as
respiration goes on all the time.
7.6
A N S W E R S
Leaves
1 See Figure 7.4.2 in Science Dimensions 3.

2
mesophyll cells
loosely packed cells that give this part of the leaf a spongy appearance;
loose packing allows large spaces for gases to move between the cells
phloem cells
carries food and glucose away from the leaf
air space
spaces in the leaf where gases move around cells
lower epidermal cells
transparent layer of cells on the bottom of the leaf that act like a skin
upper epidermal cells
transparent layer of cells on the top of the leaf that act like a skin
cuticle
waxy waterproof layer that reduces loss of water from the leaf
stomata
small openings on the leaf surface
xylem cells
supplies water to the leaf
palisade cells
this layer is tightly packed and contains large numbers of chloroplasts; a large
amount of photosynthesis occurs here
chloroplast
structure in plant cells that contains the green chlorophyll
guard cells
cells that change the size of the stomatal openings, allowing stomata to open
and close
T
M
A
H
R
21
O
M
I
N
11
C H
13
O
N
L
O
19
C A
16
17
S
Y
20
25
L
14
E
O
C
12
27
P
M
S
10
D
26
22
O
B
24
O
L
23
P
6
A
E
15
18
Repiration and photosynthesis

crossword
L
5
O
9
7.7
A N S W E R S
S
E
O
28
7.8
A N S W E R S
Sci-words
Unit 7.1
Unit 7.2
Unit 7.3
Unit 7.4
respiration
glucose
carbon dioxide
enzymes
metabolism
ATP
mitochondria
anaerobic
lactic acid
ethanol
fermentation
BMR
glycogen
windpipe
alveolus
epiglottis
diffusion
haemoglobin
diaphragm
exhaled air
capillaries
oxygen
carbon dioxide
chlorophyll
chloroplasts
destarching
iodine
cellulose
light reaction
light intensity
cuticle
stomata
xylem cells
phloem cells
palisade cells
mesophyll cells
epidermis
guard cells
xanthophyll
green
8.1
A N S W E R S
Reaction times
1 The stimulus for your actions is the car backing

out in front of you.
2 Fear, sweating, shaking, developing a red face
3 Braking, swerving, speeding up, deliberately fall
off
4 Various answers possible. All appropriate with
reasons.
5 Possible reasons for difference in the reaction
times include laboratory testing is not the real
world; in lab testing the subject is aware of
7
what is happening and is therefore more alert;

real drivers have other distractions; an average
includes those driving under the influence of
alcohol; elderly drivers etc. who have longer
reaction times.
6 Factors that might dull reactions and increase
reaction time include alcohol or drugs in the
blood; fatigue; age (older people generally have
slower reaction times); distractions such as
mobile phones or music.
Speed in m/s
1.1
12
18
24
28
334
Speed in km/h
43
65
88
100
1200
What travels at
this speed
Not
moving
Walking
briskly
Sprinter
Greyhound
Antelope
Cheetah
Sound in
air
Average
0.5
reaction times of
between 0.2 and
1.0 seconds
0.5
0.3
0.8
1.0
0.2
0.6
Reaction
distance in
metres if you
could travel at
this speed
0.55
3.6
14.4
24
5.6
200.4
A N S W E R S
8.2
The nervous system
1 It allows our body to detect stimuli, process

information and react.
8 Fastest: 1.8/180 = 0.01 seconds.

Slowest: 1.8/0.4 = 4.5 seconds.
2 a The neuron
b The neuron consists of the cell body, an
axon and dendrites.
9 a
3 Sensory and motor

4 Heat, pain, cold, touch, light, sound etc.
5 Muscle or gland
7 A chemical called a neurotransmitter carries the

impulse across the gap.
8.3
11 e
12 Dendrites
13 d
14 Nucleus
6 The gap between two neurons
A N S W E R S
10 Up
15 c
Concussion in football
1 Concussion is when the bodys nervous function shuts down following a mild injury to the brain.
2 Amnesia
3 At least 7 days
4 It reduces the brains capacity to process information at its normal rate.
5 It may be due to the neurons producing less energy to transmit messages. The brain swells and doesnt
function properly.
6 Two players colliding head-on (head clash).
7 A players head being struck by a ball that was kicked from close range; a players head hitting the
ground.
8 E = electro, E = encephalo, G = gram
9 Goalies could be considered non-headers and may have a lower number of neurological problems than
forwards who head the ball more often.
A N S W E R S
8.4
Hormonal control of the menstrual

cycle
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A N S W E R S
8.5
Diabetes type I
1 Juvenile diabetes. It usually occurs in childhood.

2 An auto-immune reaction destroys about 90% of
the cells that produce insulin in the pancreas.
3 A number of daily injections of the hormone are
required.
4 The bodys cells cannot process glucose, which
they need for energy. To get energy the body
begins to use its own fat as a substitute and
this causes dangerous chemical substances to
accumulate in the blood.
5 Calculation is 7% of 15%. That is, 0.07 0.15 =
0.0105 = 1.05%
6 They are classified by how long they act for

short, intermediate or long.
7 Onset when the insulin starts to work.
Peak when it is working hardest.
Duration how long it works for.
8 NPH and Long (L)
9 Ultralong (UL)
10 Humalog. Because of the fast onset and short
peak.
A N S W E R S
Action
8.6
Behaviour
Innate behaviour
Reflex
Instinct
Learned behaviour
Habituation Trial and
error
Conditioning
Walking on ice for the

first time
Ignoring a dog that

always barks
Gagging at the smell
of vomit
Toilet training of a
toddler
Washing your hands

after the toilet
Crying when cutting

onions
Crying when watching

a film
Building a shed
Cats chase mice

Ticklishness
Playing a new
computer game
A dog scratches at the

door to come in
Freeing a kitten
trapped in a drain
Dogs bark at cats
Mixing colours with

paints
Living on a noisy road

Worms bury
underground
Avoiding touching a
stove
Insight
8.7
A N S W E R S
Responding and controlling

crossword
1
T
E
C
T
21
R
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U
G
H O
L U M
R
U
E
27
H A
M O
22
23
25
L E
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28
S
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O M
20
R
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T
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13
A
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8.8
19
S
B
C O
17
A N S W E R S
18
24
C O
15
12
D
O
T
11
16
10
E
P
14
T
8
Sci-words
Unit 8.1
Unit 8.2
Unit 8.3
Unit 8.4
homeostasis
stimulus
response
receptor
effector
retina
cochlear cells
coordination
reflex
neurotransmitter
cerebellum
meninges
interneurons
synapses
cerebrum
motor neurons
peripheral
sensory neuron
spinal cord
axon
dendrite
medulla
nerve
hormone
pituitary
adrenalin
insulin
hypothalamus
pancreas
testosterone
HGH
auxin
tropisms
pheromones
habituation
imprinting
innate
behaviour
social
reflex
trial and error
instinct
learned
insight
A N S W E R S
9.1
9: Reproduction
Strange plant sex
1 Cycads have separate male and female plants.

2 A weevil
3 The ripening cones release a strong odour that
attracts the weevils.
4 The mating weevils are covered in pollen, the
male sex cell.
8 The anther and filament, which are called the

stamen
9 The stigma, style, ovary and ovule
10 The male sex cell is the pollen and the female
sex cell is the ovule.
11 Arrow drawn from anther to stigma
5 The female cycad also emits a similar odour to

the male cycad. This draws some of the pollencoated weevils across from the male plant.
12 Pollination is the transfer of pollen from anther

to stigma. Fertilisation is when the pollen and
egg fuse together.
6 Cross-pollination
13 Wind, insects such as bees or ants, animals
7 Self-pollination
A N S W E R S
9.2
9: Reproduction
Male and female reproductive

organspage 1
ureter
bladder
prostate gland
anus
sperm duct
penis
urethra
epididymis
seminiferous
tubules
scrotum
testis
A N S W E R S
9: Reproduction
9.2
Male and female reproductive

organspage 2
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3 a Ovaries produce eggs and sex hormones.

b The epididymis is a coiled tube in which sperm mature.
c The fallopian tubes are narrow tubes that carry eggs from the ovary to the uterus. This is where
fertilisation occurs.
d The seminiferous tubules produce sperm.
e The uterus is where the foetus develops during pregnancy.
9: Reproduction
9.3
A N S W E R S
Fertility and temperature
1
37.4
37.2
Temperature (C)
37.0
36.8
36.6
36.4
36.2
36.0
35.8
11
13
15
17
19
21
23
25
27
29
Day of month
2 The woman ovulated on day 10.

3 Days 1 to 9, and days 20 to 30
4 Not really, because the temperature fluctuations are small and hard to measure accurately. Also, other
factors could affect body temperature.
5 a Third World countriesmany answers possible, because of poor medical care
b Same as a, because of lack of contraception
c Developed democratic countries, e.g. Australia, because of education and availability of
contraception
d Same as c
A N S W E R S
9.4
9: Reproduction
Stages of pregnancy
1 Male sex cell is sperm. Female sex cell is ovum

or egg.
2 The union of male sperm and female egg.
3 The morula is a clump of up to 80 cells that
forms in the uterus.
4 e fallopian tube
5 Zygote
6 b
7 a, e, d, c, b
8 Foetus
9 Amniotic fluid
10 a umbilical cord. b amniotic fluid.
11 36 weeks
A N S W E R S
9.5
9: Reproduction
STDs
1
Infection/disease
Able to kill?
Chlamydia
Gonorrhoea
Herpes
HIV/AIDS
Syphilis
depending
on time it is
detected
Is a cure available?
Is STI/STD able to be
treated by antibiotics?
bacteria
virus
oral sex
genital sex
anal sex
non-sexual
contact
pus
sores
flu-like
symptoms
(fever)
but will
reappear
periodically
Caused
by:
Can be
caught
through:
although
difficult
to ignore
symptoms
especially in
men
no
symptoms
(sometimes)
(although
symptoms
may be
difficult
to detect,
especially in
women)
a cap and
diaphragm
a condom
disappearing
Symptoms
can be:
You
can be
protected
if you use:
(sometimes
there are
no flu-like
symptoms
and there are
no more signs
of the disease
until it is fullblown AIDS)
(depends
on sites of
sores)
an IUD
the Pill
(although
symptoms
may be
difficult
to detect,
especially in
women)
2 Some STI/STDs have no symptoms or they are difficult to detect, or the symptoms may have come and
gone again, leading the person to think they are cured.
3 NSU can sometimes be confused with gonorrhoea or chlamydia. All have similar symptoms.
4 a The STI/STD is most likely to be syphilis because it produces a sore and can be treated with
antibiotics. Herpes also produces a sore but cannot be treated with antibiotics.
b He should definitely tell the girl because she is at risk of a life-threatening disease, as are any of her
future and possibly past sexual partners.
c Although the antibiotics should start working immediately it will take some time for his body to be
rid of the bacteria causing the disease. In this time he could pass on the disease.
I
O
19
O N
M
P
T
A
14
N
18
22
U
24
O N
25
O
27
E
C
O N
9.7
30
O
29
T
28
U
T
C
A
A
I
16
13
12
O N
O
P
L
23
asexual
clone
mutation
budding
regeneration
fission
spore vessels
anther
ovary
cross-pollination
fertilisation
ovum
gamete
A N S W E R S
Unit 9.1
21
L
I
U
H
A
Y
10
A
15
20
26
T
17
S
E
R
11
Reproduction crossword
M
8
Answers
9:
Reproduction
to activities
9.6
A N S W E R S
E
E
9: Reproduction
Sci-words
sexual
flagellum
hormones
ovulation
embryo
oviduct
menstruation
puberty
oestrogen
testosterone
folate
alcohol
rubella
fraternal
Unit 9.2
Unit 9.3
scrotum
cilia
penis
sperm duct
semen
menopause
follicle
copulation
ejaculation
contraception
blastocyst
implantation
embryo
amniotic fluid
sexually transmitted
disease
asymptomatic
herpes
chancre
in vitro
Unit 9.4
A N S W E R S
10.1
10: Forensics
Fingerprints
1 See figure 10.1.7 in Science Dimensions 4 for

diagrams of each fingerprint type.
2 Students should collect three fingerprints.
3 The prints are stuck onto a black surface because the
dust is white, allowing us to better see the patterns.
4 It is easier to see the prints on some surfaces than
others. White powder used on a white surface can
be very hard to see. It is easier to see prints with
the white powder on coloured or dark surfaces.
Students should give examples they experienced.
5 Carbon powder is black so would be used for
dusting light coloured or white surfaces. Using
carbon makes it easier to see the prints in
situations when it is not easy to see them with
white powder.
6 A latent print is caused by the oils and sweat
containing salts, water and amino acids from
your skin remaining on anything you touch.
7 Aluminium powder is used for dark and light
surfaces and glass. Lanconide powder is used
for smooth dark coloured surfaces.
8 Place the piece of paper that you suspect has
A N S W E R S
10.2
a print on it into a jar with iodine. If there is a

print the iodine vapour will stick to the print and
make it visible. (There are also other techniques
that may produce the same outcome).
9 Minutiae are the points at which the ridges in the
fingerprint split or end. These features are unique
and help to identify each persons fingerprints.
The two main types of minutiae are ridge
endings and bifurcations, where a ridge splits.
10 Fingerprints begin to form when a foetus is
about 1012 weeks old. This occurs when the
deeper layers of the skin grow faster than the
skin on the surface of the fingers. This difference
in growth rate causes the skin on top to buckle
and form the ridges and valleys that make up
the fingerprints. The actual pattern is partly
inherited, but the patterns also vary as the foetus
moves and presses on the womb or itself while
fingerprint formation is occurring. This pressure
on the fingertips changes the patterns slightly,
meaning that even identical twins do not have
exactly the same fingerprints.
10: Forensics
Time of death
1 Flies
2 The body was only recently placed in the freezer
since species 1 and 2 are most active in late
spring/early summer or the body had been in the
freezer since last summer.
3 The minimum number of days would have been
2 to 3.
4 The minimum age could be 7.
5 a bed sores = 3 days
eyes/ears = 1 day
b Eggs were laid in the sores before the person
died.
c It is possible since the flies developed in the
last 3 days.
6 a Blow flies, house flies, carrion beetles,
rove beetles
b The body could have been in a location
where insects were unable to access it, such
as in a locked room, or in a very dry location
where fewer insects were found. In each

case insects would not be able to successfully
colonise the body.
7 16 days
8 8 days
9 a A mummy is most likely to form under
hot dry conditions, as to form a mummy a
body must dry our quickly before it decays.
b It may be difficult to determine the time of
death of a mummy because it will not go
through the normal decay cycle of fresh,
bloated, decay and dry. This also means
it will not be colonised by various insect
species at different stages, making it difficult
to determine how long the body has been
dead for.
10 a Most summer, least winter.
b Winter
A N S W E R S
10: Forensics
10.4
D E N T I
I
F
4
Forensics crossword
I
C A T I
A
C H R O M A T O G R A P H Y
R
B I
O M E T R I
O
N
10
O N
7
9
12
A L U M I
N T S
11
V
N I
L O O P S
17
B E R T I
A N S W E R S
Unit 10.1
pathologist
evidence
anthropometry
biometrics
retroactive
Identikit
whorl
retina
DNA
16
U M
15
C
C
N E R T I
L L O N
10.5
14
O R G E R Y
P
13
C S
O
N G E R P R I
10: Forensics
Sci-words
Unit 10.2
Unit 10.3
Unit 10.4
oblique
fluoresce
intaglio
water marks
chromatography
porous
comparison
circumstantial
striation
impressions
diatoms
phreaking
modus operandi
alibi
yaw marks
motive
Science Dimensions 3 TEST

Name: _______________________
Class: __________
Instructions: Write answers in the right-hand column.
Date: _______
Score: ____________ / 124 marks
Section AMultiple choice (36 marks)

1
Which one of the following is not a property of non-metals? Non-metals are:

A normally gases or liquids at room temperature
B either poor electrical conductors, or non-conductors
C able to be hammered into sheets
D dull, with little or no shine
The atomic number of zinc (Zn) is 30. Therefore, the ion represented by the
symbol 65Zn2+ has:
A 30 protons, 35 neutrons and 28 electrons
B 65 protons, 30 neutrons and 32 electrons
C 30 protons, 65 neutrons and 28 electrons
D 30 protons, 35 neutrons and 32 electrons
The number of neutrons in a neutral atom can be calculated by:

A dividing the mass number of the atom by the atomic number of the atom
B adding together the atomic number and the mass number of the atom
C subtracting the atomic number from the mass number of the atom
D subtracting the mass number from the atomic number of the atom
An atom of chlorine (Cl) has 17 protons, 18 neutrons and 17 electrons. Which

of the following statements is incorrect about the atom of chlorine?
A It has an atomic number of 17.
B The atom would have no overall electrical charge.
C It would be in Period VII.
D It would be in Period 3.
Use the periodic table to determine which of the following statements is

incorrect about chlorine atoms.
A They form the ion Cl.
B Chlorine atoms are smaller than fluorine atoms.
C They are related to F, Br and I.
D Chlorine belongs to the halogen family.
An atom of chlorine has 17 protons, 18 neutrons and 17 electrons. The best

symbol for the atom would be:
A 18
B 17
C 34
D 35
17 Cl
17 Cl
17 Cl
18 Cl
Pearson Education Australia (a division of Pearson Australia Group) 2006.


7
Which of the following statements concerning the Group VIII elements in the
periodic table is incorrect?
A They are called the noble or inert gases.
B They are very stable and rarely react.
C They are also known as Group O.
D They all contain eight electrons in their outer shells.
The table below shows details of several particles.
Mass
number
39
31
10
12
13
Atomic
number
W
15
Number of
neutrons
19
Y
Number of
electrons
X
17
Overall
charge
+2
Z
The numbers needed to complete the table in the order W, X, Y, Z are:

A 20, 18, 16 and 2
B 20, 22, 16 and +2
C 21, 17, 15 and 0
D 20, 18, 17 and 2
Neutral atoms belonging to the same element always have:

A the same mass number
B the same atomic number
C the same number of neutrons
D more protons than electrons
An atom of uranium has the symbol

A
B
C
D
11
235
92
U. This atom would have:
92 protons, 235 neutrons and 92 electrons

92 protons, 143 electrons and 92 neutrons
92 neutrons, 143 protons and 143 electrons
A compound forms when:

A two or more elements chemically combine with each other
B two or more elements are physically mixed together
C a large number of identical atoms join together
D a mixture is separated into its components
The vertical columns in the periodic table are known as:

A periods, and they contain elements with the same number of
outer-shell electrons
B periods, and they contain elements with the same number of used
electron shells
C groups, and they contain elements with the same number of
D groups, and they contain elements with the same number of used
electron shells
An atom of calcium has 20 electrons. Its electron configuration would best be

written as:
A 42
B 20
C 2, 8, 8, 2
D 2, 8, 10
20 Ca


14
15
The electron configuration of an element in Period 3, Group IV of the periodic

table is:
A 2, 8, 6
B 2, 8, 8, 3
C 2, 8, 18, 3
D 2, 8, 4
An atom with the electron configuration 2, 8, 5 would be expected to form an
ionic charge of:
A +3
16
18
19
20
21
B 3
C +5
D 5
When an atom in Group II forms an ion, the ion will most likely have a
charge of:
A +2
17
B 2
C +6
An aluminium atom is most likely to form the ion:

A Al3
B Al3+
C Al
D 6
D 3Al
In the flame colour experiment, different metallic salts gave out different
colours when placed in a Bunsen burner flame. This was because:
A the heat from the Bunsen burner caused the electrons to jump to another
shell. Coloured light emerged when they jumped back.
B the heat from the Bunsen burner caused the electrons to make colour
C the electrons are moving very fast around the nucleus
D the light came from the Bunsen burner
Non-metals tend to have:

A high electronegativity, and form positively charged ions
B high electronegativity, and form negatively charged ions
C low electronegativity, and form positively charged ions
D low electronegativity, and form negatively charged ions
A particular element is shiny, malleable and a good conductor of electricity.

Which section of the periodic table would this element not be found in?
A transition elements
B Group I
C Group III
D Group VII
Moving down Group VII in the periodic table, which property would be
expected to decrease?
A the reactivity
B the number of outer-shell electrons in each atom
C the size of atoms
D the melting point


22
23
24
25
26
27
28
29
Moving down Group I in the periodic table, which property would be expected
to decrease?
A the mass of atoms
B the size of atoms
C the number of used electron shells in each atom
D the electronegativity
The mass of one electron is approximately equal to the mass of:

1
A 1800 protons
B
of a proton
1800
C 1 proton
D 1 neutron
Which of the following is not a physical property of an element?

A melting point
B colour
C reactivity with oxygen
D density
Which of the following lists contains only compounds?

A water (H2O), glucose (C6H12O6) and carbon dioxide (CO2)
B tungsten (W), phosphorus (P) and chlorine (Cl2)
C Vegemite, limewater (Ca(OH)2) and plutonium (Pu)
D salt (NaCl), air and iron (Fe)
Agar is:
A the flat dish metal crystals grow in
B a type of bacteria
C metal crystals
D a jelly
Petri dishes are commonly used:

A in jellyology
C in pathology
B in restaurants
D to eat jelly from
A metal pin is heated in a Bunsen burner, then cooled slowly. This treatment
produces a metal which is:
A harder and more brittle than the original metal
B softer and more brittle than the original metal
C harder and more ductile than the original metal
D softer and more ductile than the original metal
Quenching is when a metal is:

A heated then cooled slowly
B heated then cooled quickly
C the normal state of a metal
D heated, cooled quickly, heated again, then cooled slowly


30
31
32
33
34
35
36
In 1869, Mendeleev devised a periodic table. Which of the following did

Mendeleev not do in his periodic table?
A predict properties of undiscovered elements
B list elements with atomic numbers greater than 100
C arrange elements in order of increasing atomic mass
D place elements in vertical columns based on chemical properties
Which of the following elements would be expected to conduct electricity?

A helium (element number 2)
B chlorine (element number 17)
C scandium (element number 21)
D krypton (element number 36)
Calcium forms the compound CaSO4. Use family resemblances to determine

which of the formulas below is most unlikely to exist.
A SrSO4
B GeBr4
C PbI4
D GeF4
Sodium is a Group I element and reacts with water via this equation:
2Na + H2O Na2O + H2. Potassium is also a Group I element which reacts
with water. The most probable equation for this reaction is:
A K + H2O K2O + H2
B 2K + H2O Na2O + H2
C 2K + H2O 2KO + H2
D K + 2H2O KO2 + H2
Look at this reaction: F2 + H2S S + 2HF. Which of the following equations is

most unlikely?
A Cl2 + H2S S + HCl
B Cl2 + H2S S + 2HCl
C Br2 + H2S S + 2HBr
D I2 + H2S S + 2HI
The most likely formula for magnesium iodide is:

A MgI
B Mg2I
C Mg2I
D MgI2
The most likely name for the compound K3P would be:
A potassium phosphorus
B potassium phophorourside
C potassium phosphide
D potassiumide phosphide
Section BWritten answers (88 marks)

1
In a neutral atom, which two particles:

a
are present in equal numbers?
have approximately the

same mass?
have equal but opposite

charges?


2
Write the electron shell configuration for

each of the following elements:
a
an atom of phosphorus
(atomic number 15)
an atom of potassium
(atomic number 19)
an atom with atomic number 7
an atom in Period 3,
Group VII
the oxide ion (O2)
Give the chemical symbol for

any element:
a
in the same group as

fluorine (F)
in the same period as sodium

(Na)
in the group known as the

alkali metals
that would form ions of

charge 3
What is the most likely name of the

compound MgN?
Complete the following table.

Number
of
protons
10
11
16
Number
of
electrons
Charge
on the
atom
or ion
0
Symbol
Na+


6
List three properties of non-metals.
3
7
List three properties of metals.
3
8
Select the element from each pair that

has the stated property.
a
High electronegativity
calcium (Ca) or chlorine (Cl)?
Metalloidsilicon (Si)
or sulfur (S)?
Chemically unreactive
aluminium (Al) or argon (Ar)?

Atom and
change
Name
of ion
formed
Symbol
of ion
formed
Magnesium
(Mg) atom
loses two
electrons
Nitrogen (N)
atom gains
three
electrons


10
Complete the table below

showing details of the three
main sub-atomic particles.
Particle
proton
Charge
Location
around the
nucleus
neutral
6
11
12
Write the chemical formulas for:

a
calcium oxide
barium iodide
beryllium nitride
aluminium oxide
The flame colours of metal salts are

given in the table below.
Salt
strontium
chloride
sodium chloride
potassium
chloride
barium chloride
Flame colour
red
orange
purple
green
What evidence is there that the colour

came from the metals and not the nonmetal part of the salts?
13
Identify the group of the periodic table

described in each statement below.
a
reactive metals whose atoms

form ions with a charge of +2
reactive non-metals whose

atoms form ions with a
charge of 1
colourless gases whose atoms

are very unreactive


14
15
The apparatus shown below may be used

to test a property of several materials.
What property of materials is

being tested?
Which of the materials

listed below would be
expected to cause the
ammeter needle to move when
the switch is closed?
sulfur, lead, copper,
phosphorus
Explain why you chose your

answer for part b.
Give the symbol of a:

a
Period 2 alkali metal
Period 4 element with only

3 outer-shell electrons
Group VII element with

electrons in only 3 shells
member of the lanthanide series
Period 5 transition element


16
Use the following list to complete the

table below. Part a has been completed
as an example.
a
Zn and Cr
alkali metals
different forms of the

same element
halogens
first row transition elements
Na and Li
diamond and graphite
group VII elements
Term
allotrope
Description
Examples
Group I
elements
Elements
from
numbers
21 to 30
Cl and F
a
7
17
Five diagrams, labelled v to z, are shown

below. Use the letters v to z to answer
the questions that follow.
Which diagram could represent:

a
an atom of sulfur?
a water molecule (H2O)?
a mixture of two compounds?
the potassium chloride

lattice (KCl)?


18
19
20
21
22
State one way in which helium (He) is:

a
like all other gases in

Group VIII
different from all other gases in

Group VIII
State one way in which hydrogen (H) is:

a
similar to the Group VII

elements
similar to the Group I elements
Write equations to show the reaction of:

a
Group VII element with H2S to

form sulfur and a strong acid
Group I element with Cl2 to

form a white salt
Match each Group IV element (C, Si,

Ge, Sn, Pb) to its use.
a
a major component of glass
once used extensively

in plumbing
tips of dentist drills
to coat containers for storing

baked beans
a catalyst in fluorescent tubes
Listed below are five atoms using

symbols that are not the usual symbols
of the elements. Use the letters V to Z to
answer the following questions.
40
18
20
10
40
19
39
19
40
20
Which two atoms have the

same number of neutrons?
Which atom has the smallest

mass number?
Which two atoms belong to the

same element?
Which two symbols represent

noble gases?


23
Which element in each pair (atomic

numbers are given in brackets) is
more reactive?
a
Li (3) and Cs (55)
F (9) and Cl (17)
Na (11) and Mg (12)
O (8) and Ne (10)


2: Chemical reactions
Name: _______________________
Class: __________
Date: _______
Score: ____________ / 105 marks

1
Which of the following involves a chemical change?

A A piece of chocolate becomes soft when warmed.
B Dry ice (solid CO2) is warmed to form gaseous CO2.
C Fireflies glow in the dark.
D Water boils to become steam.
Which of the following lists the metals sodium (Na), gold (Au), iron (Fe) and
copper (Cu), in order of increasing reactivity?
A Na, Fe, Cu, Au
B Au, Cu, Fe, Na
C Fe, Na, Au, Cu
D Cu, Au, Na, Fe
The equation for the overall reaction in photosynthesis is:
energy + 6CO 2(g) + 6H 2O (l) C 6H12O 6(aq) + 6O 2(g)
Photosynthesis is:
A an endothermic process
C a combustion reaction
4
B an exothermic process
D an acidbase reaction
Magnesium is dissolved in acid. Its equation is: Mg + 2HCl + H2.

The missing chemical in the reaction is:
A MgCl
B Mg2Cl
C MgCl2
D 2MgCl
Metals like sodium and calcium are very reactive because they have:
A many outer-shell electrons, and they are readily donated
B a few outer-shell electrons, and they are readily donated
C many outer-shell electrons, and they are not readily donated
D a few outer-shell electrons, and they are not readily donated
Given that the symbol for chromium is Cr, and the formula for the sulfate ion is
SO 24 , the formula for chromium(III) sulfate is:
A CrSO4
B Cr3(SO4)2
C Cr2(SO4)3
D Cr2SO4


7
A chemical reaction is represented by the equation shown below.
CaCO 3(s) CaO(s) + CO 2(g)
10
11
12
13
This is an example of a:
B displacement reaction
C precipitation reaction
D decomposition reaction
During an endothermic reaction:
A energy is released to the surroundings
B the reaction vessel becomes warm
C the products of the reaction have lower energy than the reactants
D heat must be supplied for the reaction to occur
A precipitate is:
A a clear and colourless solution
B a gas
C a solid lump
D a fine solid powder that forms when two solutions are mixed
A precipitate:
A may form when two clear solutions are mixed
B is a soluble salt
C forms because the ions in a solution repel each other
D collects at the surface when two solutions are mixed
Zinc is a more reactive metal than copper. This means that:
A electrons are easily transferred from zinc atoms to copper atoms
B zinc will deposit if copper is placed in a solution containing zinc ions
C copper atoms give up electrons more easily than zinc atoms
D copper will be produced if zinc is placed in a solution containing
copper ions
A weak acid is an acid which:
A easily donates its hydrogen ion to a base
B does not easily donate its hydrogen ion to a base
C has few solute particles dissolved in the solvent
D is highly corrosive
When solutions of sodium chloride (NaCl) and silver nitrate (AgNO3) are
mixed, solid silver chloride (AgCl) forms. Which ions remain dissolved
in the solution?
A Na+ and Cl
C Na+ and NO 3
B Ag+ and Cl
D Ag+ and NO 3


14
15
16
17
18
19
20
21
22
An acid reacting with a metal hydroxide to produce salt and water is an example
of a:
A combustion reaction
C neutralisation reaction
Reduction occurs when:
A a metal atom forms a positively charged ion
B a non-metal atom forms a negatively charged ion
C two ions combine to form a precipitate
D steam condenses to form liquid water
A combustion reaction:
A always has carbon dioxide as a product
B always has water as a product
C always has oxygen as a reactant
D is always endothermic
Which of the following is a property of bases?
A sour taste
B turn blue litmus red
C react with acids to produce a salt and hydrogen gas
D soapy feel
Which test would show that a gas sample is carbon dioxide? The gas:
A produces a pop noise when a match is placed in it
B causes a flame to flare up
C is odourless and yellow
D produces a precipitate when it is bubbled through a limewater solution
When hydrochloric acid reacts with magnesium, the products are:
A salt and hydrogen gas
B salt and water
C salt, carbon dioxide and water
D salt and oxygen gas
A change from pH 3 to pH 5 means that the hydrogen ion present in the
solution:
A decreases by a factor of 2
B increases by a factor of 2
C decreases by a factor of 100
D increases by a factor of 100
What is the pH of pure or distilled water?
A 0
B 5
C 7
D 10
When a base is added to red litmus, it turns:
A red
B the colour of beetroot
C blue
D yellow
1
1

23
24
A solution of pH 8 is:
A slightly basic
C strongly basic
B slightly acidic
D strongly acidic
100 mL of a solution with pH 10 is added slowly to 900 mL of cold water.

What will be the pH of the diluted solution?
A 8
B 9
C 11
D 12

1
Write a chemical equation for a reaction

where the products are dissolved CaCl2,
gaseous CO2 and liquid H2O. The
reactants are solid CaCO3 and
dissolved HCl.
State three signs that a chemical reaction

has occurred.
3
3
Suggest two reasons why some chemical

reactions do not occur spontaneously.


4
The table below shows the symbol or

formula of several ions.
Name of ion
Symbol or
formula
magnesium
aluminium
carbonate
Mg2+
Al3+
CO 23
hydroxide
nitride
ammonium
OH
N3
NH +4
Write the chemical formula for:
magnesium nitride
ammonium hydroxide
aluminium carbonate
magnesium hydroxide
Use the information in the previous

question to name these chemicals:
a
Al2(SO4)3
MgCO3
Ca(OH)2
Write the chemical formulas for

these compounds.
a
water
carbon dioxide
hydrogen gas
hydrochloric acid
nitric acid
caustic soda (sodium

hydroxide)
common salt (sodium chloride)
How many atoms of each element are

there in these compounds?
a
Zn(NO3)2
(NH4)2SO4


8
Predict the missing chemicals in

these equations:
a
HCl + NaOH NaCl +
2HNO3 + Zn Zn(NO3)2 +
2HCl + CaCl2 + H2O
2HNO3 + Na2CO3
2NaNO3 + H2O +
Balance these chemical equations.

a
Cl2 + H2S S + HCl
CaCO3 + H2SO4
CaSO4 + CO2 + H2O
10
11
CH4 + O2 CO2 + H2O
C3H8 + O2 CO2 + H2O
Mg + O2 MgO
Al + O2 Al2O3
Complete each of the following word

equations.
a
acid + base
acid + metal
acid + metal oxide
Name the salt produced when:

a
hydrochloric acid (HCl) reacts

with magnesium (Mg)
nitric acid (HNO3) reacts with

barium carbonate (BaCO3)
sulfuric acid (H2SO4) reacts

with iron(II) oxide (FeO)


12
13
14
Two clear aqueous solutions, BaCl2 and

Na2SO4, are mixed. A white solid forms.
a
What is the solvent for this

reaction?
What is the name given to a

solid that forms when two
solutions are mixed?
What is the chemical formula

of the solid that formed in
this reaction?
Write a chemical equation for the

reaction between solid zinc (Zn) and an
aqueous solution of hydrochloric acid
(HCl). One of the products of the
reaction is a soluble salt, zinc chloride
(ZnCl2).
The table below shows the solubility of

several ions.
Negative
ion
NO 3
SO 24
Cl
Positive
ion
Solubility of
compounds
all
soluble
2+
2+
Ba Pb
others
Ag+ Pb2+
others
insoluble
soluble
insoluble
soluble
Use this table to help write equations

for the following reactions. You
should include states (aq, s, etc.) in
your equations.
a
Solutions of sodium sulfate

(Na2SO4) and barium chloride
(BaCl2) are mixed.
Solutions of lead(II) nitrate

(Pb(NO3)2) and potassium
chloride (KCl) are mixed.


15
16
17
The chemical reaction called respiration

gives us energy to stay alive.
a
Write a chemical equation for

the respiration reaction.
Where does this reaction occur?
Is the reaction endothermic or

exothermic?

a
dinitrogen pentoxide
phosphorus trichloride
sulfur hexafluoride
List three properties of acids.
3
18
Use any of the terms in the list below

to label each of the reactions shown in
a to d.
decomposition, precipitation,
displacement, combustion,
neutralisation
a
Pb(NO3)2(aq) + 2KCl(aq)
PbCl2(s) + 2KNO3(aq)
C6H12O6(aq) + 6O2(g)
6CO2(g) + 6H2O(1)
Mg(s) + ZnCl2(aq)
MgCl2(aq) +
Zn(s)
2MgO(s) 2Mg(s) + O2(g)

reaction between solid magnesium oxide
(MgO) and sulfuric acid (H2SO4). One
of the products is the soluble salt
magnesium sulfate (MgSO4).
d
19


20
21
22
23
Which substance in the

following list could not be
an acid?
HBr, CH3COOH, K2CO3
Explain how you reached your

answer in part a.
In a solution of pH 7, what colour is:

a
red litmus?
blue litmus?
Use numbers from the list below to give

the approximate pH of the solutions
described in a to c.
1, 5, 7, 8, 13
a
a concentrated solution of a
strong acid
a neutral solution
a dilute solution of a
weak base

the approximate pH of the substances
described in a to e.
2, 4, 5, 7.5, 13
a
coffee
oven cleaner
orange juice
rust remover
human blood


24
25
The diagram below shows the colour

changes of several indicators.
Name an indicator that would

show the same colour at pH 3
and pH 5.

show different colours for
solutions of pH 9 and pH 11.
Which two indicators would

give exactly the same results at
both pH 3 and pH 10?
You are provided with 10 mL of a

solution of pH 4. Describe how you
would prepare a solution of pH 5.


3: Light
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 84 marks

1
Which ray below is the one that is reflected from a plane mirror?
1
2
Perspex has a higher refractive index than air. Light entering air from
perspex will:
A slow down slightly and be bent towards the normal
B slow down slightly and be bent away from the normal
C speed up slightly and be bent towards the normal
D speed up slightly and be bent away from the normal
When a light ray passing from glass to air strikes the boundary at the critical
angle of incidence, the light ray:
A is totally internally reflected
B passes through to the air without any change in its direction
C skims the surface of the glass
D is reflected back along its original path
When a light ray passing from air to glass strikes the glass perpendicular to its
boundary, the light ray will:
A speed up as it enters the glass and bend away from the normal
B pass through the glass without any change in its direction
C be totally internally reflected
D slow down as it enters the glass and bend towards the normal
A light ray strikes a glass surface at a small angle and passes through the glass.
The ray emerging from the glass into the air will be:
A parallel to the ray entering the glass
B in the same straight line as the ray entering the glass
C bent towards the normal as it exits the glass
D at right angles to the ray entering the glass


3: Light
6
10
11
12
13
When a pencil is viewed through water, it appears bent because light:

A slows down as it passes from water to air
B is reflected at the surface of the water
C is refracted away from the normal as it passes from water to air
D is refracted towards the normal as it passes from water to air
A fisherman under the water is attempting to spear a fish. The fisherman
must aim:
A above the apparent depth of the fish
B directly at the fish as he sees it
C below the apparent depth of the fish
D to the left of the apparent position of the fish
The image produced by a convex lens when the object is inside the focal length
is enlarged:
A real and upright
B real and inverted
C virtual and upright
D virtual and inverted
The image produced by a convex lens when the object is well beyond the focal
length is:
A real, inverted and diminished
B real, upright and enlarged
C virtual, inverted and diminished
D virtual, upright and enlarged
An object 4 mm high produces an image 16 mm high. The magnification is:
A 0.25
B 4
C 12
D 20
A 0.25
B 4
C 12
D 20
The image produced on a screen by a slide projector is:
A virtual, upright and enlarged
B virtual, inverted and diminished
C real, upright and enlarged
D real, inverted and enlarged
In an old-fashioned camera, photographic film records the images formed and is
placed where the images would be. The images formed by the lenses in a
camera must therefore be:
A real
B unreal
C virtual
D undecided, depending on the distance from the camera

1
1
1

3: Light
14
15
16
17
18
19
20
21
22
23
24
In a camera, the image formed is upside-down when recorded on the film. This
suggests that the lenses in a camera are probably:
A bi-concave
B bi-plano
C bi-convex
D none of the above as a camera has no lenses
In the eye disorder known as long-sightedness, the image of an object forms
behind the retina. Long-sightedness is corrected by bringing the image
forward using:
A convex lenses that bend the light less
B convex lenses that bend the light more
C concave lenses that bend the light less
D concave lenses that bend the light more
Blue skies and red sunsets are caused by the:
A dispersion of light
B refraction of light
C absorption of light
D scattering of light
In a primary rainbow, what colour is at the top of the rainbow?
A blue
B green
C orange
D red
Mirages are basically caused because light is:
A refracted differently at different temperatures
B dispersed differently at different temperatures
C reflected differently at different temperatures
D scattered differently at different temperatures
Which of the following colours of light is most strongly refracted?
A red
B yellow
C green
D violet
Two colours of light which mix to make white light are called:
A primary colours
B secondary colours
C complementary colours
D phosphors
What colour will a green leaf placed in green light appear to be?
A black
B green
C red
D blue
What colour is produced when magenta and cyan pigments are mixed?
A black
B green
C red
D blue
Which colours are absorbed by blue paint?
A blue only
B red, orange and yellow
C green, blue, indigo and violet
D red only
What colour is transmitted when cyan light is shone on a green filter?
A cyan
B blue
C green
D red

1
1
1
1
1
1
1
1
1

3: Light

1
If a light ray strikes a mirror at an angle

of 30o to the mirror, what is:
a
the angle of incidence?
the angle of reflection?
What is meant by the refraction of light?

2
The diagram below shows a light ray

travelling through air to the interface
between the air and a glass block.
On the diagram, draw the normal, and a

possible path for the ray in the glass.
4
Light travelling from substance A to

substance B is totally internally
reflected.
a
Which substance (A or B) has

the higher refractive index?
At what angle must the light ray

have struck the boundary of A
and B for total internal
reflection to occur?
Is light always refracted when it passes

from one material to another? Explain
your answer.


3: Light
6
The diagram below shows a pencil

placed in water. The pencil appears bent
when viewed from the air.
Complete the diagram by drawing the

position of the image of the pencil as
seen by the viewer.
7
8
10
List three advantages of optical fibres

over copper wire for transmitting data.
2
3
Which type of lens (convex or concave):

a
is fatter in the middle than at

the ends?
can produce a real image?
You have two lenses. Lens A is fat and

highly curved. Lens B is flatter, being
only slightly curved. Which lens (A or
B) can be expected to:
a
bend light the most?
have the longest focal length?
As the curvature of a lens increases:

a
is the light bent more or less?
does the focal length increase

or decrease?


3: Light
11
Complete the diagram shown below by:

a
drawing in the refracted

light rays
labelling the principal focus
labelling the focal length
4
12
The diagram below shows a partly

drawn ray-tracing diagram.
Complete the ray-tracing

diagram.
Is the image produced:

i
real or virtual?
ii
upright or inverted?
iii
enlarged or diminished?


3: Light
13
The diagram below shows the parts of a

slide projector.
14
15
What is the function of:

i
the concave mirror?
ii
the condenser lenses?
Why is the slide placed outside

the focal length of the projector
lens and not inside it?
The objective lens of a telescope

produces an image just inside the focal
length of the eyepiece lens. This image
acts as the object for the eyepiece lens.
a
For a larger first image to be

formed, should the objective
lens be thin or thick?
Explain why telescopes

are long.
Explain why the sky appears blue during

the day.
2
16
This question concerns colours.

a
Name the primary colours of

light.
Why are they called primary

colours?
Name the secondary colours of

light.
Why are they called secondary

colours?
Is black a colour? Explain your

answer.


3: Light
17
The diagram below shows combinations

of light colours.
State the name of the colours seen

in a to d.
18
19
20
What colour (if any) is transmitted

when:
a
white light is shone on a

blue filter?
red light is shone on a

green filter?
magenta light is shone on a

red filter?
What colour or colours of light are:

a
absorbed by a blue shirt?
reflected by a red shirt?
combined to produce yellow

light?
What are the three primary

colours of pigments used
in printing?
Why are they referred to as

primary colours?


3: Light
21
22
What is the name given to the:

a
spreading of light by particles

in the sky?
bending of light rays as they

pass from one material to
another?
splitting of light into

component colours by a prism?
Light from neon lamps is largely

red and orange. Suggest why some
butchers place neon lamps above their
window displays.


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 66 marks

1
As a fast-moving ambulance passes by, its siren goes from:

A a high pitch to a low pitch
B a low pitch to a high pitch
C a high pitch to an even higher pitch
D there is no change in pitch
There are two answers to this question.

Compare the sound waves in front of a moving vehicle to the waves behind the
vehicle. They have a:
A shorter wavelength
B longer wavelength
C higher frequency
D lower frequency
The change in wavelength of sound waves emitted from a moving sound source
is known as:
A the Doppler effect
B Hubbles Law
C Einsteins equation
D the Big Bang theory
Which of the following statements concerning the colours of visible light

is correct?
A When light passes through a prism the colours are separated by reflection.
B Red light has a lower energy than blue light.
C Red and blue light have the same wavelength.
D Red light has a higher frequency than blue light.
When a fast-moving star is moving away from the Earth, the absorption lines on
the spectrum produced by the star will be shifted towards the:
A blue end of the spectrum (light of longer wavelength)
B red end of the spectrum (light of longer wavelength)
C blue end of the spectrum (light of shorter wavelength)
D red end of the spectrum (light of shorter wavelength)
Approximately how many years ago is the Big Bang thought to have occurred?
A 13 thousand
B 13 million
C 13 billion
D 13 trillion

1
1

7
8
9
10
11
12
13
14
15
A small fraction of a second after the Big Bang, the universe:

A had a temperature of one billion degrees Celsius, and chemical elements had
begun forming
B was expanding slowly and stars were beginning to form
C was cooling, and quarks were beginning to clump together to form neutrons
D inflated suddenly and was filled with particles of matter and antimatter
How many quarks clump together to form a proton?
A 2
B 3
C 4
D 5
When one proton and one neutron bond together:
A a deuterium nucleus forms
B a helium nucleus forms
C a hydrogen atom forms
D they annihilate each other, releasing light
The approximate ratio of hydrogen atoms and helium atoms in the early
universe was close to:
A 25% H : 75% He
B 50% H : 50% He
C 75% H : 25% He
D 90% H : 10% He
Approximately how old was the universe (in time after the Big Bang) when
electrons were first captured by nuclei to form atoms?
A 1 billion trillionth of a second
B 1 second
C 3 minutes
D 300 000 years
Which theory of the universe includes the idea of a contracting universe?
A open universe
B closed universe
C flat universe
D accelerating universe
The open universe theory states that the universe will:
A keep expanding forever but at a decreasing rate
B eventually stop expanding and then contract into a smaller and
smaller space
C eventually stop expanding, but not contract again
D expand at an ever-increasing rate
How long after the Big Bang did the first stars and galaxies appear?
A 3 minutes
B 300 000 years
C 1 billion years
D 13 billion years
Approximately how fast (in metres per second) does electromagnetic radiation
such as radio waves travel?
A 300
B 300 000
C 300 000 000
D 300 000 000 000

1
1

16
The term dark energy is used to describe:

A any light towards the high-energy end of the visible light spectrum
B subatomic particles left over from the Big Bang
C gas and dust orbiting stars that may condense to form planets
D some mysterious cosmological force that overrides gravity

1
Which sound wavelength (long

or short) produces the higher
pitched sound?
Which colour of light (blue or

red) has the longer wavelength?
How does the pitch of an

ambulance siren change as it
drives past you?
Why does this change occur?


3
The diagram below shows the spectra

produced by three stars. Star I is at a
fixed distance from Earth. Stars II and
III are moving.
What produces the dark lines on

each spectrum?
Which star (II or III) is moving

towards the Earth?
Explain the choice you made in

part b.
Complete the following statement about

a law by selecting the correct word in
each part.
Most galaxies are moving a
towards/away from the Earth. The
further away the galaxies are, the b
faster/slower they are moving. This is
known as c Dopplers/Hubbles law.
What does the Big Bang theory state?

2
What happens when particles of matter

and antimatter collide?


7
In Einsteins equation, E = mc2, what

does each of the letters stand for?
a
For approximately 300 000 years

after the Big Bang the universe was a
foggy or opaque place. Explain why
it was foggy.
3
10
11
For what important discovery did the

physicists Arno Penzias and Robert
Wilson receive the Nobel prize?
In 1992 the COBE satellite produced an

image of the universe at age 300 000
years after the Big Bang. What did this
image show about the composition of
the universe?
Describe what would happen over time

in a closed universe.
4
12
13
14
Why is it impractical to search

for extraterrestrial life using
current spacecraft?
What do the following letters stand for?

a
COBE
SETI
Why are frequencies in the microwave

region preferred when broadcasting
messages to try to make contact with
extraterrestrial life?


15
The diagram below shows a message

beamed from the Arechibo radio
telescope in 1974.
Match each description below to a

symbol (I to VIII) on the message.
a
DNA double helix
solar system
numbers 1 to 10 in binary
atomic numbers of
important elements
world population


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 66 marks

1
Which combination is thought to have made up the ancient supercontinent

Laurasia?
A Australia, Antarctica, South America, Africa and India
B South America, North America and Europe
C Europe, North America and most of Asia
D North America, Africa and most of Asia
Coal has been found above the Arctic Circle. This is unexpected because coal is
formed from decomposed:
A plants, and there is now not enough oxygen for plants to survive there
B plants, and it is now too cold for plants to survive there
C animals, and there is now not enough oxygen for animals to survive there
D animals, and it is now too cold for animals to survive there
In 1915, Alfred Wegener proposed the idea of a supercontinent splitting to form
the continents. His ideas were largely ignored because:
A there was no evidence to support them
B little was known about the shapes of the continents at that time
C the distribution of reptilian fossils could not be explained by
shifting continents
D it was thought that the Earth was solid rock
Studies of the magnetic stripes of rocks on the ocean floor indicate that:
A the youngest rock is next to the ridges, the oldest next to the trenches
B the youngest rock is next to the trenches, the oldest next to the ridges
C the rocks are all approximately the same age
D the rocks are older than the rocks of the continents
Which of the following boundaries between tectonic plates is also known as a
conservative boundary?
A spreading
B collision
C transform
D constructive


6
10
11
12
When tectonic plates collide, a variety of things can happen. Which of the
following is most likely when an ocean plate collides with another ocean plate?
A Both plates crumple and fold.
B The less dense plate is forced under the more dense plate.
C A rift valley forms.
D The faster-moving plate is forced under the slower-moving plate.
following is most likely when two continental plates collide?
A mountain root is most likely to form when:
A two ocean plates collide
B two continental plates collide
C an ocean plate collides with a continental plate
D two plates scrape along each other
Approximately how many earthquakes occur per year?
A 10 000
B 100 000
C 1 000 000
D 1 000 000 000
Which of the following statements concerning earthquakes is incorrect?
A The focus is the point where an earthquake begins.
B Earthquakes occur on a fault line at the edges of tectonic plates.
C The epicentre is the point on the Earths surface above the focus.
D Seismic waves spread from the epicentre to the focus and beyond.
For which of the following waves is the vibration of the particles in the same
direction as the movement of the wave?
A sound
B water
C seismic Love (L) waves
D seismic secondary (S) waves
Which of the following is a property of secondary (S) body waves? S waves:
A travel through both solid and molten rock
B are the fastest-moving body waves
C are transverse waves
D hit the surface with an up-and-down or push-pull motion


13
14
15
16
17
18
19
Both primary and secondary body waves:

A are transverse waves
B are refracted when they pass through rocks of different density
C travel faster when they move through less dense rock
D travel around the surface of the Earth
Which of the following is a property of Rayleigh (R) waves? R waves:
A travel through the Earth
B arrive before Love (L) waves
C are less dangerous than body waves
D are up-and-down waves like water waves
If the rock of a fault scarp is very hard, and weathering is slow, which
landscape feature is most likely to form?
A a cliff
B a gentle rise
C a volcano
D a syncline
When continental plates collide, rock may be folded to build mountain ranges.
Upward folds in the rock are called:
A horsts
B graben
C synclines
D anticlines
How do the plates move at a transcurrent fault?
A One plate slides over another.
B Two plates collide and crumple.
C Both plates move sideways.
D One plate moves upwards, the other downwards.
This question concerns the landform shown in the diagram below.
Which of the following statements is correct?

A K represents a syncline.
B C represents an unconformity.
C Rock in E is older than rock in H.
D J shows no signs of erosion.
Which type of volcano is the biggest?
A shield cones
B composite cones
C cinder cones
D batholiths

20
Which of the following statements concerning fossil fuels is incorrect?

Fossil fuels:
A form from decomposed plant and animal matter
B take millions of years to form
C are usually found near weaknesses in the Earths crust
D require low pressures and high temperatures to form

1
List four pieces of evidence Alfred

Wegener used to support his theory of
the splitting of an ancient supercontinent
to form the continents.


2
List three important pieces of

information obtained when the ocean
floor was mapped during World War II.
3
3
The diagram below shows the inner

structure of the Earth (not to scale).
Complete the labelling of this
diagram by:
a
naming each layer (I to IV)
indicating the approximate

maximum depth of each
layer by selecting from the list
below:
6400 km, 2800 km, 60 km,
5100 km


4
The theory of plate tectonics can be

explained using an analogy with pieces
of toast floating on very thick, hot soup.
Using this analogy:
What does the soup represent?
What do the pieces of toast

represent?
If the soup is stirred, the toast

moves. What causes the soup
to be stirred?
State two ways by which the Earths

mantle remains hot.
2
This question concerns tectonic plate

boundaries.
a
Why are spreading

boundaries also called
constructive boundaries?
Why are collision boundaries

also called destructive
boundaries?
Which type of tectonic plate boundaries

form, or formed, the:
a
earthquake activity around the

San Andreas fault in
California?
East-African rift valley?
islands of Japan?
Andes Mountains and the PeruChile ocean trench which runs

parallel to them?


8
Consider what happens when an ocean

plate collides with a continental plate.
a
Why is the ocean plate forced

under the continental plate?
What is the subduction zone?
Explain why volcanoes often

form on the continental plate
after the collision.
5
9
When an earthquake occurs, where does

the worst damage occur?
10
Why are no S waves recorded on the

Earth directly opposite the epicentre of
the earthquake?
11
The four types of seismic waves are

primary (P), secondary (S), Rayleigh (R)
and Love (L). Use the letters P, S, R and
L when answering the questions that
follow. Which waves:
a
travel through the body of

the Earth?
are recorded first by a

seismometer?
are recorded last by

a seismometer?
travel around the

Earths surface?
are rolling waves, like surf

at a beach?


12
13
Use the graph shown below to answer

What is the distance from the

epicentre if the P and S waves
arrive 5 minutes apart?
Approximately how many

minutes are there between
the arrival times of P and S
waves if the epicentre is
2000 km away?
State whether each of the following

waves are transverse or longitudinal
waves.
a
sound waves
P waves
S waves
waves that push and pull
waves that have an up-down

motion like water waves


14
Explain how horsts and graben form.

Include a sketch in your answer to show
the appearance of these two landforms.
4
15
Three types of faults are shown in the

diagram below. Identify each as either a
transcurrent, normal or reverse fault.
3
16
What is meant by the term plastic

behaviour?
17
Explain how an unconformity is created.

Include a diagram in your answer.
5
18
19
Explain how a volcano could form away

from the edge of a tectonic plate.
Explain why igneous rock is unlikely to

contain fossils of plant material.
2


20
Yellowstone National Park in the USA

is known for its geysers and mud pools.
Explain how these features form.


6: Ecosystems
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 95 marks

1
Consider the food chain shown below.

phytoplankton zooplankton small fish large fish sea eagles
Which of the following correctly describes the role of the zooplankton and
large fish?
A
B
C
D
Zooplankton
Large fish
Producer
First order consumer
Second order consumer
Third order consumer

Fourth order consumer
1
2
3
Which of the following organisms is not a consumer?

A mushroom
B red algae
C earthworm
D elephant
Which of the following is recycled in an ecosystem?
A matter only
B matter and energy
C energy only
D neither matter nor energy
Which type of reaction ultimately provides the energy for almost all life
on Earth?
A photosynthesis
B respiration
C nuclear fusion
D decomposition

corn mouse snake kookaburra
Which component of the food chain would need to consume the most energy to
survive?
A corn
B mouse
C snake
D kookaburra
If the corn contains 1000 units of energy, approximately how many units of
energy will the kookaburra receive?
A 1
B 10
C 100
D 1000


6: Ecosystems
7
8
9
10
11
12
13
14
15
16
A soil sample was analysed and four species of animal were found. The
approximate numbers of each animal in the soil sample are shown below.
Species W2 000 000, Species X20, Species Y2 000, Species Z20 000.
Which species is likely to be the highest order consumer?
A W
B X
C Y
D Z
Transpiration is the name given to the loss of water by evaporation from:
A moist soil
B oceans
C animals
D plants
Approximately what percentage of all water on Earth is available as fresh water
to organisms?
A 1%
B 10%
C 50%
D 98%
Nitrifying bacteria convert:
A atmospheric nitrogen molecules to nitrate ions
B atmospheric nitrogen molecules to amino acids
C nitrate ions to atmospheric nitrogen molecules
D ammonia to nitrate ions
Which of the following is not responsible for nitrogen fixation?
A The action of lightning on atmospheric nitrogen and oxygen.
B Industrial production of nitrogen-based fertilisers.
C Rhizobium bacteria found in the root nodules of clover plants.
D Denitrifying bacteria found in the soil.
Which of the following processes removes carbon from the atmosphere?
A combustion of natural gas
B photosynthesis by green plants
C anaerobic respiration by yeast
D decomposition of fallen leaves by fungi
Which of the following is a renewable energy source?
A coal
B oil
C geothermal
D uranium
A photovoltaic cell is designed to convert:
A solar energy to sound energy
B solar energy to electrical energy
C heat energy to electrical energy
D heat energy to solar energy
Splitting one atom of uranium releases how much more energy than burning
one molecule of natural gas?
A 2.6 times as much
B 26 times as much
C 2.6 million times as much
D 26 million times as much
If the wind speed passing through a wind turbine generator is doubled, the
power generated by the turbine is multiplied by a factor of:
A 0.5
B 2
C 4
D 8

1
1
1
1

6: Ecosystems
17
18
19
20
21
Which of the following is not a property of water?

A Water can act as both acid and base.
B Solid water is denser than liquid water.
C Water is a solvent for many solutes.
D Water exists in three states on the Earth.
Osmosis is the movement of water from:
A a low salinity solution to a high salinity solution through a
semi-permeable membrane
B a low salinity solution to a high salinity solution through a
non-permeable membrane
C a high salinity solution to a low salinity solution through a
D a high salinity solution to a low salinity solution through a
The use of osmotic pressure to produce energy is not suited to a country like
Switzerland because it has:
A no suitable sites for dam construction
B no active volcanoes or lava flows
C no freshwater rivers flowing into the sea
D no fossil fuel deposits
Which of the following energy sources is least used in Australia at present?
A hydroelectricity
B energy from wind
C geothermal energy
D solar energy
Biogas produced by the action of anaerobic bacteria in landfill is made up

mainly of:
A methane and carbon dioxide
B methane and oxygen
C octane and carbon dioxide
D octane and oxygen


6: Ecosystems
1

mangroves soldier crabs
spoonbills sea eagles
For this food chain, name the:
producer
first order consumer
herbivore
third order consumer
Draw a food chain with four members

based on the following description.
The grasslands of Africa are home to
many herbivores, including zebras, gnus
and gazelles. These grazing animals are
the prey of carnivores, including lions
and cheetahs. Hyenas and vultures that
scavenge for dead remains may at times
eat any of the animals of the grassland.
Explain why a food chain is unlikely to

have more than six members.
3
4

leaves caterpillar bird cat
The total energy in the leaves is much
greater than the energy received by the
cat. Describe two different ways in
which the energy of the leaves may be
lost and therefore not reach the cat.
2


6: Ecosystems
5
State the Law of Conservation

of Energy.
Give an example of how

this law applies to energy
in ecosystems.
3
6

of Mass.

this law applies to matter
in ecosystems.
3
Give the meaning of each of the

following and an example of each.
a
organic matter
an endothermic animal
an ectothermic animal


6: Ecosystems
8
A diagram of the water cycle is

shown below.
Select the labels (A to F) from the

diagram that correspond to each of the
terms given below.
precipitation
evaporation
transpiration
soakage
run-off
condensation
Name a carbon compound:

a
that is a structural component of

plant cell walls
used as an energy store

in plants
that makes up approximately

0.04% of the gases in the
atmosphere
produced during photosynthesis
produced during respiration


6: Ecosystems
10
11
12
13
Name two processes that

increase the level of carbon
dioxide in the atmosphere.

one of the processes named
in a.
Name one process that removes

carbon dioxide from the
atmosphere.

the process named in c.
Use the list of numbers below to assign

a figure to each of the quantities listed
in a to f.
0.04, 10, 20, 65, 78, 98
a
percentage of carbon dioxide in

atmospheric gases
percentage of water on Earth

found in the saltwater of
the oceans
percentage of energy passed

from one organism to the next
in a food chain
percentage of oxygen in
atmospheric gases
percentage of the human body

made up of water
percentage of nitrogen in
atmospheric gases
Name:
a
two uses of nitrogen by plants
two ways nitrogen may leave

a plant

an animal
The greenhouse effect is caused by an

increase in the level of carbon dioxide in
the atmosphere. State two ways in which
this increase has occurred.

6: Ecosystems
14
Complete the following table, which

shows the role of bacteria in the cycling
of nitrogen.
Bacteria type
Nitrogen fixing
Role of the
bacteria
Convert nitrogen
to
Convert ammonia
to nitrates
Convert nitrates
to
4
15
16
17
Explain what is meant by a nonrenewable energy source. Include two

examples in your answer.
State two ways in which solar energy
may be used to generate electricity.
3
2
State two disadvantages of the

use of geothermal energy to
2
18
19
20
Explain how a change in blade length of

a wind turbine generator influences the
amount of power supplied.
a
State one disadvantage of

hydroelectricity.
State two advantages of

hydroelectricity.
Explain what is meant by the

term biomass.
State one direct use of biomass

for energy production.
State one indirect use of

biomass for energy production.


Name: _______________________
Class: __________

marks
Date: _______
Score: _____________ / 100

1
All living things get their energy through a reaction called:

A photosynthesis
B breathing
C respiration
D inspiration
When there is no oxygen or limited oxygen, the respiration process that is
carried out is:
A aerobic
B lactic
C anaerobic
D yeast
Which of the following equations represents the process of aerobic respiration?
A
B
C
D
C6H12O6(aq) + 6O2(g) 6CO2(g) + 6H2O(1) + energy

C6H12O6(aq) + 6O2(g) + energy 6CO2(g) + 6H2O(1)
C6H12O6(aq) + energy 2CO2(g) + 2C2H6O(aq)
C6H12O6(aq) 2CO2(g) + 2C2H6O(aq) + energy
Which of the following equations represents the process of anaerobic

respiration in yeast?
A C6H12O6(aq) + 6O2(g) 6CO2(g) + 6H2O(1) + energy
B C6H12O6(aq) + 6O2(g) + energy 6CO2(g) + 6H2O(1)
C C6H12O6(aq) + energy 2CO2(g) + 2C2H6O(aq)
D C6H12O6(aq) 2CO2(g) + 2C2H6O(aq) + energy
Your muscles can be sore and you can suffer from cramp after a lot of exercise.
This is due to the build up in your muscles of:
A glucose
B energy
C lactic acid
D starch
Each enzyme in the human body:
A is able to catalyse a wide range of reactions
B controls a specific type of reaction
C functions best at a temperature of 100oC
D must be continually produced, as it is used up in each reaction it catalyses
Respiration is a chemical reaction which:
A occurs only in the body cells of animals
B always has oxygen as a reactant
C involves a sequence of reactions
D is endothermic (absorbs energy)

8
Which of the following best summarises the two main stages of respiration.
STAGE 1
STAGE 2
A C6H12O6 C3H4O3 in
the cytoplasm.
B C6H12O6 C3H4O3 in
the mitochondria.
C C3H4O3 CO2 + H2O in
the mitochondria.
D C3H4O3 CO2 + H2O in
the cytoplasm.
C3H4O3 CO2 + H2O in the

mitochondria.
C3H4O3 CO2 + H2O in the cytoplasm.
C6H12O6 C3H4O3 in the cytoplasm.
C6H12O6 C3H4O3 in the mitochondria.
1
10
11
12
13
The basal metabolic rate (BMR):

A shows a steady increase with increasing age
B is the minimum energy required to carry out your normal daily tasks
C varies with size, state of health and sex
D varies directly with the type and level of activity a person carries out
Which of the following shows the approximate percentages of three major gases
in inhaled air?
A 50% nitrogen, 49% oxygen, 1% carbon dioxide
B 79% nitrogen, 21% oxygen, 0.04% carbon dioxide
C 79% nitrogen, 14% oxygen, 6% carbon dioxide
D 59% nitrogen, 41% oxygen, 0.04% carbon dioxide
Which of the following is not a property of alveoli?
A Their cell walls are only one cell thick.
B They lie close to the walls of capillaries.
C They have a dry surface to allow efficient diffusion.
D They are shaped to give maximum surface area.
If carbon dioxide, water and chlorophyll are placed in a test tube in the sunlight:
A glucose and bubbles of oxygen will be produced immediately
B glucose and bubbles of oxygen will be produced, but only after a long
period of time
C no reaction will occur because one reactant is missing
D no reaction will occur because necessary enzymes are missing
Which would you expect to contain the greater number of mitochondria: nerve
cells or muscle cells?
A muscle cells
B nerve cells
C neither, because both would contain the same number of mitochondria
D neither, because only plant cells contain mitochondria

14
15
16
17
18
Most carbon dioxide is transported in the bloodstream:

A bound to haemoglobin
B as gaseous carbon dioxide molecules
C bound to ATP molecules
D as dissolved carbon dioxide molecules and hydrogen carbonate ions
Photosynthesis may be considered a two-stage process. Which of the following
occurs during stage 2?
A Energy is trapped by chlorophyll molecules.
B ATP provides the energy to carry out this stage.
C Water is split to form oxygen and hydrogen ions.
D Carbon dioxide and hydrogen ions combine to form starch molecules.
An experiment was conducted using the set-up shown below.
The volume of gas collected in the test tube after two hours would not be
affected by the:
A size of the test tube
B mass of plant used
C intensity of the light source
D temperature of the solution
Starch, cellulose and glycogen are all:
A produced by plants during photosynthesis
B types of enzymes
C made up of many glucose molecules joined together
D found in the human liver
Purple sulfur bacteria are able to carry out the process summarised in
the equation:
6CO2 + 12H2S light
C6H12O6 + 12S + 6H2O
Which of the following is the same for this process and the process of
photosynthesis carried out by green plants?
A reactants
B products
C pigment used to trap energy
D energy source


19
20
21
22
23
In which of these plant leaf cells is the maximum rate of photosynthesis

expected to occur?
A epidermal cells
B palisade cells
C xylem cells
D mesophyll cells
Which colour of light is not absorbed by chlorophyll?
A green
B red
C blue
D orange
The openings in plant leaves designed to allow gaseous exchange without
allowing excessive water loss are called:
A the epidermis
B stomata
C mesophyll cells
D the cuticle
1
1
The graph below shows the amount of oxygen produced by a plant as light
intensity was increased under two different sets of conditions.
Which of the following would explain the difference between X and Y?

A The data for X was obtained with the plant in orange light, the data for Y
with the plant in red light.
B The data for X was obtained with the plant at a higher temperature than for
Y.
C The data for X was obtained with the plant in a higher concentration of
carbon dioxide than for Y.
D The data for X was obtained using a larger mass of plant than for Y.
In which of the following is the animal correctly matched with its
respiratory/circulatory system?
A insectlungs and bloodstream
B fishbody surface and no circulatory system
C snakegills and a bloodstream
D earthwormmoist body surface and a bloodstream


24
The diagram below shows the involvement of ATP in respiration and

photosynthesis.
The terms needed to correctly complete the diagram are:

a
A photosynthesis
respiration
chlorophyll
respiration
respiration
cell activities
glucose
photosynthesis
C photosynthesis
cell activities
chlorophyll
respiration
D respiration
photosynthesis
chlorophyll
respiration



1
Write a chemical
equation for the process
of aerobic respiration.
Is this reaction exothermic

or endothermic?
What does the word

aerobic mean?
What is the function of

an enzyme?
Explain why the shape

of an enzyme is important
to its functioning.
4
3
When used in biochemistry,

what do the letters ATP
stand for?
ATP is used to store energy.

List three uses of the energy
stored in ATP.
Name the two products of

anaerobic respiration in
yeast cells.
State two industrial uses of the

anaerobic respiration reaction
in yeast cells.
Name the product of

human muscle cells.


5
Explain why aerobic respiration releases

more energy per glucose molecule than
anaerobic respiration.
3
6
What is the name given to the

minimum amount of energy
needed by a person at rest?
State two reasons why a person

at rest would need energy.
Describe two ways in which the air

entering your lungs is different from the
air entering your nose.
Name four structures which air passes

through on its journey from the
atmosphere to an alveolus in your lungs.


9
The questions that follow refer to

the diagram below of the human
respiratory system.
Which structure shown (use the letters

a to h to answer):
i
prevents food from entering

the trachea?
ii
contracts and flattens when you

breathe in?
iii
filters, warms and humidifies

air?
iv
contracts to raise the rib cage

when you breathe in?
is the site of gaseous exchange

between the lungs and the
bloodstream?
vi
is a bronchus?


10
11
What happens to each of the

following structures during
expiration (breathing out)?
a
Ribs (raised or lowered?)
Diaphragm (flattens or is
dome shaped?)
Pressure in the chest cavity

(increases or decreases?)
Intercostal muscles (contract

or relax?)
Name two different

structures used by animals
for gas exchange.
State two features found in both

of these structures that enable
efficient gas exchange to occur.
4
12
13
14

the process of photosynthesis.
State two other requirements

(apart from the reactants) for
Is this reaction exothermic or

endothermic?
In which plant cell structures do each of

the following processes occur?
a
stage 1 of respiration
photosynthesis
State three ways in which the glucose

produced during photosynthesis may be
used by a plant.
3


15
16
The graph below shows the effect of

light intensity on the rate of
photosynthesis.
Explain why the rate increases

in the first section I of the
graph.
Explain why the rate does not

increase in the second section II
of the graph.
Chemosynthetic bacteria carry out a

process similar to photosynthesis in
green plants.
a
State one difference between

the two processes.
State two similarities between

the two processes.
4


17
An experiment was conducted using the

flasks shown below. All flasks contained
water, were at the same temperature and
were in sunlight.
After two hours, the carbon dioxide

level in each flask was measured.
a
In which flask (AD) would the

carbon dioxide level be lowest
after two hours?
Explain how you arrived at

your choice in part a.


18
The diagram below shows a section

through a plant leaf.
Which label (ah) represents:
19
an epidermal cell
ii
a palisade cell
iii
a xylem vessel
iv
a chloroplast
a mesophyll cell?
Which colour of light is strongly

absorbed by:
a
water?
green algae?
red algae?


20
Suggest a reason why plants in

the desert grow very slowly.
Suggest a reason why plants are

not found at depths over 300 m
below the surface of the ocean.


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 94 marks

1
5
6
When the level of carbon dioxide in your blood falls, the usual response of your
body is to:
A decrease breathing rate
B increase breathing rate
C produce the hormone oestrogen
D produce the hormone insulin
Which of the following is part of the peripheral nervous system?
A brain
B spinal cord
C heart muscle
D taste buds on the tongue
Interneurons transfer messages:
A from receptors to the central nervous system
B from the central nervous system to effectors
C within the central nervous system
D directly between sensory receptors
Which of the following correctly matches receptor cells to the energy
conversion they carry out?
A Retina cells convert sound energy to electrical energy.
B Cells in the taste buds convert chemical energy to electrical energy.
C Thermoreceptor cells convert electrical energy to thermal energy.
D Cochlea cells convert light energy to electrical energy.
Which of the following is not a hormone?
A insulin
B glucagon
C dopamine
D adrenalin
Which of the following is not a reflex action?
A blinking
B sneezing
C eating
D coughing

1
1
1

7
8
9
10
11
12
13
The diagram below shows a sketch of the human brain.
The part labelled b is the:

A cerebrum
B cerebellum
C medulla
D spinal cord
The part of the brain that gives you the sensation of hearing is the:
A cerebrum
B cerebellum
C medulla
D spinal cord
Which of the following is usually largely controlled by the endocrine system?

A breathing
B heartbeat
C tasting
D water balance
The conditions known as gigantism and dwarfism can result from abnormal
levels of which hormone?
A adrenalin
B antidiuretic hormone (ADH)
C human growth hormone (HGH)
D oestrogen
Which hormone is known as the fight or flight hormone?
A adrenalin
B antidiuretic hormone
C growth hormone
D oestrogen
A fall in blood glucose levels is initially likely to result in the release of which
hormone into the bloodstream?
A insulin
B thyroxin
C progesterone
D glucagon
The disease diabetes mellitus is most often associated with which hormone?
A insulin
B human growth hormone
C thyroxin
D testosterone


14
15
16
17
18
The diagram below shows a sketch of the human endocrine system.
Which of the following correctly matches a gland (as labelled on the diagram)
with the function controlled by a hormone it releases?
A Gland L releases a hormone that controls female sexual development.
B Gland O releases a hormone that controls blood glucose levels.
C Gland M releases a hormone that controls the rate of chemical reactions
in cells.
D Gland K releases a hormone that controls water balance.
Hydrotropism is a response of plants to:
A light
B water
C the Sun
D gravity
Ethology is the study of:
A ethics
B the behaviour of animals
C the action of hormones
D the functioning of the nervous system
Which of the following is an example of the behaviour known as instinct?
A coughing when an object enters your throat
B young geese following a substitute mother
C birds migrating to a warmer climate in winter
D a chimpanzee using a stick to reach a banana hung out of its reach
Which of the following is an example of a learned behaviour?
A smiling
B withdrawing your hand from a hot object
C swallowing
D salivating when you see a picture of a certain food

1
1

19
20
Which of the following types of behaviour is the most complex?

A imprinting
B insight
C habituation
D conditioning
A society is a group of individuals of:
A the same species that cooperate to aid their survival
B the same species found living close together
C different species that cooperate to aid their survival
D different species found living close together

1
Give two reasons why organisms

need to respond to changes in
their surroundings.
a
What is homeostasis?
Name two substances

whose levels are
homeostatically controlled.

following terms and give an example
of each.
a
receptor
effector
4
4
Draw a diagram to show the stimulus

response model for what happens when
you cut your finger with a knife.


5
Complete the following table showing

the receptors for various stimuli.
Stimulus
Receptor and
location
Light
Chemicals
Semicircular canals
in the ear
Cochlea cells in the
inner ear
4
6
What does the threshold for a

stimulus mean?
Why is it useful to
have thresholds?
3
7
Suppose your body temperature were to

increase after exercise. State:
a
one area where receptors

that detected this increase
would be located
the coordinating centre that

would receive messages
one organ or gland that might

act as an effector
one response you might detect

neurons and most other
animal cells.
State two differences between

animal cells.
Where on a neuron would you

find myelin?
What is the role of myelin?
3

10
11
Neurotransmitters carry messages

across synapses.
a
State one advantage of having

synapses to connect neurons.
State two disadvantages of

neurotransmitters.
Describe three ways in which the brain

is protected from injury.
3
12
Describe the sequence of events that

make up the reflex action occurring
when a bright light is shone in
your eyes.


13
The diagram below shows the control of

blood glucose levels.
Complete the labelling of the diagram by

naming a to f in terms of the stimulus
response model. Label c has been
completed as an example.
a
b
c
hormonal relay
d
e
f
14

pheromones and hormones.
Give two examples of the use

of pheromones.
4
15
Give three examples of plant activities

regulated by hormones.
3


16
17
The diagrams below show a series of

experiments examining phototropism.
What is phototropism?
Which group of hormones

causes phototropism?
Explain why no bending

occurred when the mica
was used.
Explain why bending occurred

when agar was used.
State what is meant by each of the

of each.
a
innate behaviour
learned behaviour
4


18
19
20
Courtship in many species of birds is

instinctive behaviour.
a
What is meant by instinctive

behaviour?
It can be said that courtship

ensures that mating occurs with
an appropriate partner at the
most appropriate time to aid
survival of the offspring. What
are two characteristics of an
appropriate partner?
Suggest one disadvantage

of courtship.
Name the type of learned behaviour

involved in each of the following.
a
A group of ducklings follow a

farm dog that played with them
just after they hatched.
A dog fetches the morning

newspaper.
You ignore the sound of the

trams that pass the classroom
window each hour.
Give two examples of social behaviour.

State the value of each behaviour.


9: Reproduction
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 89 marks

1
3
4
Which of the following methods of reproduction produces the most

varied offspring?
A budding
B spore formation
C fusion of gametes
D fragmentation and regeneration
Hermaphrodites are organisms which:
A produce both male and female gametes
B reproduce asexually
C produce pheromones to attract the opposite sex
D can regenerate lost body parts
Which of the following organisms reproduces using spores?
A frog
B fern
C hydra
D yeast
Female gametes are usually:
A larger and more mobile than male gametes
B smaller and more mobile than male gametes
C larger and less mobile than male gametes
D smaller and less mobile than male gametes
Which of the following descriptions is correct?
A Ovulation refers to the release of egg cells from the uterus.
B Fertilisation refers to the production of female gametes.
C Menstruation refers to the shedding of the lining of the ovaries.
D Gestation refers to the time between fertilisation and birth.
The male part of a flower is made up of the:
A stigma, style and ovary
B petals and sepals
C anther and filament
D nectary and ovule

1
1

9: Reproduction
7
This question refers to the diagram below, which shows the human male
reproductive system.
Which of the following correctly describes the function of the

labelled structure?
A Structure c stores sperm while they continue to fully develop.
B Sperm are produced by structure e.
C Structure a releases the major male hormone, testosterone.
D Structure d is the only fluid-producing structure in the male
The urethra is a tube that carries:
A sperm only
B urine only
C neither sperm nor urine
D both sperm and urine, although not together
Which of the following statements concerning gamete production in humans
is correct?
A Males have a store of gametes at birth; females produce gametes throughout
their life.
B Females have a store of gametes at birth; males produce gametes throughout
their life.
C Both males and females have a store of gametes at birth.
D Both males and females produce gametes throughout their lives.


9: Reproduction
10
This question refers to the diagram below, which shows the human female

labelled structure?
A Structure d is the site of implantation.
B Structure e carries both urine and the menstrual flow.
C Sperm are deposited in structure c during sexual intercourse.
D Ova are released from structure b.
11
12
13
14
15
The site of fertilisation of the human egg cell is the:

A ovary
B fallopian tubes or oviduct
C uterus
D vagina
The major female reproductive hormone is:
A oestrogen
B testosterone
C adrenalin
D insulin
The major male reproductive hormone is:
A oestrogen
B testosterone
C adrenalin
D insulin
The term menarche refers to the time in a human females life when:
A the first menstruation occurs
B egg cells are no longer released from the ovaries
C a zygote implants in the uterus
D sexual intercourse first takes place
Which of the following shows the correct order of stages of development of a
human embryo?
A zygote, foetus, blastocyst, morula
B foetus, zygote, morula, blastocyst
C zygote, blastocyst, morula, foetus
D zygote, morula, blastocyst, foetus

1
1
1

9: Reproduction
16
17
18
19
20
21
Which of the following shows events in their correct order of occurrence?

A copulation, ejaculation, fertilisation, implantation
B ejaculation, fertilisation, copulation, implantation
C implantation, ejaculation, fertilisation, copulation
D copulation, ejaculation, implantation, fertilisation
Which of the following tests conducted during pregnancy does not involve the
removal of fluid from either the mother or the foetus?
A amniocentesis
B ultrasound
C testing for alpha-fetoprotein levels in the mother
D chorionic villus sampling
Which of the following is not a sexually transmitted disease?
A HIVAIDS
B gonorrhoea
C prostate cancer
D herpes
Contraception refers to any process that prevents:
A sexual intercourse from occurring
B the transmission of STDs
C pregnancy from occurring
D gametes from being produced
Which of the following processes does not normally occur during IVF?
A Egg cells are retrieved from the ovary.
B Eggs are placed in a salt solution at 45oC.
C Sperm are added to the eggs in the salt solution.
D Fertilised eggs are transferred to the uterus after a short development time.
A teratogen is:
A a chemical released into the environment to attract the opposite sex
B a chemical released into the bloodstream to regulate reproductive activity
C a substance found in urine that indicates pregnancy has occurred
D an agent, such as a drug, that can affect development of the embryo


9: Reproduction
1
Explain what is meant by

asexual reproduction.
Give two examples of

3
2
State three situations where

asexual reproduction may
be useful.

5
3
Sexual reproduction does not always

require two parents. Explain why this is,
and include an example of this situation.
3
Give two reasons why the offspring of

asexually reproducing organisms may
not all be identical.
2


9: Reproduction
5
Flowering plants may either be selfpollinated or cross-pollinated.

a
What is meant by crosspollination?
Suggest two ways in which

cross-pollination can be made
to occur.
What is the advantage of crosspollination?
A particular flower has its stigma placed

higher than its anthers. Could this flower
be self-pollinated? Explain your answer.
In which structure are the

human testes located?
What is the advantage of the

testes being in this structure,
rather than deep in the body?
The ovaries of a 30-year-old woman

have many scars on their surface. What
causes these scars?
This question refers to the diagram

below, which shows the human male
Name each of the structures labelled

a to e.


9: Reproduction
10

below, which shows the human female

a to e.
11
Describe or name the events occurring at

each of the following times in the human
menstrual cycle.
a
days 1 to 5
days 5 to 14
day 14
days 15 to 25
12
Describe three changes in females

at puberty.
13
Describe three changes in males

at puberty.


9: Reproduction
14
Describe two ways in which

twins can be produced.
Which method produces

twins that are most alike?
5
15
Complete the table below, which shows

several methods of contraception.
Name of method
How it works
Rubber device
that fits over
the cervix.
Stops sperm
entering the
uterus and
prevents
implantation.
Contraceptive pills
4
16
17
Briefly describe each of the following

embryonic stages.
a
morula
blastocyst
When referring to human reproduction,

what does each of the following letters
stand for?
a
STD
IUD
AIDS
IVF


9: Reproduction
18
19
20
Multiple embryo transfer is usually used

during IVF procedures.
a
State one advantage of

transferring more than
one embryo.

one embryo.
State the length of time (in days) for

each of the following.
a
the typical menstrual cycle

in humans
human gestation
the number of days a human

egg cell spends in the oviduct
Choose from the list below the

approximate numbers for each of the
quantities described in a to c.
one
several hundred
several hundred thousand
several million
several hundred million
a
The number of egg cells present
in each human ovary at birth.
b
The number of sperm

released by a human male at
each ejaculation.
The number of sperm that reach

the egg cell following
copulation.


10: Forensics
Name: _______________________
Class: __________
Date: _______
Score: ___________ / 94 marks

1
The Bertillon system of identification involved:

A taking fingerprints
B making up a composite drawing
C measuring and recording the dimensions of a series of bony body parts
D retroactive interference
The Identikit system of identification involved:

Which of the following is not a type of fingerprint?

A loop
B compounded
C whorl
D arch
Biometric facial recognition is the system that uses:

A photos of a face
B iris identification
C teeth impressions
D the positions of points formed by the eyes, chin, nose, ears and other facial
features.
Which of the following statement is true regarding iris and retina identification?
A False eyes can be used to bluff the iris and retina identification.
B The chances of incorrect identification is very high.
C Iris identification is less accurate than fingerprints.
D Scans are sometimes difficult to obtain from uncooperative people.
Which of the following contains your DNA and could be used to identify you?
A your dandruff
B your blood
C your saliva
D all of the above
Intaglio printing on banknotes is:

A a raised form of printing
C extremely small printing
B a watermark
D an optically active device


10: Forensics
8
10
11
12
13
Chromatography is:
A a technique used to get inks to fluoresce
B when oblique lighting is used to identify writing
C a method used to counterfeit money
D a technique that separates the colours in inks and dyes allowing their
identification
Which of the following is incorrect?

Good track impressions that can be used in forensics are created when you
walk:
A onto mud, clay or snow
B out from somewhere wet onto a dry path
C through something spilt (such as blood or grease) over a hard surface
D through mud or dirt and then onto a clean surface
Which of the following is the least likely to show tool marks?

A opening a window with a screwdriver
B cutting a bone with a saw
C using pliers to open a jammed tap
D a body that has been stabbed
When your mobile phone is switched on, you can be located to within a distance
of:
A 1m
B 10 m
C 100 m
D 1 km
Which of the following would not qualify as modus operandi or MO?

A a series of burglaries committed at similar times in the daylight
B a series of assaults committed with a peculiar kind of knife
C an assault committed at a location and soon after a burglary committed
nearby
D a door forced open with a particular tool; soon after and nearby another door
forced open in a similar way
The shape of blood drips on the ground can be used to determine:

A the direction of movement of the victim
B the time the crime was committed
C the blood group of the victim
D the DNA of the victim


10: Forensics
14
15
16
17
18
Which of the following is least likely to happen when someone is hit with a
blunt object?
A Bone tissue will be fractured.
B The surface of the skin will be split but the wound will not necessarily be
deep.
C Bruising will be severe.
D The wound will be deep and clean, only stopping when it hit bone.
When shot, people often die almost instantly. This is due to:
A blood loss due to the blood vessels cut by the bullet
B shock
C chemicals from the bullet poisoning them
D a pressure wave that explodes organs that the bullet strikes
Yaw marks are left by:

A a car cornering too quickly
B a tool that is used to open a window in a burglary
C on a bullet as it is shot from a gun
D a blade that is used to stab someone
Latent fingerprints are usually left on non-porous materials. This means they
would easily be found on:
A newspaper
B unpolished wood
C polished wood
D any animal without paws
A cold case is:

A a bag used to store your clothes when you go snow skiing
B a box that is used to store fruit in a cold-store
C an unsolved crime that has no more leads for police to investigate
D a person who has the flu

1
Is the following statement true, false or

a bit of both? Explain your answer.
Every persons DNA is different.


10: Forensics
2
Draw sketches of the following types of

fingerprints, showing their main
identifying characteristics: loop, arch,
whorl.
6
Explain what retroactive interference is

and why it often makes identification
using photographs unreliable.
2
4
Give four reasons why iris identification

of someone is so reliable, with almost
no incorrect identification when it is
used.
4
5
As a forensic scientist, you have been

called to the scene of a sexual assault.
Identify four types of body tissue or
fluids that you might collect there for
DNA analysis.
A student has collapsed on the way

home from school. State four ways that
police might use to identify him/her.


10: Forensics
7

called to the site of disastrous plane
crash and explosion on a remote
mountain surrounded by thick jungle.
a
Give two reasons why it might
be difficult to identify the
bodies.
b
Give two reasons that might
make it a little easier to
identify them.
4
8
Write the letter capital E. Show how

you wrote the letter by:
using a dot to show when you
started a stroke
an arrow from the dot to show
which direction you moved
your pen
numbering each arrow in the
order you made each pen
stroke (i.e. 1 = first stroke,
2 = next stroke, etc.)
Briefly describe two techniques that can

be used to identify the ink used to write
or print a document.
2


10: Forensics
10
List five methods used that make it

difficult to forge Australian banknotes.
5
11
The first $100 bills in Australia were

printed on paper and were
predominantly black, white and grey in
colour. Give three reasons why these
bills were easily forged when first
introduced.
3
12
Explain how you could tell whether a

threatening document has been typed on
an old-fashioned typewriter or printed
from a computer printer.


10: Forensics
13
Identity theft is an increasing crime.

a
Suggest what you think the
term identity theft means.
b
Suggest three things that might
help someone commit identity
theft.
4
14
Explain why rumour and gossip have no

value in court as evidence.
2
15
Give an example of a fibre that is:

a
animal in origin
b
vegetable in origin
c
mineral or synthetic in origin


10: Forensics
16
What tool marks are likely to be left:

a
in a house break-and-enter?
b
when important papers have
been shredded?
c
when a murdered body has
been cut up?
d
when a person is strangled?
e
in a suspicious car accident
where the brake lines seem to
have been cut?
5
17
List three features of shoes that can lead

to the identification of a criminal.
3
18
A decaying body has been found in the

bush. It is covered in different types of
insects, insect eggs, worms and
maggots. Explain how you could use
these to determine how long the body
has been there.


10: Forensics
19
A body has been found in an unmarked

shallow grave in the bush. An autopsy
shows that the person was drowned.
a
Explain why it is unlikely to
have been a natural drowning.
b
Nearby there is a lake, a river
and a swamp. How could a
forensic scientist work out
which was the most likely site
of the drowning?
4
20
List three ways in which you may be

electronically recorded over a day.
3
21
Explain four ways how blood splatters

and drips can tell a forensic scientist
what happened at a crime scene.


Name: _______________________
Class: __________
Date: _______
Score: ____________ / 124 marks

1
Which one of the following is not a property of non-metals? Non-metals are:

A normally gases or liquids at room temperature
B either poor electrical conductors, or non-conductors
C able to be hammered into sheets
D dull, with little or no shine
The atomic number of zinc (Zn) is 30. Therefore, the ion represented by the
symbol 65Zn2+ has:
A 30 protons, 35 neutrons and 28 electrons
B 65 protons, 30 neutrons and 32 electrons
C 30 protons, 65 neutrons and 28 electrons
D 30 protons, 35 neutrons and 32 electrons
The number of neutrons in a neutral atom can be calculated by:

A dividing the mass number of the atom by the atomic number of the atom
B adding together the atomic number and the mass number of the atom
C subtracting the atomic number from the mass number of the atom
D subtracting the mass number from the atomic number of the atom
An atom of chlorine (Cl) has 17 protons, 18 neutrons and 17 electrons. Which

of the following statements is incorrect about the atom of chlorine?
A It has an atomic number of 17.
B The atom would have no overall electrical charge.
C It would be in Period VII.
D It would be in Period 3.
Use the periodic table to determine which of the following statements is

incorrect about chlorine atoms.
A They form the ion Cl.
B Chlorine atoms are smaller than fluorine atoms.
C They are related to F, Br and I.
D Chlorine belongs to the halogen family.
An atom of chlorine has 17 protons, 18 neutrons and 17 electrons. The best

symbol for the atom would be:
A 18
B 17
C 34
D 35
17 Cl
17 Cl
17 Cl
18 Cl


7
Which of the following statements concerning the Group VIII elements in the
periodic table is incorrect?
A They are called the noble or inert gases.
B They are very stable and rarely react.
C They are also known as Group O.
D They all contain eight electrons in their outer shells.
D
1
The table below shows details of several particles.

Mass
number
39
31
Atomic
number
W
15
Number of
neutrons
19
Y
Number of
electrons
X
17
Overall
charge
+2
Z
The numbers needed to complete the table in the order W, X, Y, Z are:

A 20, 18, 16 and 2
B 20, 22, 16 and +2
C 21, 17, 15 and 0
D 20, 18, 17 and 2
9
10
Neutral atoms belonging to the same element always have:

A the same mass number
B the same atomic number
C the same number of neutrons
D more protons than electrons
An atom of uranium has the symbol
A
B
C
D
11
12
13
235
92
1
B
1
U. This atom would have:

92 protons, 143 electrons and 92 neutrons
92 neutrons, 143 protons and 143 electrons
B
1
A compound forms when:

A two or more elements chemically combine with each other
B two or more elements are physically mixed together
C a large number of identical atoms join together
D a mixture is separated into its components
The vertical columns in the periodic table are known as:

A periods, and they contain elements with the same number of
B periods, and they contain elements with the same number of used
electron shells
C groups, and they contain elements with the same number of
D groups, and they contain elements with the same number of used
electron shells
An atom of calcium has 20 electrons. Its electron configuration would best be

written as:
A 42
B 20
C 2, 8, 8, 2
D 2, 8, 10
20 Ca


14
15
The electron configuration of an element in Period 3, Group IV of the periodic

table is:
A 2, 8, 6
B 2, 8, 8, 3
C 2, 8, 18, 3
D 2, 8, 4
An atom with the electron configuration 2, 8, 5 would be expected to form an
ionic charge of:
A +3
16
18
19
20
21
C +5
B 2
C +6
An aluminium atom is most likely to form the ion:

A Al3
B Al3+
C Al
1
B
1
D 5
When an atom in Group II forms an ion, the ion will most likely have a
charge of:
A +2
17
B 3
A
1
D 6
D 3Al
In the flame colour experiment, different metallic salts gave out different
colours when placed in a Bunsen burner flame. This was because:
A the heat from the Bunsen burner caused the electrons to jump to another
shell. Coloured light emerged when they jumped back.
B the heat from the Bunsen burner caused the electrons to make colour
C the electrons are moving very fast around the nucleus
D the light came from the Bunsen burner
Non-metals tend to have:

A high electronegativity, and form positively charged ions
B high electronegativity, and form negatively charged ions
C low electronegativity, and form positively charged ions
D low electronegativity, and form negatively charged ions
A particular element is shiny, malleable and a good conductor of electricity.

Which section of the periodic table would this element not be found in?
A transition elements
B Group I
C Group III
D Group VII
Moving down Group VII in the periodic table, which property would be
expected to decrease?
A the reactivity
B the number of outer-shell electrons in each atom
C the size of atoms
D the melting point


22
23
24
25
26
27
28
29
Moving down Group I in the periodic table, which property would be expected
to decrease?
A the mass of atoms
B the size of atoms
C the number of used electron shells in each atom
D the electronegativity
The mass of one electron is approximately equal to the mass of:

1
A 1800 protons
B
of a proton
1800
C 1 proton
D 1 neutron
Which of the following is not a physical property of an element?

A melting point
B colour
C reactivity with oxygen
D density
Which of the following lists contains only compounds?

A water (H2O), glucose (C6H12O6) and carbon dioxide (CO2)
B tungsten (W), phosphorus (P) and chlorine (Cl2)
C Vegemite, limewater (Ca(OH)2) and plutonium (Pu)
D salt (NaCl), air and iron (Fe)
Agar is:
A the flat dish metal crystals grow in
B a type of bacteria
C metal crystals
D a jelly
Petri dishes are commonly used:

A in jellyology
C in pathology
1
B in restaurants
D to eat jelly from
C
1
A metal pin is heated in a Bunsen burner, then cooled slowly. This treatment
produces a metal which is:
A harder and more brittle than the original metal
B softer and more brittle than the original metal
C harder and more ductile than the original metal
D softer and more ductile than the original metal
Quenching is when a metal is:

A heated then cooled slowly
B heated then cooled quickly
C the normal state of a metal
D heated, cooled quickly, heated again, then cooled slowly


30
31
32
33
In 1869, Mendeleev devised a periodic table. Which of the following did

Mendeleev not do in his periodic table?
A predict properties of undiscovered elements
B list elements with atomic numbers greater than 100
C arrange elements in order of increasing atomic mass
D place elements in vertical columns based on chemical properties
Which of the following elements would be expected to conduct electricity?

A helium (element number 2)
B chlorine (element number 17)
C scandium (element number 21)
D krypton (element number 36)
Calcium forms the compound CaSO4. Use family resemblances to determine

which of the formulas below is most unlikely to exist.
A SrSO4
B GeBr4
C PbI4
D GeF4
Sodium is a Group I element and reacts with water via this equation:
2Na + H2O Na2O + H2. Potassium is also a Group I element which reacts
with water. The most probable equation for this reaction is:
A K + H2O K2O + H2
B 2K + H2O Na2O + H2
C 2K + H2O 2KO + H2
D K + 2H2O KO2 + H2
34
Look at this reaction: F2 + H2S S + 2HF. Which of the following equations is

most unlikely?
A
A Cl2 + H2S S + HCl
B Cl2 + H2S S + 2HCl
1
C Br2 + H2S S + 2HBr
D I2 + H2S S + 2HI
35
The most likely formula for magnesium iodide is:

A MgI
B Mg2I
C Mg2I
36
D MgI2
The most likely name for the compound K3P would be:
A potassium phosphorus
B potassium phophorourside
C potassium phosphide
D potassiumide phosphide
C
1

1
In a neutral atom, which two particles:
protons and electrons
are present in equal numbers?
protons and neutrons
have approximately the

same mass?
protons and electrons
have equal but opposite

charges?


2
Write the electron shell configuration for

each of the following elements:
2, 8, 5
2, 8, 8, 1
an atom of phosphorus
(atomic number 15)
2, 5
an atom of potassium
(atomic number 19)
2, 8, 7
2, 8
an atom with atomic number 7
an atom in Period 3,
Group VII
the oxide ion (O2)
Give the chemical symbol for

any element:
Cl, Br, I or At
Mg, Al, Si, P, S, Cl or Ar
in the same group as

fluorine (F)
Li, Na, K, Rb, Cs or Fr
in the same period as sodium

(Na)
N, P, As (Students might also

answer Sb or Bi.)
in the group known as the

alkali metals
that would form ions of

charge 3
What is the most likely name of the

compound MgN?

Number
of
protons
10
11
16
Number
of
electrons
Charge
on the
atom
or ion
0
2
Symbol
Na+
magnesium nitride
1
Number
of
protons
Number
of
electrons
10
11
16
10
10
18
Charge
on the
atom
or ion
0
+1
2
Symbol
Ne
Na+
S 2


6
List three properties of non-metals.
Any three of:

poor conductors of electricity or
they are insulators
low melting points
usually gases or liquids at room
temperature
brittle and tend to crumble
to powder
dull, with little or no shine
List three properties of metals.
Any three of:

good conductors of heat
and electricity
lustrous
malleable and ductile
relatively high melting points
high density
Select the element from each pair that

has the stated property.
a
High electronegativity
calcium (Ca) or chlorine (Cl)?
Metalloidsilicon (Si)
or sulfur (S)?
Chemically unreactive
aluminium (Al) or argon (Ar)?
Cl
Si
Ar

Atom and
change
Magnesium
(Mg) atom
loses two
electrons
Nitrogen (N)
atom gains
three
electrons
Name
of ion
formed
Symbol
of ion
formed
Atom and
change
Magnesium
(Mg) atom
loses two
electrons
Nitrogen (N)
atom gains
three
electrons
Name
of ion
formed
magnesium
Symbol
of ion
formed
nitride
N3
Mg2+


10
Complete the table below

showing details of the three
main sub-atomic particles.
Particle
proton
Charge
Location
Particle
proton
Charge
positive
around the
nucleus
electron
negative
neutron
neutral
neutral
Location
within the
nucleus
around the
nucleus
within the
nucleus
6
11
12
Write the chemical formulas for:
CaO
calcium oxide
BaI2
barium iodide
Be3N2
beryllium nitride
Al2O3
aluminium oxide
The flame colours of metal salts are

given in the table below.
Salt
strontium
chloride
sodium chloride
potassium
chloride
barium chloride
Flame colour
red
4
Different metals gave different colours.
If colour came from the non-metal
part (Cl), then all the colours would
be the same.
orange
purple
green
What evidence is there that the colour

came from the metals and not the nonmetal part of the salts?
13
Identify the group of the periodic table

described in each statement below.
II
VII
reactive metals whose atoms

form ions with a charge of +2
VIII
reactive non-metals whose

atoms form ions with a
charge of 1
colourless gases whose atoms

are very unreactive


14
15
The apparatus shown below may be used

to test a property of several materials.
What property of materials is

being tested?
Which of the materials

listed below would be
expected to cause the
ammeter needle to move when
the switch is closed?
sulfur, lead, copper,
phosphorus
Explain why you chose your

answer for part b.
Give the symbol of a:
electrical conductivity
lead and copper
Both are metals. Metals

conduct electricity.
4
a
Li
Period 2 alkali metal
Ga
Period 4 element with only

3 outer-shell electrons
Cl
Group VII element with

electrons in only 3 shells
Ce, Pr, Nd, Pm, Sm, Eu, Gd,

Tb, Dy, Ho, Er, Tm, Yb or Lu
Y, Zr, Nb, Mo, Tc, Ru, Rh, Pd,

Ag or Cd
member of the lanthanide series
Period 5 transition element


16
Use the following list to complete the

table below. Part a has been completed
as an example.
a
Zn and Cr
alkali metals
different forms of the

same element
halogens
first row transition elements
Na and Li
diamond and graphite
group VII elements
Term
allotrope
Description
Term
allotrope
b
d
e
Description
c
Group I
elements
h
Elements
from
numbers
21 to 30
Examples
g
f
Cl and F
a
Examples
Group I
elements
Elements
from
numbers
21 to 30
Cl and F
a
7
17
Five diagrams, labelled v to z, are shown

below. Use the letters v to z to answer
Which diagram could represent:

a
an atom of sulfur?
a water molecule (H2O)?
a mixture of two compounds?
the potassium chloride

lattice (KCl)?


18
State one way in which helium (He) is:
like all other gases in

Group VIII
It has a full outer shell and is

therefore unreactive.
It has 2 outer-shell electrons,

not 8.
a
b
19
State one way in which hydrogen (H) is:

a
b
20
Both form ions with a 1

charge.
Both form ions with a +1

charge.
similar to the Group I elements

a
Group VII element with H2S to

form sulfur and a strong acid
X2(g) + H2S(g) S(s) + 2HX(g)

(X is F, Cl, etc).
2X(s) + Cl2(g) 2XCl(s)

(X is Li, Na, etc).
22
similar to the Group VII

elements
Write equations to show the reaction of:

a
21
different from all other gases in

Group VIII
Group I element with Cl2 to

form a white salt
Match each Group IV element (C, Si,

Ge, Sn, Pb) to its use.
a
a major component of glass
once used extensively

in plumbing
tips of dentist drills
to coat containers for storing

baked beans
a catalyst in fluorescent tubes
Listed below are five atoms using

symbols that are not the usual symbols
of the elements. Use the letters V to Z to
answer the following questions.
40
18
20
10
40
19
39
19
40
20
Which two atoms have the

same number of neutrons?
Which atom has the smallest

mass number?
Which two atoms belong to the

same element?
Which two symbols represent

noble gases?
4
a
Si
Pb
Sn
Ge
5
a
Y and Z (20 neutrons)
X and Y (same atomic number)
V and W


23
Which element in each pair (atomic

numbers are given in brackets) is
more reactive?
a
Li (3) and Cs (55)
F (9) and Cl (17)
Na (11) and Mg (12)
O (8) and Ne (10)
Cs
Na


Name: _______________________
Class: __________
Date: _______
Score: ____________ / 105 marks

1
Which of the following involves a chemical change?

A A piece of chocolate becomes soft when warmed.
B Dry ice (solid CO2) is warmed to form gaseous CO2.
C Fireflies glow in the dark.
D Water boils to become steam.
C
1
Which of the following lists the metals sodium (Na), gold (Au), iron (Fe) and
copper (Cu), in order of increasing reactivity?
A Na, Fe, Cu, Au
B Au, Cu, Fe, Na
C Fe, Na, Au, Cu
D Cu, Au, Na, Fe
The equation for the overall reaction in photosynthesis is:
B
1
energy + 6CO 2(g) + 6H 2O (l) C 6H12O 6(aq) + 6O 2(g)
Photosynthesis is:
A an endothermic process
C a combustion reaction
4
A
B an exothermic process
D an acidbase reaction
Magnesium is dissolved in acid. Its equation is: Mg + 2HCl + H2.

The missing chemical in the reaction is:
A MgCl
B Mg2Cl
C MgCl2
D 2MgCl
Metals like sodium and calcium are very reactive because they have:
A many outer-shell electrons, and they are readily donated
B a few outer-shell electrons, and they are readily donated
C many outer-shell electrons, and they are not readily donated
D a few outer-shell electrons, and they are not readily donated
Given that the symbol for chromium is Cr, and the formula for the sulfate ion is
SO 24 , the formula for chromium(III) sulfate is:
A CrSO4
B Cr3(SO4)2
C Cr2(SO4)3
D Cr2SO4

C
1
B
1
C
1

7
A chemical reaction is represented by the equation shown below.
CaCO 3(s) CaO(s) + CO 2(g)
10
11
12
13
This is an example of a:
C precipitation reaction
During an endothermic reaction:
A energy is released to the surroundings
B the reaction vessel becomes warm
C the products of the reaction have lower energy than the reactants
D heat must be supplied for the reaction to occur
A precipitate is:
A a clear and colourless solution
B a gas
C a solid lump
D a fine solid powder that forms when two solutions are mixed
A precipitate:
A may form when two clear solutions are mixed
B is a soluble salt
C forms because the ions in a solution repel each other
D collects at the surface when two solutions are mixed
Zinc is a more reactive metal than copper. This means that:
A electrons are easily transferred from zinc atoms to copper atoms
B zinc will deposit if copper is placed in a solution containing zinc ions
C copper atoms give up electrons more easily than zinc atoms
D copper will be produced if zinc is placed in a solution containing
copper ions
A weak acid is an acid which:
A easily donates its hydrogen ion to a base
B does not easily donate its hydrogen ion to a base
C has few solute particles dissolved in the solvent
D is highly corrosive
When solutions of sodium chloride (NaCl) and silver nitrate (AgNO3) are
mixed, solid silver chloride (AgCl) forms. Which ions remain dissolved
in the solution?
A Na+ and Cl
C Na+ and NO 3
B Ag+ and Cl
D Ag+ and NO 3

D
1
D
1
D
1
A
1
D
1
B
1
C
1

14
15
16
17
18
19
20
21
22
An acid reacting with a metal hydroxide to produce salt and water is an example
of a:
C
A combustion reaction
C neutralisation reaction
Reduction occurs when:
A a metal atom forms a positively charged ion
B
B a non-metal atom forms a negatively charged ion
C two ions combine to form a precipitate
D steam condenses to form liquid water
A combustion reaction:
A always has carbon dioxide as a product
B always has water as a product
C always has oxygen as a reactant
D is always endothermic
Which of the following is a property of bases?
A sour taste
B turn blue litmus red
C react with acids to produce a salt and hydrogen gas
D soapy feel
Which test would show that a gas sample is carbon dioxide? The gas:
A produces a pop noise when a match is placed in it
B causes a flame to flare up
C is odourless and yellow
D produces a precipitate when it is bubbled through a limewater solution
When hydrochloric acid reacts with magnesium, the products are:
A salt and hydrogen gas
B salt and water
C salt, carbon dioxide and water
D salt and oxygen gas
A change from pH 3 to pH 5 means that the hydrogen ion present in the
solution:
A decreases by a factor of 2
B increases by a factor of 2
C decreases by a factor of 100
D increases by a factor of 100
What is the pH of pure or distilled water?
A 0
B 5
C 7
D 10
When a base is added to red litmus, it turns:
A red
B the colour of beetroot
C blue
D yellow
C
1
D
1
D
1
A
1
C
1
C
C
1

23
24
A solution of pH 8 is:
A slightly basic
C strongly basic
B slightly acidic
D strongly acidic
100 mL of a solution with pH 10 is added slowly to 900 mL of cold water.

What will be the pH of the diluted solution?
A 8
B 9
C 11
D 12
A
1
B
1

1
Write a chemical equation for a reaction

where the products are dissolved CaCl2,
gaseous CO2 and liquid H2O. The
reactants are solid CaCO3 and
dissolved HCl.
CaCO3(s) + 2HCl(aq)
State three signs that a chemical reaction

has occurred.
Any three of:
Suggest two reasons why some chemical

reactions do not occur spontaneously.
CaCl2(aq) + CO2(g)+H2O(1)
2
there is a permanent
colour change
a gas is given off
energy is released or absorbed
a precipitate forms in solution
one metal deposits on another
The reaction is endothermic. (The

products have higher energy than
the reactants).
The products are more ordered than the
reactants. (Spontaneous reactions tend
to disorder.)


4
The table below shows the symbol or

formula of several ions.
Name of ion
Symbol or
formula
magnesium
aluminium
carbonate
Mg2+
Al3+
CO 23
hydroxide
nitride
ammonium
OH
N3
NH +4
Mg3N2
NH4OH
Al2(CO3)3
Mg(OH)2
magnesium nitride
ammonium hydroxide
aluminium carbonate
magnesium hydroxide
Use the information in the previous

question to name these chemicals:
a
Al2(SO4)3
MgCO3
Ca(OH)2
Write the chemical formulas for

these compounds.
4
a
aluminium sulfate
magnesium carbonate
calcium hydroxide
3
H2O
CO2
H2
water
carbon dioxide
HCl
hydrogen gas
hydrochloric acid
HNO3
NaOH
nitric acid
NaCl
caustic soda (sodium

hydroxide)
common salt (sodium chloride)
How many atoms of each element are

there in these compounds?
a
Zn(NO3)2
(NH4)2SO4
7
a
Zn = 1, N = 2, O = 6
N = 2, H = 8, S = 1, O = 4


8
Predict the missing chemicals in

these equations:
a
HCl + NaOH NaCl +
2HNO3 + Zn Zn(NO3)2 +
2HCl + CaCl2 + H2O
2HNO3 + Na2CO3
2NaNO3 + H2O +
Balance these chemical equations.

a
Cl2 + H2S S + HCl
CaCO3 + H2SO4
CaSO4 + CO2 + H2O
10
11
H2O
H2
CaO
CO2
4
a
Cl2 + H2S S + 2HCl
CaCO3 + H2SO4
CaSO4 + CO2 + H2O
CH4 + 2O2 CO2 + 2H2O
CH4 + O2 CO2 + H2O
C3H8 + 5O2 3CO2 + 4H2O
C3H8 + O2 CO2 + H2O
2Mg + O2 2MgO
Mg + O2 MgO
4Al + 3O2 2Al2O3
Al + O2 Al2O3
Complete each of the following word

equations.
a
acid + base
acid + metal
acid + metal oxide
Name the salt produced when:

a
hydrochloric acid (HCl) reacts

with magnesium (Mg)
nitric acid (HNO3) reacts with

barium carbonate (BaCO3)
sulfuric acid (H2SO4) reacts

with iron(II) oxide (FeO)
5
a
acid + base salt + water
acid + metal salt + hydrogen
acid + metal oxide

salt + water
3
magnesium chloride (MgCl2)
barium nitrate (Ba(NO3)2)
iron(II) sulfate (FeSO4)


12
13
14
Two clear aqueous solutions, BaCl2 and

Na2SO4, are mixed. A white solid forms.
a
What is the solvent for this

reaction?
What is the name given to a

solid that forms when two
solutions are mixed?
What is the chemical formula

of the solid that formed in
this reaction?

reaction between solid zinc (Zn) and an
aqueous solution of hydrochloric acid
(HCl). One of the products of the
reaction is a soluble salt, zinc chloride
(ZnCl2).
The table below shows the solubility of
several ions.
Negative
ion
NO 3
SO 24
Cl
Positive
ion
Solubility of
compounds
all
soluble
2+
2+
Ba Pb
others
Ag+ Pb2+
others
water
precipitate
BaSO4
3
Zn(s) + 2HCl(aq) H2(g) + ZnCl2(aq)
2
a
Na2SO4(aq) + BaCl2(aq)
2NaCl(aq) + BaSO4(s)
insoluble
soluble
insoluble
soluble
Use this table to help write equations

for the following reactions. You
should include states (aq, s, etc.) in
your equations.
a
Solutions of sodium sulfate

(Na2SO4) and barium chloride
(BaCl2) are mixed.
Solutions of lead(II) nitrate

(Pb(NO3)2) and potassium
chloride (KCl) are mixed.


15
16
17
18
The chemical reaction called respiration

gives us energy to stay alive.
a

the respiration reaction.
Where does this reaction occur?
Is the reaction endothermic or

exothermic?
C6H12O6(aq) + 6O2(g)
6CO2(g) + 6H2O(1)
inside body cells
exothermic
4
N2O5
dinitrogen pentoxide
PCl3
phosphorus trichloride
SF6
sulfur hexafluoride
List three properties of acids.
Use any of the terms in the list below

to label each of the reactions shown in
a to d.
decomposition, precipitation,
displacement, combustion,
neutralisation
a
sour taste
turn blue litmus red
conduct electricity in
aqueous solution
precipitation
combustion
displacement
decomposition
C6H12O6(aq) + 6O2(g)
6CO2(g) + 6H2O(1)
Mg(s) + ZnCl2(aq)
MgCl2(aq) +
Zn(s)
d
19
2MgO(s) 2Mg(s) + O2(g)

reaction between solid magnesium oxide
(MgO) and sulfuric acid (H2SO4). One
of the products is the soluble salt
magnesium sulfate (MgSO4).
4
MgO(s) + H2SO4(aq) MgSO4(aq) +
H2O(1)


20
b
21
22
23
Which substance in the

following list could not be
an acid?
HBr, CH3COOH, K2CO3
K2CO3
Acids donate hydrogen ions.

This substance does not
contain hydrogen, so cannot
be an acid.
Explain how you reached your

answer in part a.
In a solution of pH 7, what colour is:

a
red litmus?
blue litmus?

the approximate pH of the solutions
described in a to c.
1, 5, 7, 8, 13
a
a concentrated solution of a
strong acid
a neutral solution
a dilute solution of a
weak base

the approximate pH of the substances
described in a to e.
2, 4, 5, 7.5, 13
3
a
red
blue
2
3
a
13
coffee
oven cleaner
7.5
orange juice
rust remover
human blood


24
25
The diagram below shows the colour

changes of several indicators.

show the same colour at pH 3
and pH 5.

show different colours for
solutions of pH 9 and pH 11.
Which two indicators would

give exactly the same results at
both pH 3 and pH 10?
You are provided with 10 mL of a

solution of pH 4. Describe how you
would prepare a solution of pH 5.
various answers, e.g.

bromothymol blue, litmus,
phenolphthalein
phenolphthalein and universal

indicator
litmus and universal indicator
3
Slowly add the 10 mL of acid to 90 mL
of cold water.


3: Light
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 84 marks

1
Which ray below is the one that is reflected from a plane mirror?
B
1
Perspex has a higher refractive index than air. Light entering air from
perspex will:
A slow down slightly and be bent towards the normal
B slow down slightly and be bent away from the normal
C speed up slightly and be bent towards the normal
D speed up slightly and be bent away from the normal
When a light ray passing from glass to air strikes the boundary at the critical
angle of incidence, the light ray:
A is totally internally reflected
B passes through to the air without any change in its direction
C skims the surface of the glass
D is reflected back along its original path
When a light ray passing from air to glass strikes the glass perpendicular to its
boundary, the light ray will:
A speed up as it enters the glass and bend away from the normal
B pass through the glass without any change in its direction
C be totally internally reflected
D slow down as it enters the glass and bend towards the normal
A light ray strikes a glass surface at a small angle and passes through the glass.
The ray emerging from the glass into the air will be:
A parallel to the ray entering the glass
B in the same straight line as the ray entering the glass
C bent towards the normal as it exits the glass
D at right angles to the ray entering the glass

D
1
C
1
B
1
A
1

3: Light
6
10
11
12
13
When a pencil is viewed through water, it appears bent because light:

A slows down as it passes from water to air
B is reflected at the surface of the water
C is refracted away from the normal as it passes from water to air
D is refracted towards the normal as it passes from water to air
A fisherman under the water is attempting to spear a fish. The fisherman
must aim:
A above the apparent depth of the fish
B directly at the fish as he sees it
C below the apparent depth of the fish
D to the left of the apparent position of the fish
The image produced by a convex lens when the object is inside the focal length
is enlarged:
A real and upright
B real and inverted
C virtual and upright
D virtual and inverted
The image produced by a convex lens when the object is well beyond the focal
length is:
A real, inverted and diminished
B real, upright and enlarged
C virtual, inverted and diminished
D virtual, upright and enlarged
A 0.25
B 4
C 12
D 20
A 0.25
B 4
C 12
D 20
The image produced on a screen by a slide projector is:
A virtual, upright and enlarged
B virtual, inverted and diminished
C real, upright and enlarged
D real, inverted and enlarged
C
1
B
1
C
1
A
1
B
A
1
1
D
1
In an old-fashioned camera, photographic film records the images formed and is

placed where the images would be. The images formed by the lenses in a
camera must therefore be:
A
A real
B unreal
C virtual
1
D undecided, depending on the distance from the camera


3: Light
14
15
16
17
18
19
20
21
22
23
24
In a camera, the image formed is upside-down when recorded on the film. This
suggests that the lenses in a camera are probably:
A bi-concave
B bi-plano
C bi-convex
D none of the above as a camera has no lenses
In the eye disorder known as long-sightedness, the image of an object forms
behind the retina. Long-sightedness is corrected by bringing the image
forward using:
A convex lenses that bend the light less
B convex lenses that bend the light more
C concave lenses that bend the light less
D concave lenses that bend the light more
Blue skies and red sunsets are caused by the:
A dispersion of light
B refraction of light
C absorption of light
D scattering of light
In a primary rainbow, what colour is at the top of the rainbow?
A blue
B green
C orange
D red
Mirages are basically caused because light is:
A refracted differently at different temperatures
B dispersed differently at different temperatures
C reflected differently at different temperatures
D scattered differently at different temperatures
Which of the following colours of light is most strongly refracted?
A red
B yellow
C green
D violet
Two colours of light which mix to make white light are called:
A primary colours
B secondary colours
C complementary colours
D phosphors
What colour will a green leaf placed in green light appear to be?
A black
B green
C red
D blue
What colour is produced when magenta and cyan pigments are mixed?
A black
B green
C red
D blue
Which colours are absorbed by blue paint?
A blue only
B red, orange and yellow
C green, blue, indigo and violet
D red only
What colour is transmitted when cyan light is shone on a green filter?
A cyan
B blue
C green
D red

C
1
1
D
1
D
A
1
D
C
1
B
D
1
1
B
1
C

3: Light

1
If a light ray strikes a mirror at an angle

of 30o to the mirror, what is:
a
the angle of incidence?
the angle of reflection?
What is meant by the refraction of light?
60o
60o
2
The bending of a light ray as it passes

from one substance into another
substance.
The diagram below shows a light ray

travelling through air to the interface
between the air and a glass block.
On the diagram, draw the normal, and a

possible path for the ray in the glass.
4
Light travelling from substance A to

substance B is totally internally
reflected.
a
Which substance (A or B) has

the higher refractive index?
At what angle must the light ray

have struck the boundary of A
and B for total internal
reflection to occur?
Is light always refracted when it passes

from one material to another? Explain
your answer.
2
a
an angle greater than the critical

angle
2
No. When a light ray strikes
perpendicular to a boundary, it is not
bent.


3: Light
6
The diagram below shows a pencil

placed in water. The pencil appears bent
when viewed from the air.
Complete the diagram by drawing the

position of the image of the pencil as
seen by the viewer.
7
10
List three advantages of optical fibres

over copper wire for transmitting data.
Which type of lens (convex or concave):
a
is fatter in the middle than at

the ends?
can produce a real image?
You have two lenses. Lens A is fat and

highly curved. Lens B is flatter, being
only slightly curved. Which lens (A or
B) can be expected to:
a
bend light the most?
have the longest focal length?
As the curvature of a lens increases:

a
is the light bent more or less?
does the focal length increase

or decrease?
2
Various answers, e.g. thinner, cheaper,
more durable, can carry more
information
a
convex
convex
2
a
Lens A
Lens B
2
a
more
decrease


3: Light
11
Complete the diagram shown below by:

a
drawing in the refracted

light rays
labelling the principal focus
labelling the focal length
4
12
The diagram below shows a partly

drawn ray-tracing diagram.
Complete the ray-tracing

diagram.
b
i
real
Is the image produced:
ii
inverted
real or virtual?
iii
diminished
ii
upright or inverted?
iii
enlarged or diminished?


3: Light
13
The diagram below shows the parts of a

slide projector.
b
a
14
15
16
What is the function of:

i
the concave mirror?
ii
the condenser lenses?
It reflects light from the

lamp through the
condenser lenses.
ii
They concentrate the light.
If the slide is inside the focal

length, a virtual image will be
formed. A real image is
produced with the slide outside
the focal length.
Why is the slide placed outside

the focal length of the projector
lens and not inside it?
The objective lens of a telescope

produces an image just inside the focal
length of the eyepiece lens. This image
acts as the object for the eyepiece lens.
a
For a larger first image to be

formed, should the objective
lens be thin or thick?
Explain why telescopes

are long.
Explain why the sky appears blue during

the day.
This question concerns colours.

a
Name the primary colours of

light.
Why are they called primary

colours?
4
a
thin
Thin lenses have long

focal lengths.
2
Blue light is scattered by particles in the
atmosphere more than other colours.
More blue light therefore reaches our
eyes from particles in the sky.
a
Red, green and blue.
They can be combined in

various proportions to form all
the other colours.
Cyan, magenta and yellow.
Name the secondary colours of

light.
They are produced when just

two primary colours overlap.
Why are they called secondary

colours?
No. Black is the absence of

any colour.
Is black a colour? Explain your

answer.


3: Light
17
The diagram below shows combinations

of light colours.
cyan
magenta
white
yellow
State the name of the colours seen

in a to d.
18
19
20
What colour (if any) is transmitted

when:
a
white light is shone on a

blue filter?
red light is shone on a

green filter?
magenta light is shone on a

red filter?
What colour or colours of light are:
4
a
blue
no light
red
3
a
all colours other than blue
absorbed by a blue shirt?
red
reflected by a red shirt?
red and green
combined to produce yellow

light?
What are the three primary

colours of pigments used
in printing?
3
a
cyan, magenta and yellow
Each subtracts one of the

primary colours.
Why are they referred to as

primary colours?


3: Light
21
22
What is the name given to the:

a
spreading of light by particles

in the sky?
bending of light rays as they

pass from one material to
another?
splitting of light into

component colours by a prism?
Light from neon lamps is largely

red and orange. Suggest why some
butchers place neon lamps above their
window displays.
scattering
refraction
dispersion
3
The meat appears redder in the red
light than it does in white light.


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 66 marks

1
As a fast-moving ambulance passes by, its siren goes from:

A a high pitch to a low pitch
B a low pitch to a high pitch
C a high pitch to an even higher pitch
D there is no change in pitch
There are two answers to this question.

Compare the sound waves in front of a moving vehicle to the waves behind the
vehicle. They have a:
A shorter wavelength
B longer wavelength
C higher frequency
D lower frequency
A
C
2
The change in wavelength of sound waves emitted from a moving sound source
is known as:
A the Doppler effect
B Hubbles Law
C Einsteins equation
D the Big Bang theory
Which of the following statements concerning the colours of visible light

is correct?
A When light passes through a prism the colours are separated by reflection.
B Red light has a lower energy than blue light.
C Red and blue light have the same wavelength.
D Red light has a higher frequency than blue light.
When a fast-moving star is moving away from the Earth, the absorption lines on
the spectrum produced by the star will be shifted towards the:
A blue end of the spectrum (light of longer wavelength)
B
B red end of the spectrum (light of longer wavelength)
C blue end of the spectrum (light of shorter wavelength)
D red end of the spectrum (light of shorter wavelength)
Approximately how many years ago is the Big Bang thought to have occurred?
C
A 13 thousand
B 13 million
C 13 billion
D 13 trillion

1
1

7
8
9
10
11
12
13
14
15
A small fraction of a second after the Big Bang, the universe:

A had a temperature of one billion degrees Celsius, and chemical elements had
begun forming
B was expanding slowly and stars were beginning to form
C was cooling, and quarks were beginning to clump together to form neutrons
D inflated suddenly and was filled with particles of matter and antimatter
How many quarks clump together to form a proton?
A 2
B 3
C 4
D 5
When one proton and one neutron bond together:
A a deuterium nucleus forms
B a helium nucleus forms
C a hydrogen atom forms
D they annihilate each other, releasing light
The approximate ratio of hydrogen atoms and helium atoms in the early
universe was close to:
A 25% H : 75% He
B 50% H : 50% He
C 75% H : 25% He
D 90% H : 10% He
Approximately how old was the universe (in time after the Big Bang) when
electrons were first captured by nuclei to form atoms?
A 1 billion trillionth of a second
B 1 second
C 3 minutes
D 300 000 years
Which theory of the universe includes the idea of a contracting universe?
A open universe
B closed universe
C flat universe
D accelerating universe
The open universe theory states that the universe will:
A keep expanding forever but at a decreasing rate
B eventually stop expanding and then contract into a smaller and
smaller space
C eventually stop expanding, but not contract again
D expand at an ever-increasing rate
How long after the Big Bang did the first stars and galaxies appear?
A 3 minutes
B 300 000 years
C 1 billion years
D 13 billion years
Approximately how fast (in metres per second) does electromagnetic radiation
such as radio waves travel?
A 300
B 300 000
C 300 000 000
D 300 000 000 000

D
1
1
A
1
1
D
1
B
1
A
1
C
1
C
1

16
The term dark energy is used to describe:

A any light towards the high-energy end of the visible light spectrum
B subatomic particles left over from the Big Bang
C gas and dust orbiting stars that may condense to form planets
D some mysterious cosmological force that overrides gravity
D
1

1
b
2
Which sound wavelength (long

or short) produces the higher
pitched sound?
short
red
Which colour of light (blue or

red) has the longer wavelength?
How does the pitch of an
ambulance siren change as it
drives past you?
Why does this change occur?
2
a
It changes from high to low.
Sound waves in front of the

moving ambulance have a
shorter wavelength than sound
waves behind the ambulance.
Sound with a shorter
wavelength has a higher pitch.


3
The diagram below shows the spectra

produced by three stars. Star I is at a
fixed distance from Earth. Stars II and
III are moving.
What produces the dark lines on

each spectrum?
Which star (II or III) is moving

towards the Earth?
Explain the choice you made in

part b.
Complete the following statement about

a law by selecting the correct word in
each part.
Most galaxies are moving a
towards/away from the Earth. The
further away the galaxies are, the b
faster/slower they are moving. This is
known as c Dopplers/Hubbles law.
What does the Big Bang theory state?
What happens when particles of matter

and antimatter collide?
Some light is absorbed by

atoms in the atmosphere of
the star, leaving black lines
on the spectrum.
III
The light is of shorter

wavelength. The spectrum
lines are shifted towards the
blue end (shorter wavelength)
of the spectrum.
4
a
away
faster
Hubbles
3
The universe exploded into existence
from a single point (a singularity)
containing an enormous and incredibly
concentrated amount of energy.
They annihilate each other, releasing a

burst of light (a photon).


7
In Einsteins equation, E = mc2, what

does each of the letters stand for?
a
energy
mass (in kilograms)
speed of light (about

300 000 000 m/s)
3
For approximately 300 000 years

after the Big Bang the universe was a
foggy or opaque place. Explain why
it was foggy.
The universe was filled with atomic

nuclei and electrons. Light was
continuously bouncing off these
subatomic particles, and so was unable
to travel in straight lines. This resulted in
a lack of clear images.
3
For what important discovery did the

physicists Arno Penzias and Robert
Wilson receive the Nobel prize?
They detected the background radiation

(the afterglow) left over from the very
beginning of the universe.
In 1992 the COBE satellite produced an

image of the universe at age 300 000
years after the Big Bang. What did this
image show about the composition of
the universe?
The universe was not the same

throughout. Matter had begun to
clump together.
Describe what would happen over time

in a closed universe.
The universe would stop expanding.
10
11
2
Gravitational attraction would pull all
the matter closer together and the
universe would contract into a smaller
and smaller space.
Matter would become superheated and
atoms would disintegrate.
A big crunch would pack everything
into a single black hole.
12
13
14
Why is it impractical to search

for extraterrestrial life using
current spacecraft?
What do the following letters stand for?
a
COBE
SETI
Why are frequencies in the microwave

region preferred when broadcasting
messages to try to make contact with
extraterrestrial life?
It would take 80 000 years to reach the

nearest star.
1
a
Cosmic Background Explorer
Search for Extraterrestrial

Intelligence
There is less background interference

when using these frequencies.


15
The diagram below shows a message

beamed from the Arechibo radio
telescope in 1974.
IV
VII
II
Match each description below to a

symbol (I to VIII) on the message.
a
DNA double helix
solar system
numbers 1 to 10 in binary
atomic numbers of
important elements
world population


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 66 marks

1
Which combination is thought to have made up the ancient supercontinent

Laurasia?
A Australia, Antarctica, South America, Africa and India
B South America, North America and Europe
C Europe, North America and most of Asia
D North America, Africa and most of Asia
Coal has been found above the Arctic Circle. This is unexpected because coal is
formed from decomposed:
A plants, and there is now not enough oxygen for plants to survive there
B plants, and it is now too cold for plants to survive there
C animals, and there is now not enough oxygen for animals to survive there
D animals, and it is now too cold for animals to survive there
In 1915, Alfred Wegener proposed the idea of a supercontinent splitting to form
the continents. His ideas were largely ignored because:
A there was no evidence to support them
B little was known about the shapes of the continents at that time
C the distribution of reptilian fossils could not be explained by
shifting continents
D it was thought that the Earth was solid rock
Studies of the magnetic stripes of rocks on the ocean floor indicate that:
A the youngest rock is next to the ridges, the oldest next to the trenches
B the youngest rock is next to the trenches, the oldest next to the ridges
C the rocks are all approximately the same age
D the rocks are older than the rocks of the continents
Which of the following boundaries between tectonic plates is also known as a
conservative boundary?
A spreading
B collision
C transform
D constructive

C
1
B
1
A
1
C
1

6
10
11
12
following is most likely when an ocean plate collides with another ocean plate?
following is most likely when two continental plates collide?
A mountain root is most likely to form when:
A two ocean plates collide
B two continental plates collide
C an ocean plate collides with a continental plate
D two plates scrape along each other
Approximately how many earthquakes occur per year?
A 10 000
B 100 000
C 1 000 000
D 1 000 000 000
Which of the following statements concerning earthquakes is incorrect?
A The focus is the point where an earthquake begins.
B Earthquakes occur on a fault line at the edges of tectonic plates.
C The epicentre is the point on the Earths surface above the focus.
D Seismic waves spread from the epicentre to the focus and beyond.
For which of the following waves is the vibration of the particles in the same
direction as the movement of the wave?
A sound
B water
C seismic Love (L) waves
D seismic secondary (S) waves
Which of the following is a property of secondary (S) body waves? S waves:
A travel through both solid and molten rock
B are the fastest-moving body waves
C are transverse waves
D hit the surface with an up-and-down or push-pull motion

D
1
A
1
B
1
C
1
D
1
A
1
C
1

13
14
15
16
17
18
Both primary and secondary body waves:

A are transverse waves
B are refracted when they pass through rocks of different density
C travel faster when they move through less dense rock
D travel around the surface of the Earth
Which of the following is a property of Rayleigh (R) waves? R waves:
A travel through the Earth
B arrive before Love (L) waves
C are less dangerous than body waves
D are up-and-down waves like water waves
If the rock of a fault scarp is very hard, and weathering is slow, which
landscape feature is most likely to form?
A a cliff
B a gentle rise
C a volcano
D a syncline
When continental plates collide, rock may be folded to build mountain ranges.
Upward folds in the rock are called:
A horsts
B graben
C synclines
D anticlines
How do the plates move at a transcurrent fault?
A One plate slides over another.
B Two plates collide and crumple.
C Both plates move sideways.
D One plate moves upwards, the other downwards.
This question concerns the landform shown in the diagram below.
B
1
B
1
A
1
D
1
C
1
19
Which of the following statements is correct?

A K represents a syncline.
B C represents an unconformity.
C Rock in E is older than rock in H.
D J shows no signs of erosion.
Which type of volcano is the biggest?
A shield cones
B composite cones
C cinder cones
D batholiths
1
A
1

20
Which of the following statements concerning fossil fuels is incorrect?

Fossil fuels:
A form from decomposed plant and animal matter
B take millions of years to form
C are usually found near weaknesses in the Earths crust
D require low pressures and high temperatures to form
D
1

1
List four pieces of evidence Alfred

Wegener used to support his theory of
the splitting of an ancient supercontinent
to form the continents.
Any four of:
fossils of ferns and reptiles

found across the southern
continents suggested a common
ancestry, followed by
movement as the landmass split
and the pieces drifted apart
rock and mountain formations

on one continent are similar to
those on another continent
(e.g. those in the USA are
similar to those in Europe)
evidence of glaciers is found

in places now too cold for
their formation
decomposed plant material (e.g.

coal) is found in places now too
cold for plants to grow there
mini-magnets in ancient rocks

only align properly when the
continents are joined together


2
List three important pieces of

information obtained when the ocean
floor was mapped during World War II.
The diagram below shows the inner

structure of the Earth (not to scale).
Complete the labelling of this
diagram by:
a
naming each layer (I to IV)
indicating the approximate

maximum depth of each
layer by selecting from the list
below:
6400 km, 2800 km, 60 km,
5100 km
Any three of:
volcanic ranges run down the

centre of most oceans
rocks of the ocean floor vary in

age from new to 200 million
years old and are younger than
continental rocks
deep ocean trenches exist
continental rock is less dense

than ocean floor rock
magnetic stripes on ocean

rocks indicate the oldest rock is
next to the trenches, the
youngest next to the ridges
I = crust
II = mantle
III = outer core
IV = inner core
I = 60 km
II = 2800 km
III = 5100 km
IV = 6400 km


4
The theory of plate tectonics can be

explained using an analogy with pieces
of toast floating on very thick, hot soup.
Using this analogy:
What does the soup represent?
What do the pieces of toast

represent?
If the soup is stirred, the toast

moves. What causes the soup
to be stirred?
State two ways by which the Earths

mantle remains hot.
This question concerns tectonic plate
boundaries.
a
Why are spreading

boundaries also called
constructive boundaries?
Why are collision boundaries

also called destructive
boundaries?
Which type of tectonic plate boundaries

form, or formed, the:
a
earthquake activity around the

San Andreas fault in
California?
East-African rift valley?
islands of Japan?
Andes Mountains and the PeruChile ocean trench which runs

parallel to them?
the mantle
slabs of the Earths crust
convection currents within

the mantle
3
The crust keeps the heat in.
Decay of radioactive elements such as
uranium releases heat.
a
New rock is being made on the

ocean floor.
Rock is melted and returned

for recycling.
2
a
transform (or scraping)
spreading (or constructive)
collision (or destructive)
collision (or destructive)


8
Consider what happens when an ocean

plate collides with a continental plate.
a
Why is the ocean plate forced

under the continental plate?
What is the subduction zone?
Explain why volcanoes often

form on the continental plate
after the collision.
The ocean plate is denser than

the continental plate.
The angled dive (at 20o to 60o

to the surface) that the ocean
plate makes when it collides
with the continental plate.
Steam forms when water enters

the fault line between the
plates. This steam is carried
down into the subduction zone.
The resulting gas-filled molten
rock forces its way to the
surface as a volcano.
When an earthquake occurs, where does

the worst damage occur?
At the epicentre.
10
Why are no S waves recorded on the

Earth directly opposite the epicentre of
the earthquake?
S waves cannot travel through molten

rock. The liquid outer core blocks the
path of the S waves through the Earth.
11
The four types of seismic waves are

primary (P), secondary (S), Rayleigh (R)
and Love (L). Use the letters P, S, R and
L when answering the questions that
follow. Which waves:
a
travel through the body of

the Earth?
are recorded first by a

seismometer?
are recorded last by

a seismometer?
travel around the

Earths surface?
are rolling waves, like surf

at a beach?
5
1
P and S
R and L


12
13
Use the graph shown below to answer

What is the distance from the

epicentre if the P and S waves
arrive 5 minutes apart?
Approximately how many

minutes are there between
the arrival times of P and S
waves if the epicentre is
2000 km away?
State whether each of the following

waves are transverse or longitudinal
waves.
a
sound waves
P waves
S waves
waves that push and pull
waves that have an up-down

motion like water waves
3400 km
3 minutes
2
a
longitudinal
longitudinal
transverse
longitudinal
transverse


14
Explain how horsts and graben form.

Include a sketch in your answer to show
the appearance of these two landforms.
Two faults allow blocks of rock to thrust

upwards, forming horsts. Sunken blocks
form graben.
4
15
Three types of faults are shown in the

diagram below. Identify each as either a
transcurrent, normal or reverse fault.
normal
reverse
transcurrent
3
16
What is meant by the term plastic

behaviour?
To be able to change shape without

breaking.
17
Explain how an unconformity is created.

Include a diagram in your answer.
Erosion wears away the rock at the

top of a fold. New sediments are laid on
top of these eroded old rocks, forming
an unconformity.
5
18
19
Explain how a volcano could form away

from the edge of a tectonic plate.
Explain why igneous rock is unlikely to
contain fossils of plant material.
At hot spots or plumes the magma is

under so much pressure that it forces its
way through the plate.
Igneous rock forms when magma cools

below the surface. The intense heat
would destroy plant material.


20
Yellowstone National Park in the USA

is known for its geysers and mud pools.
Explain how these features form.
The park is located over a hot spot.

Magma boils underground water, which
then forces its way to the surface.


6: Ecosystems
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 95 marks

1

phytoplankton zooplankton small fish large fish sea eagles
Which of the following correctly describes the role of the zooplankton and
large fish?
A
B
C
D
Zooplankton
Large fish
Producer
Second order consumer

1
2
3
Which of the following organisms is not a consumer?

A mushroom
B red algae
C earthworm
D elephant
Which of the following is recycled in an ecosystem?
A matter only
B matter and energy
C energy only
D neither matter nor energy
Which type of reaction ultimately provides the energy for almost all life
on Earth?
A photosynthesis
B respiration
C nuclear fusion
D decomposition
A
1
C
1

Which component of the food chain would need to consume the most energy to
survive?
A corn
B mouse
C snake
D kookaburra
If the corn contains 1000 units of energy, approximately how many units of
energy will the kookaburra receive?
A 1
B 10
C 100
D 1000


6: Ecosystems
7
8
9
10
11
12
13
14
15
16
A soil sample was analysed and four species of animal were found. The
approximate numbers of each animal in the soil sample are shown below.
Species W2 000 000, Species X20, Species Y2 000, Species Z20 000.
Which species is likely to be the highest order consumer?
A W
B X
C Y
D Z
Transpiration is the name given to the loss of water by evaporation from:
A moist soil
B oceans
C animals
D plants
Approximately what percentage of all water on Earth is available as fresh water
to organisms?
A 1%
B 10%
C 50%
D 98%
Nitrifying bacteria convert:
A atmospheric nitrogen molecules to nitrate ions
B atmospheric nitrogen molecules to amino acids
C nitrate ions to atmospheric nitrogen molecules
D ammonia to nitrate ions
Which of the following is not responsible for nitrogen fixation?
A The action of lightning on atmospheric nitrogen and oxygen.
B Industrial production of nitrogen-based fertilisers.
C Rhizobium bacteria found in the root nodules of clover plants.
D Denitrifying bacteria found in the soil.
Which of the following processes removes carbon from the atmosphere?
A combustion of natural gas
B photosynthesis by green plants
C anaerobic respiration by yeast
D decomposition of fallen leaves by fungi
Which of the following is a renewable energy source?
A coal
B oil
C geothermal
D uranium
A photovoltaic cell is designed to convert:
A solar energy to sound energy
B solar energy to electrical energy
C heat energy to electrical energy
D heat energy to solar energy
Splitting one atom of uranium releases how much more energy than burning
one molecule of natural gas?
A 2.6 times as much
B 26 times as much
C 2.6 million times as much
D 26 million times as much
If the wind speed passing through a wind turbine generator is doubled, the
power generated by the turbine is multiplied by a factor of:
A 0.5
B 2
C 4
D 8

B
1
D
A
1
D
1
D
1
B
1
C
B
1
D
1
D
1

6: Ecosystems
17
18
19
20
21
Which of the following is not a property of water?

A Water can act as both acid and base.
B Solid water is denser than liquid water.
C Water is a solvent for many solutes.
D Water exists in three states on the Earth.
Osmosis is the movement of water from:
A a low salinity solution to a high salinity solution through a
B a low salinity solution to a high salinity solution through a
C a high salinity solution to a low salinity solution through a
D a high salinity solution to a low salinity solution through a
The use of osmotic pressure to produce energy is not suited to a country like
Switzerland because it has:
A no suitable sites for dam construction
B no active volcanoes or lava flows
C no freshwater rivers flowing into the sea
D no fossil fuel deposits
Which of the following energy sources is least used in Australia at present?
A hydroelectricity
B energy from wind
C geothermal energy
D solar energy
Biogas produced by the action of anaerobic bacteria in landfill is made up
mainly of:
A methane and carbon dioxide
B methane and oxygen
C octane and carbon dioxide
D octane and oxygen

B
1
C
1
C
1
A
1

6: Ecosystems
1

mangroves soldier crabs
spoonbills sea eagles
For this food chain, name the:
producer
first order consumer
herbivore
third order consumer
Draw a food chain with four members

based on the following description.
The grasslands of Africa are home to
many herbivores, including zebras, gnus
and gazelles. These grazing animals are
the prey of carnivores, including lions
and cheetahs. Hyenas and vultures that
scavenge for dead remains may at times
eat any of the animals of the grassland.
mangroves
soldier crabs
soldier crabs
sea eagles
4
For example:
grass zebra cheetah hyena
grass gnu lion vulture
Explain why a food chain is unlikely to

have more than six members.
Energy is lost at each step in a food

chain. Each organism receives only
around 10% of the energy available from
the previous organism in the chain. The
last organism in a chain of six would
receive too little energy to survive.
3

leaves caterpillar bird cat
Any two of:
The total energy in the leaves is much

greater than the energy received by the
cat. Describe two different ways in
which the energy of the leaves may be
lost and therefore not reach the cat.
movement by the caterpillar

(and bird) as it searches
for food
sounds made by the bird
heat used to maintain the body

temperature of the bird


6: Ecosystems
5

of Energy.

this law applies to energy
in ecosystems.

of Mass.

this law applies to matter
in ecosystems.

following and an example of each.
a
organic matter
an endothermic animal
an ectothermic animal
Energy is neither created

nor destroyed, but can only
be converted from one form
to another.
When energy is passed along a

food chain, around 10% is
passed from one organism to
the next. The remaining 90% is
converted to other forms of
energy such as energy of
movement, heat, sound, etc.
Atoms are not created or

destroyed in chemical reactions,
just rearranged.
A carbon atom that is now part

of your body was once in the
atmosphere as a carbon dioxide
molecule, and once part of
another organism.
Matter that contains the carbon

atom and is derived from either
plants or animals, e.g.
chlorophyll in a plant leaf.
An animal that maintains a

constant body temperature,
e.g. a cat.
An animal whose body

temperature depends on that
of the external environment,
e.g. a snake.


6: Ecosystems
8
A diagram of the water cycle is

shown below.
Select the labels (A to F) from the

diagram that correspond to each of the
terms given below.
precipitation
evaporation
transpiration
soakage
run-off
condensation
Name a carbon compound:
6
a
cellulose
that is a structural component of

plant cell walls
starch
carbon dioxide
used as an energy store

in plants
glucose
that makes up approximately

0.04% of the gases in the
atmosphere
carbon dioxide
produced during photosynthesis
produced during respiration


6: Ecosystems
10
d
11
13

one of the processes named
in a.
Name one process that removes
carbon dioxide from the
atmosphere.
respiration and combustion
C6H12O6 + 6O2
6CO2 + 6H2O
or C + O2 CO2
photosynthesis
6CO2 + 6H2O
C6H12O6 + 6O2

the process named in c.
6
a
0.04
98
10
percentage of carbon dioxide in

atmospheric gases
20
65
percentage of water on Earth

found in the saltwater of
the oceans
78
percentage of energy passed

from one organism to the next
in a food chain
percentage of oxygen in
atmospheric gases
percentage of the human body

made up of water
percentage of nitrogen in
atmospheric gases
Use the list of numbers below to assign

a figure to each of the quantities listed
in a to f.
0.04, 10, 20, 65, 78, 98
a
12
Name two processes that

increase the level of carbon
dioxide in the atmosphere.
Name:
a
two uses of nitrogen by plants

a plant

an animal
The greenhouse effect is caused by an

increase in the level of carbon dioxide in
the atmosphere. State two ways in which
this increase has occurred.
6
a
making amino acids and nucleic

acids
fallen leaves eaten by

an animal
waste products like urine eaten

by another animal
deforestation (removal of trees

leading to less photosynthesis)
excessive combustion of
fossil fuels


6: Ecosystems
14
Complete the following table, which

shows the role of bacteria in the cycling
of nitrogen.
Bacteria type
Nitrogen fixing
Role of the
bacteria
Convert nitrogen
to
Convert ammonia
to nitrates
Convert nitrates
to
Bacteria type
Nitrogen fixing
Nitrifying
Denitrifying
Role of the
bacteria
Convert nitrogen
to nitrates
Convert ammonia
to nitrates
Convert nitrates
to nitrogen
4
15
16
17
18
19
20
Explain what is meant by a nonrenewable energy source. Include two

examples in your answer.
State two ways in which solar energy
may be used to generate electricity.
State two disadvantages of the
use of geothermal energy to
Explain how a change in blade length of

a wind turbine generator influences the
amount of power supplied.
Energy sources that cannot be replaced.

Examples include coal, oil, natural gas
and uranium.
solar ponds
solar (photovoltaic) cells
not all countries have access to

this source
changes in underground
pressures caused by this
technique may result in
earthquakes and rock cracking
gaseous pollutants are produced
The power supplied is proportional to

the blade length squared. If blade length
is doubled, the power is multiplied by a
factor of four.

hydroelectricity.
construction of dams
destroys habitats
State two advantages of

hydroelectricity.
renewable source and low

running costs
Explain what is meant by the

term biomass.
State one direct use of biomass

for energy production.
organic material that has

recently died and that can be
used to generate energy
burning of wood for heating
conversion of wastes from

crops into fuels such as ethanol
State one indirect use of

biomass for energy production.
Any two of:


Name: _______________________
Class: __________

marks
Date: _______
Score: _____________ / 100

1
All living things get their energy through a reaction called:

A photosynthesis
B breathing
C respiration
D inspiration
When there is no oxygen or limited oxygen, the respiration process that is
carried out is:
A aerobic
B lactic
C anaerobic
D yeast
Which of the following equations represents the process of aerobic respiration?
A
B
C
D
C6H12O6(aq) + 6O2(g) 6CO2(g) + 6H2O(1) + energy

C6H12O6(aq) + 6O2(g) + energy 6CO2(g) + 6H2O(1)
C6H12O6(aq) + energy 2CO2(g) + 2C2H6O(aq)
C6H12O6(aq) 2CO2(g) + 2C2H6O(aq) + energy
C
1
C
1
A
1
Which of the following equations represents the process of anaerobic

respiration in yeast?
A C6H12O6(aq) + 6O2(g) 6CO2(g) + 6H2O(1) + energy
B C6H12O6(aq) + 6O2(g) + energy 6CO2(g) + 6H2O(1)
C C6H12O6(aq) + energy 2CO2(g) + 2C2H6O(aq)
D C6H12O6(aq) 2CO2(g) + 2C2H6O(aq) + energy
Your muscles can be sore and you can suffer from cramp after a lot of exercise.
This is due to the build up in your muscles of:
A glucose
B energy
C lactic acid
D starch
Each enzyme in the human body:
A is able to catalyse a wide range of reactions
B controls a specific type of reaction
C functions best at a temperature of 100oC
D must be continually produced, as it is used up in each reaction it catalyses
Respiration is a chemical reaction which:
A occurs only in the body cells of animals
B always has oxygen as a reactant
C involves a sequence of reactions
D is endothermic (absorbs energy)
D
1
c
1
B
1
C
1

8
Which of the following best summarises the two main stages of respiration.
STAGE 1
STAGE 2
A C6H12O6 C3H4O3 in
the cytoplasm.
B C6H12O6 C3H4O3 in
the mitochondria.
C C3H4O3 CO2 + H2O in
the mitochondria.
D C3H4O3 CO2 + H2O in
the cytoplasm.
C3H4O3 CO2 + H2O in the

mitochondria.
C3H4O3 CO2 + H2O in the cytoplasm.
C6H12O6 C3H4O3 in the cytoplasm.

C6H12O6 C3H4O3 in the mitochondria.
1
10
11
12
13
The basal metabolic rate (BMR):

A shows a steady increase with increasing age
B is the minimum energy required to carry out your normal daily tasks
C varies with size, state of health and sex
D varies directly with the type and level of activity a person carries out
C
1
Which of the following shows the approximate percentages of three major gases
in inhaled air?
A 50% nitrogen, 49% oxygen, 1% carbon dioxide
B
B 79% nitrogen, 21% oxygen, 0.04% carbon dioxide
C 79% nitrogen, 14% oxygen, 6% carbon dioxide
D 59% nitrogen, 41% oxygen, 0.04% carbon dioxide
Which of the following is not a property of alveoli?
A Their cell walls are only one cell thick.
C
B They lie close to the walls of capillaries.
C They have a dry surface to allow efficient diffusion.
D They are shaped to give maximum surface area.
If carbon dioxide, water and chlorophyll are placed in a test tube in the sunlight:
A glucose and bubbles of oxygen will be produced immediately
B glucose and bubbles of oxygen will be produced, but only after a long
period of time
C no reaction will occur because one reactant is missing
D no reaction will occur because necessary enzymes are missing
Which would you expect to contain the greater number of mitochondria: nerve
cells or muscle cells?
A muscle cells
B nerve cells
C neither, because both would contain the same number of mitochondria
D neither, because only plant cells contain mitochondria
D
1
A
1

14
15
16
Most carbon dioxide is transported in the bloodstream:

A bound to haemoglobin
B as gaseous carbon dioxide molecules
C bound to ATP molecules
D as dissolved carbon dioxide molecules and hydrogen carbonate ions
Photosynthesis may be considered a two-stage process. Which of the following
occurs during stage 2?
A Energy is trapped by chlorophyll molecules.
B ATP provides the energy to carry out this stage.
C Water is split to form oxygen and hydrogen ions.
D Carbon dioxide and hydrogen ions combine to form starch molecules.
An experiment was conducted using the set-up shown below.
D
1
B
1
17
18
The volume of gas collected in the test tube after two hours would not be
affected by the:
A size of the test tube
B mass of plant used
C intensity of the light source
D temperature of the solution
Starch, cellulose and glycogen are all:
A produced by plants during photosynthesis
B types of enzymes
C made up of many glucose molecules joined together
D found in the human liver
C
1
Purple sulfur bacteria are able to carry out the process summarised in
the equation:
6CO2 + 12H2S light
C6H12O6 + 12S + 6H2O
Which of the following is the same for this process and the process of
photosynthesis carried out by green plants?
A reactants
B products
C pigment used to trap energy
D energy source


19
20
21
22
In which of these plant leaf cells is the maximum rate of photosynthesis

expected to occur?
A epidermal cells
B palisade cells
C xylem cells
D mesophyll cells
Which colour of light is not absorbed by chlorophyll?
A green
B red
C blue
D orange
The openings in plant leaves designed to allow gaseous exchange without
allowing excessive water loss are called:
A the epidermis
B stomata
C mesophyll cells
D the cuticle
B
1
A
B
1
The graph below shows the amount of oxygen produced by a plant as light
intensity was increased under two different sets of conditions.
23
Which of the following would explain the difference between X and Y?

A The data for X was obtained with the plant in orange light, the data for Y
with the plant in red light.
B The data for X was obtained with the plant at a higher temperature than for
Y.
C The data for X was obtained with the plant in a higher concentration of
carbon dioxide than for Y.
D The data for X was obtained using a larger mass of plant than for Y.
In which of the following is the animal correctly matched with its
respiratory/circulatory system?
A insectlungs and bloodstream
B fishbody surface and no circulatory system
C snakegills and a bloodstream
D earthwormmoist body surface and a bloodstream

D
1

24
The diagram below shows the involvement of ATP in respiration and

photosynthesis.
The terms needed to correctly complete the diagram are:

a
A photosynthesis
respiration
chlorophyll
respiration
respiration
cell activities
glucose
photosynthesis
C photosynthesis
cell activities
chlorophyll
respiration
D respiration
photosynthesis
chlorophyll
respiration



1
Is this reaction exothermic

or endothermic?
What does the word

aerobic mean?
What is the function of

an enzyme?
Explain why the shape

of an enzyme is important
to its functioning.
Write a chemical
equation for the process
of aerobic respiration.
When used in biochemistry,

what do the letters ATP
stand for?
C6H12O6(aq) + 6O2(g)
6CO2(g) + 6H2O(1) + energy
exothermic
with oxygen (using oxygen)
Enzymes speed up a chemical

reaction without being used up
in the reaction.
Enzymes have a particular

shape which exactly matches
the shape of reactant molecules.
The reactants lock into a place
on the enzymes. This
interlocking makes the reaction
occur more easily, and therefore
more quickly.
4
adenosine triphosphate
Various answers, e.g. making

large molecules like protein,
growth of cells, transport of
substances into/out of cells,
transmission of messages
between cells
ATP is used to store energy.

List three uses of the energy
stored in ATP.
Name the two products of
yeast cells.
carbon dioxide and ethanol
beer/winemaking and
bread making
State two industrial uses of the

anaerobic respiration reaction
in yeast cells.
lactic acid
Name the product of

human muscle cells.


5
Explain why aerobic respiration releases

more energy per glucose molecule than
anaerobic respiration.
b
7
What is the name given to the

minimum amount of energy
needed by a person at rest?
State two reasons why a person
at rest would need energy.
The products of anaerobic respiration

(ethanol and lactic acid) contain large
amounts of energy. This energy was not
released during the respiration process.
The products of aerobic respiration
(carbon dioxide and water) contain very
little energy.
a
basal metabolic rate (BMR)
Various answers, e.g. heartbeat,

breathing, repair of tissues,
kidney function
Describe two ways in which the air

entering your lungs is different from the
air entering your nose.
Various answers, e.g. warmer,

moistened, filtered (fewer dust particles,
etc.)
Name four structures which air passes

through on its journey from the
atmosphere to an alveolus in your lungs.
Various answers, e.g. nose, pharynx,

trachea, larynx, bronchus, bronchiole


9
The questions that follow refer to

the diagram below of the human
respiratory system.
ii
iii
iv
vi
Which structure shown (use the letters

a to h to answer):
i
prevents food from entering

the trachea?
ii
contracts and flattens when you

breathe in?
iii
filters, warms and humidifies

air?
iv
contracts to raise the rib cage

when you breathe in?
is the site of gaseous exchange

between the lungs and the
bloodstream?
vi
is a bronchus?


10
11
12
What happens to each of the

following structures during
expiration (breathing out)?
a
Ribs (raised or lowered?)
Diaphragm (flattens or is
dome shaped?)
Pressure in the chest cavity

(increases or decreases?)
Intercostal muscles (contract

or relax?)
14
lowered
dome shaped
increases
relax
Name two different

structures used by animals
for gas exchange.
Various answers, e.g. lungs,

gills, moist skin, trachea (in
insects)
State two features found in both

of these structures that enable
efficient gas exchange to occur.
Various answers, e.g. large

surface area, moist surface, thin
surface, close to bloodstream or
other circulatory mechanism

the process of photosynthesis.
State two other requirements

(apart from the reactants) for
c
13
6CO2(g) + 6H2O(1)
C6H12O6(aq) + 6O2(g)
light and chlorophyll
endothermic
Is this reaction exothermic or

endothermic?
In which plant cell structures do each of

the following processes occur?
a
photosynthesis
State three ways in which the glucose

produced during photosynthesis may be
used by a plant.
4
a
cytoplasm
mitochondria
chloroplasts
3
Various answers, e.g. converted to starch

for storage, converted to cellulose for
cell walls, used in respiration for energy,
converted to other sugars for transport,
converted to oils and proteins
3


15
16
The graph below shows the effect of

light intensity on the rate of
photosynthesis.
Explain why the rate increases

in the first section I of the
graph.
Explain why the rate does not

increase in the second section II
of the graph.
Chemosynthetic bacteria carry out a

process similar to photosynthesis in
green plants.
a
b

the two processes.
the two processes.
Greater light intensity means

more light energy is available,
enabling faster photosynthesis.
In this section some other factor

(e.g. carbon dioxide level) is
limiting the rate of reaction.
4
a
Chemosynthetic bacteria
obtain energy from chemical
reactions. Plants obtain
energy from sunlight.
Any two of: same reactants

(carbon dioxide and water),
same products (glucose
and oxygen), both processes
are endothermic


17
An experiment was conducted using the

flasks shown below. All flasks contained
water, were at the same temperature and
were in sunlight.
flask D
Photosynthesis would occur in

flasks C and D. This would
lower the carbon dioxide
level. Respiration would also
occur in these flasks, but more
so in flask C, which contains
both plant and animal.
Respiration would raise the
carbon dioxide level.
Overall, the level would
be lower in flask D.
After two hours, the carbon dioxide

level in each flask was measured.
a
In which flask (AD) would the

carbon dioxide level be lowest
after two hours?
Explain how you arrived at

your choice in part a.


18
The diagram below shows a section

through a plant leaf.
ii
iii
iv
Which label (ah) represents:
19
an epidermal cell
ii
a palisade cell
iii
a xylem vessel
iv
a chloroplast
a mesophyll cell?
Which colour of light is strongly

absorbed by:
a
water?
green algae?
red algae?
5
a
red
red
blue (or green)


20
Suggest a reason why plants in

the desert grow very slowly.
Suggest a reason why plants are

not found at depths over 300 m
below the surface of the ocean.
Desert plants must close their

stomata during the heat of the
day to avoid water loss. With
stomata closed, gaseous
exchange is stopped. Therefore,
photosynthesis cannot
occur at these times.
Light cannot penetrate to these

depths. Without light,
photosynthesis (and therefore
plant growth) is not possible.


Name: _______________________
Class: __________
Date: _______
Score: _____________ / 94 marks

1
5
6
When the level of carbon dioxide in your blood falls, the usual response of your
body is to:
A decrease breathing rate
B increase breathing rate
C produce the hormone oestrogen
D produce the hormone insulin
Which of the following is part of the peripheral nervous system?
A brain
B spinal cord
C heart muscle
D taste buds on the tongue
Interneurons transfer messages:
A from receptors to the central nervous system
B from the central nervous system to effectors
C within the central nervous system
D directly between sensory receptors
Which of the following correctly matches receptor cells to the energy
conversion they carry out?
A Retina cells convert sound energy to electrical energy.
B Cells in the taste buds convert chemical energy to electrical energy.
C Thermoreceptor cells convert electrical energy to thermal energy.
D Cochlea cells convert light energy to electrical energy.
Which of the following is not a hormone?
A insulin
B glucagon
C dopamine
D adrenalin
Which of the following is not a reflex action?
A blinking
B sneezing
C eating
D coughing

A
1
D
1
C
1
B
1
C
C
1
1

7
The diagram below shows a sketch of the human brain.
8
9
10
11
12
13
The part labelled b is the:

A cerebrum
B cerebellum
C medulla
D spinal cord
The part of the brain that gives you the sensation of hearing is the:
A cerebrum
B cerebellum
C medulla
D spinal cord
Which of the following is usually largely controlled by the endocrine system?
A breathing
B heartbeat
C tasting
D water balance
The conditions known as gigantism and dwarfism can result from abnormal
levels of which hormone?
A adrenalin
B antidiuretic hormone (ADH)
C human growth hormone (HGH)
D oestrogen
Which hormone is known as the fight or flight hormone?
A adrenalin
B antidiuretic hormone
C growth hormone
D oestrogen
A fall in blood glucose levels is initially likely to result in the release of which
hormone into the bloodstream?
A insulin
B thyroxin
C progesterone
D glucagon
The disease diabetes mellitus is most often associated with which hormone?
A insulin
B human growth hormone
C thyroxin
D testosterone

1
A
D
1
C
1
A
1
D
1
A
1

14
The diagram below shows a sketch of the human endocrine system.
15
16
17
18
Which of the following correctly matches a gland (as labelled on the diagram)
with the function controlled by a hormone it releases?
A Gland L releases a hormone that controls female sexual development.
B Gland O releases a hormone that controls blood glucose levels.
C Gland M releases a hormone that controls the rate of chemical reactions
in cells.
D Gland K releases a hormone that controls water balance.
Hydrotropism is a response of plants to:
A light
B water
C the Sun
D gravity
Ethology is the study of:
A ethics
B the behaviour of animals
C the action of hormones
D the functioning of the nervous system
Which of the following is an example of the behaviour known as instinct?
A coughing when an object enters your throat
B young geese following a substitute mother
C birds migrating to a warmer climate in winter
D a chimpanzee using a stick to reach a banana hung out of its reach
Which of the following is an example of a learned behaviour?
A smiling
B withdrawing your hand from a hot object
C swallowing
D salivating when you see a picture of a certain food

1
B
B
1
C
1
D
1

19
20
Which of the following types of behaviour is the most complex?

A imprinting
B insight
C habituation
D conditioning
A society is a group of individuals of:
A the same species that cooperate to aid their survival
B the same species found living close together
C different species that cooperate to aid their survival
D different species found living close together
B
1
A
1

1
Give two reasons why organisms

need to respond to changes in
their surroundings.
For example: to escape predators, to find

food, to avoid extremes of temperature.
2
What is homeostasis?
Name two substances

whose levels are
homeostatically controlled.
The maintenance of a constant

internal environment despite
changes in the surroundings
Any two of glucose, water,

carbon dioxide

of each.
a
receptor
effector
A specialised area sensitive to

changes in a particular
condition, e.g. retina cells in the
eye respond to changes in light
An organ or gland that causes a

response to a stimulus, e.g. the
pancreas releases insulin in
response to increased blood
glucose levels
Draw a diagram to show the stimulus

response model for what happens when
you cut your finger with a knife.
4

5
Complete the following table showing

the receptors for various stimuli.
Stimulus
Receptor and
location
Light
Chemicals
Stimulus
Light
Chemicals
Semicircular canals
in the ear
inner ear
Gravity
Sound
Receptor and
location
Retina cells in
the eye
Receptors on the
tongue and in
the nose
Semicircular canals
in the ear
inner ear
4
6
What does the threshold for a

stimulus mean?
Why is it useful to
have thresholds?
Suppose your body temperature were to

increase after exercise. State:
a
one area where receptors

that detected this increase
would be located
the coordinating centre that

would receive messages
one organ or gland that might

act as an effector
one response you might detect

animal cells.
State two differences between

animal cells.
Where on a neuron would you

find myelin?
What is the role of myelin?
The minimum intensity that

causes a response for that
stimulus
To prevent a response occurring

every time a stimulus is
encountered, because the
stimulus at very low levels
may not be important
3
the skin (thermoreceptors)
the brain
sweat glands in the skin
sweating
4
a
Any two of: nucleus,

cytoplasm, cell membrane
Any two of: dendrites, axon,

myelin sheath
4
around the axon
Myelin insulates the axon,

enabling messages to pass
more quickly.


10
Neurotransmitters carry messages

across synapses.
a
b
11
12
State one advantage of having

synapses to connect neurons.
They direct messages to

appropriate places or they play
a role in memory and learning.
Chemicals easily affect them.

They slow the passage of
messages along neurons.
State two disadvantages of

neurotransmitters.
Describe three ways in which the brain

is protected from injury.
Describe the sequence of events that

make up the reflex action occurring
when a bright light is shone in
your eyes.
a bony case (the skull)
layers of connective tissue

(the meninges)
a jacket of fluid
(cerebrospinal fluid)
Receptors detect a change in

light intensity.
An impulse is sent along a

sensory neuron to the brain.
An impulse is sent along a

motor neuron to iris muscles.
Iris muscles contract, causing

the pupil to narrow.


13
The diagram below shows the control of

blood glucose levels.
stimulus
receptor
hormonal relay
effector
response
feedback
Complete the labelling of the diagram by

naming a to f in terms of the stimulus
response model. Label c has been
completed as an example.
a
b
c
hormonal relay
d
e
f
14
15

pheromones and hormones.
Give two examples of the use

of pheromones.
Give three examples of plant activities

regulated by hormones.
Hormones are released into the

bloodstream. Pheromones are
released into the environment.
For example:
Many insects use

pheromones to attract
mates.
Ants use pheromones to

mark food trails.
phototropism
fruit development
seed germination


16
17
The diagrams below show a series of

experiments examining phototropism.
What is phototropism?
Which group of hormones

causes phototropism?
Explain why no bending

occurred when the mica
was used.
Explain why bending occurred

when agar was used.
State what is meant by each of the

of each.
a
innate behaviour
learned behaviour
growth of plants towards light
auxins
The mica prevents diffusion of

the hormone from the tip to the
lower part of the shoot.
Agar allows the hormone to

diffuse from the tip to the lower
part of the shoot.
4
a
Genetically controlled
behaviour, e.g. the reflex
action of withdrawing from
a hot object
Behaviour involving a choice

of responses to a given
stimulus, e.g. trying to
answer these questions


18
Courtship in many species of birds is

instinctive behaviour.
a
b
c
19
20
What is meant by instinctive

behaviour?
It can be said that courtship
ensures that mating occurs with
an appropriate partner at the
most appropriate time to aid
survival of the offspring. What
are two characteristics of an
appropriate partner?
Behaviour that is innate, but

involves a complicated set of
responses to a stimulus
Any two of: same species,

opposite sex, sexually mature
Involves considerable time

and energy
Suggest one disadvantage

of courtship.
Name the type of learned behaviour

involved in each of the following.
a
A group of ducklings follow a

farm dog that played with them
just after they hatched.
A dog fetches the morning

newspaper.
You ignore the sound of the

trams that pass the classroom
window each hour.
Give two examples of social behaviour.

State the value of each behaviour.
5
a
imprinting
trial and error
habituation
3
For example:
Honey bees communicate

by dancing. This tells the
other bees where nectar is
to be found.
Birds fly in flocks. This gives

an increased chance of the
birds finding food.


9: Reproduction
Name: _______________________
Class: __________
Date: _______
Score: _____________ / 89 marks

1
3
4
Which of the following methods of reproduction produces the most

varied offspring?
A budding
B spore formation
C fusion of gametes
D fragmentation and regeneration
Hermaphrodites are organisms which:
A produce both male and female gametes
B reproduce asexually
C produce pheromones to attract the opposite sex
D can regenerate lost body parts
Which of the following organisms reproduces using spores?
A frog
B fern
C hydra
D yeast
Female gametes are usually:
A larger and more mobile than male gametes
B smaller and more mobile than male gametes
C larger and less mobile than male gametes
D smaller and less mobile than male gametes
Which of the following descriptions is correct?
A Ovulation refers to the release of egg cells from the uterus.
B Fertilisation refers to the production of female gametes.
C Menstruation refers to the shedding of the lining of the ovaries.
D Gestation refers to the time between fertilisation and birth.
The male part of a flower is made up of the:
A stigma, style and ovary
B petals and sepals
C anther and filament
D nectary and ovule

C
1
A
1
B
C
1
D
1
C
1

9: Reproduction
7
This question refers to the diagram below, which shows the human male

labelled structure?
A Structure c stores sperm while they continue to fully develop.
B Sperm are produced by structure e.
C Structure a releases the major male hormone, testosterone.
D Structure d is the only fluid-producing structure in the male
The urethra is a tube that carries:
A sperm only
B urine only
C neither sperm nor urine
D both sperm and urine, although not together
Which of the following statements concerning gamete production in humans
is correct?
A Males have a store of gametes at birth; females produce gametes throughout
their life.
B Females have a store of gametes at birth; males produce gametes throughout
their life.
C Both males and females have a store of gametes at birth.
D Both males and females produce gametes throughout their lives.

D
1

9: Reproduction
10
This question refers to the diagram below, which shows the human female

labelled structure?
A Structure d is the site of implantation.
B Structure e carries both urine and the menstrual flow.
C Sperm are deposited in structure c during sexual intercourse.
D Ova are released from structure b.
11
12
13
14
15
The site of fertilisation of the human egg cell is the:

A ovary
B fallopian tubes or oviduct
C uterus
D vagina
The major female reproductive hormone is:
A oestrogen
B testosterone
C adrenalin
D insulin
The major male reproductive hormone is:
A oestrogen
B testosterone
C adrenalin
D insulin
The term menarche refers to the time in a human females life when:
A the first menstruation occurs
B egg cells are no longer released from the ovaries
C a zygote implants in the uterus
D sexual intercourse first takes place
Which of the following shows the correct order of stages of development of a
human embryo?
A zygote, foetus, blastocyst, morula
B foetus, zygote, morula, blastocyst
C zygote, blastocyst, morula, foetus
D zygote, morula, blastocyst, foetus

1
B
1
A
B
1
1
A
1
D
1

9: Reproduction
16
17
18
19
20
21
Which of the following shows events in their correct order of occurrence?

A copulation, ejaculation, fertilisation, implantation
B ejaculation, fertilisation, copulation, implantation
C implantation, ejaculation, fertilisation, copulation
D copulation, ejaculation, implantation, fertilisation
Which of the following tests conducted during pregnancy does not involve the
removal of fluid from either the mother or the foetus?
A amniocentesis
B ultrasound
C testing for alpha-fetoprotein levels in the mother
D chorionic villus sampling
Which of the following is not a sexually transmitted disease?
A HIVAIDS
B gonorrhoea
C prostate cancer
D herpes
Contraception refers to any process that prevents:
A sexual intercourse from occurring
B the transmission of STDs
C pregnancy from occurring
D gametes from being produced
Which of the following processes does not normally occur during IVF?
A Egg cells are retrieved from the ovary.
B Eggs are placed in a salt solution at 45oC.
C Sperm are added to the eggs in the salt solution.
D Fertilised eggs are transferred to the uterus after a short development time.
A teratogen is:
A a chemical released into the environment to attract the opposite sex
B a chemical released into the bloodstream to regulate reproductive activity
C a substance found in urine that indicates pregnancy has occurred
D an agent, such as a drug, that can affect development of the embryo

A
1
B
1
C
1
C
1
B
1
D
1

9: Reproduction
1
Explain what is meant by

production of a new organism

without the fusion of gametes
Give two examples of

Any two of:
State three situations where

asexual reproduction may
be useful.

Sexual reproduction does not always

require two parents. Explain why this is,
and include an example of this situation.
Give two reasons why the offspring of

asexually reproducing organisms may
not all be identical.
fission
budding
spores
regeneration
parthenogenesis
Any three of:
a constant environment
the organisms are well

suited to the environment
the organisms are rare or

isolated from others
the organisms are unable

to move freely
The offspring are genetically

identical. This is unfavourable
in times of changing conditions.
Some organisms are hermaphrodites,

producing both male and female
gametes, e.g. many flowers contain both
male and female parts and selffertilisation may occur.
Mutations may occur, resulting

in new characteristics.
Different environmental
conditions may result in
different characteristics.


9: Reproduction
5
Flowering plants may either be selfpollinated or cross-pollinated.

a
What is meant by crosspollination?
Suggest two ways in which

cross-pollination can be made
to occur.
What is the advantage of crosspollination?
A particular flower has its stigma placed

higher than its anthers. Could this flower
be self-pollinated? Explain your answer.
a
In which structure are the

human testes located?
What is the advantage of the

testes being in this structure,
rather than deep in the body?
The ovaries of a 30-year-old woman

have many scars on their surface. What
causes these scars?
below, which shows the human male
Pollen is transferred from the

anther of one flower to the
stigma of another flower.
By wind or the action of insects
Cross-pollination results in
greater genetic variation in
the offspring.
4
No. The pollen cannot fall upwards

from the anther to the stigma.
2
a
the scrotum
The scrotum allows the testes to

be at a lower temperature than
body temperature. This is better
for sperm production.
3
Each time an egg cell is released from

the surface of the ovary, the follicle is
left behind and leaves a scar.
a
prostate gland
seminal vesicle
urethra
penis
epididymis

a to e.


9: Reproduction
10

below, which shows the human female
oviduct
uterus
cervix
vagina
bladder

a to e.
11
12
13
Describe or name the events occurring at

each of the following times in the human
menstrual cycle.
a
days 1 to 5
days 5 to 14
day 14
days 15 to 25
Describe three changes in females

at puberty.
Describe three changes in males

at puberty.
5
a
menstruation (shedding of the

uterine lining)
development of follicles in the

ovary; repair of the uterine
lining
ovulation (release of an egg

cell)
thickening of the uterine lining
Any three of:
growth spurt
breasts and buttocks develop
hips become wider
pubic and underarm hair

develops
menstruation begins
Any three of:
growth spurt
increased muscle development
body and facial hair growth
voice deepens
testes develop and sperm

production begins
penis enlarges


9: Reproduction
14
Describe two ways in which

twins can be produced.
Which method produces

twins that are most alike?
15
Complete the table below, which shows

several methods of contraception.
Name of method
How it works
Rubber device
that fits over
the cervix.
Stops sperm
entering the
uterus and
prevents
implantation.
Any two of:
two separate eggs are

fertilised (fraternal twins)
a single fertilised egg

splits in two (identical
twins)
an egg splits before

fertilisation and each half
is fertilised by a different
sperm (half-identical
twins)
Identical twins are formed

when a single fertilised egg
splits in two.
Name of method
Cap or diaphragm
IUD (intra-uterine
device)
Contraceptive pills
Contraceptive pills
How it works
Rubber device
that fits over
the cervix.
Stops sperm
entering the
uterus and
prevents
implantation.
Consist of
hormones that
stop ovulation.
4
16
17
Briefly describe each of the following

embryonic stages.
a
morula
blastocyst
When referring to human reproduction,

what does each of the following letters
stand for?
a
STD
IUD
AIDS
IVF
A clump of about 80 cells
A fluid-filled ball with more

cells than the morula
2
sexually transmitted disease
intra-uterine device
acquired immune
deficiency syndrome
in-vitro fertilisation


9: Reproduction
18
19
20
Multiple embryo transfer is usually used

during IVF procedures.
a
State one advantage of

one embryo.

one embryo.
State the length of time (in days) for

each of the following.
a
the typical menstrual cycle

in humans
human gestation
the number of days a human

egg cell spends in the oviduct
Choose from the list below the

approximate numbers for each of the
quantities described in a to c.
one
several hundred
increases the chances of

successful implantation
increases the risk of

multiple pregnancies
2
a
28 days
280 days
78 days
3
a

(500 000)
several hundred

several million
a
The number of egg cells present
in each human ovary at birth.
b
The number of sperm

released by a human male at
each ejaculation.
The number of sperm that reach

the egg cell following
copulation.


10: Forensics
Name: _______________________
Class: __________
Date: _______
Score: ___________ / 94 marks

1
The Bertillon system of identification involved:

The Identikit system of identification involved:

Which of the following is not a type of fingerprint?

A loop
B compounded
C whorl
D arch
Biometric facial recognition is the system that uses:

A photos of a face
B iris identification
C teeth impressions
D the positions of points formed by the eyes, chin, nose, ears and other facial
features.
Which of the following statement is true regarding iris and retina identification?
A False eyes can be used to bluff the iris and retina identification.
B The chances of incorrect identification is very high.
C Iris identification is less accurate than fingerprints.
D Scans are sometimes difficult to obtain from uncooperative people.
Which of the following contains your DNA and could be used to identify you?
A your dandruff
B your blood
C your saliva
D all of the above
Intaglio printing on banknotes is:

A a raised form of printing
C extremely small printing
B a watermark
D an optically active device


10: Forensics
8
10
11
12
13
Chromatography is:
A a technique used to get inks to fluoresce
B when oblique lighting is used to identify writing
C a method used to counterfeit money
D a technique that separates the colours in inks and dyes allowing their
identification
Which of the following is incorrect?

Good track impressions that can be used in forensics are created when you
walk:
A onto mud, clay or snow
B out from somewhere wet onto a dry path
C through something spilt (such as blood or grease) over a hard surface
D through mud or dirt and then onto a clean surface
Which of the following is the least likely to show tool marks?

A opening a window with a screwdriver
B cutting a bone with a saw
C using pliers to open a jammed tap
D a body that has been stabbed
When your mobile phone is switched on, you can be located to within a distance
of:
C
A 1m
B 10 m
C 100 m
D 1 km
Which of the following would not qualify as modus operandi or MO?

A a series of burglaries committed at similar times in the daylight
B a series of assaults committed with a peculiar kind of knife
C an assault committed at a location and soon after a burglary committed
nearby
D a door forced open with a particular tool; soon after and nearby another door
forced open in a similar way
The shape of blood drips on the ground can be used to determine:

A the direction of movement of the victim
B the time the crime was committed
C the blood group of the victim
D the DNA of the victim


10: Forensics
14
15
16
17
18
Which of the following is least likely to happen when someone is hit with a
blunt object?
A Bone tissue will be fractured.
B The surface of the skin will be split but the wound will not necessarily be
deep.
C Bruising will be severe.
D The wound will be deep and clean, only stopping when it hit bone.
When shot, people often die almost instantly. This is due to:
A blood loss due to the blood vessels cut by the bullet
B shock
C chemicals from the bullet poisoning them
D a pressure wave that explodes organs that the bullet strikes
Yaw marks are left by:

A a car cornering too quickly
B a tool that is used to open a window in a burglary
C on a bullet as it is shot from a gun
D a blade that is used to stab someone
Latent fingerprints are usually left on non-porous materials. This means they
would easily be found on:
A newspaper
B unpolished wood
C polished wood
D any animal without paws
A cold case is:

A a bag used to store your clothes when you go snow skiing
B a box that is used to store fruit in a cold-store
C an unsolved crime that has no more leads for police to investigate
D a person who has the flu

1
Is the following statement true, false or

a bit of both? Explain your answer.
Every persons DNA is different.
All except identical twins have different

DNA. Hence the statement is true for
most people. It is technically false
because it does not cover identical twins.
It is therefore a bit of both.


10: Forensics
2
Draw sketches of the following types of

fingerprints, showing their main
identifying characteristics: loop, arch,
whorl.
Diagrams similar to those found on

p. 289, Figure 10.1.7 of Science
Dimensions 3.
6
Explain what retroactive interference is

and why it often makes identification
using photographs unreliable.
Give four reasons why iris identification

of someone is so reliable, with almost
no incorrect identification when it is
used.
Retroactive interference is when new

information interferes with the recall of
old information. Your memory of a
particular person can be interfered with
by looking at photos trying to identify
them. Other memories can also interfere
with your recall of what a person looked
like. The more photos you look at, the
less reliable your memory becomes.
Two scans are taken, one of

each eye.
It cannot be forged with a false
eye. A real iris moves
constantly.
An iris has 266 identifiable
features.
Your iris never changes, even as
you age.
4

called to the scene of a sexual assault.
Identify four types of body tissue or
fluids that you might collect there for
DNA analysis.
Blood, semen/sperm, saliva, hair, skin,

dandruff
A student has collapsed on the way

home from school. State four ways that
police might use to identify him/her.
Any four of:
school student card

library card
L or P plate license
credit card
school uniformcontact school
and check photos
mobile phone address book
4


10: Forensics
7

called to the site of disastrous plane
crash and explosion on a remote
mountain surrounded by thick jungle.
a
Give two reasons why it might
be difficult to identify the
bodies.
b
Give two reasons that might
make it a little easier to
identify them.
a
It took a long time to get to
the site and so bodies are
badly decomposed by the
time you get there.
Bodies were badly burnt by
the explosion.
b
Airlines have detailed lists of
passengers and their seats on
the aircraft.
Passengers can be matched
with their luggage for
identification.
Passengers will usually have
some identification on them
(e.g. passport).
Passengers often travel in
families or in groups.
Identification of one victim
might assist in identification
of those near them.
4
Write the letter capital E. Show how

you wrote the letter by:
using a dot to show when you
started a stroke
an arrow from the dot to show
which direction you moved
your pen
numbering each arrow in the
order you made each pen
stroke (i.e. 1 = first stroke,
2 = next stroke, etc.)
Briefly describe two techniques that can

be used to identify the ink used to write
or print a document.
Various answers possible.

Answers similar to those found on p. 299,
Figure 10.2.1 of Science Dimensions 3.
3
Many inks fluoresce under different
coloured lights. Inks can be separated
into their components using
chromatography.


10: Forensics
10
11
List five methods used that make it

difficult to forge Australian banknotes.
The first $100 bills in Australia were

printed on paper and were
predominantly black, white and grey in
colour. Give three reasons why these
bills were easily forged when first
introduced.
Any five of :
notes made of special
polymer film (plastic)
intaglio printing (raised
printing)
microprinting (very small
details, sentences, initials,
etc.)
water marks
metal bands
fluorescent inks
optically active devices
serial numbers
Few people knew what a $100 bill looked

like and so they could easily be bluffed.
The colours were easily reproduced using
simple printing or photocopying.
The bills were on paper and not on
polymer film (plastic).
3
12
Explain how you could tell whether a

threatening document has been typed on
an old-fashioned typewriter or printed
from a computer printer.
Each brand and model of typewriter

produces characteristic letter shapes.
Each typewriter produces particular faults
in the letters due to dirt and/or pits and
cracks in the hammer.
Computer printouts will often show
tracks of the feed mechanisms when lit
obliquely.
2


10: Forensics
13
Identity theft is an increasing crime.

a
Suggest what you think the
term identity theft means.
b
Suggest three things that might
help someone commit identity
theft.
Identify theft is when someone

uses someone elses identity
(either their whole identity or
some identifying
card/document) for purchases or
access to a secure area.
Any three of:
personal cards without photos

(e.g. credit cards).
PIN numbers or access codes
for Internet banking/ATM
banking.
tax file numbers/drivers
licence number/Medicare
number
address/phone number/date of
birth/mothers maiden name
bills and letters to the person
Note that any document that has a photo
is unlikely to be helpful unless there is a
striking resemblance.
4
14
Explain why rumour and gossip have no Although rumour and gossip might have
value in court as evidence.
some factual basis, they cannot be
confirmed as fact. Evidence must be
factual, in the form of verbal testimony of
what a person has actually seen or heard
or in the form of physical evidence such
as DNA or fingerprints.
2
15
Give an example of a fibre that is:

a
animal in origin
b
vegetable in origin
c
mineral or synthetic in origin
a
b
c
fur, wool, hair, feathers, silk

cotton, string, linen, hessian
rock, wool, glass fibres,
polyester, nylon, rayon


10: Forensics
16
What tool marks are likely to be left:

a
in a house break-and-enter?
b
when important papers have
been shredded?
c
when a murdered body has
been cut up?
d
when a person is strangled?
e
in a suspicious car accident
where the brake lines seem to
have been cut?
a
b
c
d
e
screw driver, jemmy bar

scissors, guillotine, mechanical
shredder
axe, saw
rope marks, bruising
scissors, wire cutters, saw
5
17
18
List three features of shoes that can lead

to the identification of a criminal.
A decaying body has been found in the

bush. It is covered in different types of
insects, insect eggs, worms and
maggots. Explain how you could use
these to determine how long the body
has been there.
size of shoe
track impression: shape and
pattern
track impression: wear and
tear and characteristic cuts
and marks
The stage in the lifecycles of the different

insects will give a good idea as to how
long they have been breeding and
growing on the body. From this, the time
the body has been there can be
determined.
2


10: Forensics
19
A body has been found in an unmarked

shallow grave in the bush. An autopsy
shows that the person was drowned.
a
Explain why it is unlikely to
have been a natural drowning.
b
Nearby there is a lake, a river
and a swamp. How could a
forensic scientist work out
which was the most likely site
of the drowning?
20
List three ways in which you may be

electronically recorded over a day.
21
Explain four ways how blood splatters

and drips can tell a forensic scientist
what happened at a crime scene.
The person could not have

drowned and then buried
themselves.
In a legitimate accidental
drowning:
it would probably be in police
records
the grave would be deep and
not in the bush but in a
cemetery
the grave would be marked
There would probably still be
water in the lungs of the body.
Samples would show which
diatoms (single-celled aquatic
organisms) are present. Each
body of water (lake, river,
swamp, etc.) has its own unique
colonies of diatoms. Matching
of diatoms should lead to
identification of the body of
water.
4
CCTV (closed circuit TV) at
stations, shopping malls,
banks, offices etc.)
Mobile phone records of
locations of all calls and SMS
messages
Computer hard disk records
all files and information
accessed
3
Any four of:
movement (shape)
height (size)
fine sprays (gunshot)
splattering on ceiling
(repeated striking)
fading (time of attack)
analysis (DNA and blood
grouping)

Level 6 Standards for Science Dimensions 3 and 4

Science Dimensions 3 has been designed for the Victorian Essential Learning Standards at Level
6. It includes material that addresses standards in the following Strands, Domains and Dimensions:
Strand
Domain
Dimension
Physical, Personal and Social

Learning
Health and Physical Education
Movement and physical

activity
Health knowledge and
promotion
Interpersonal Development
Building social relationships

Working in teams
Personal Learning
The individual learner

Managing personal learning
Civics and Citizenship
Civics knowledge and

understanding
Community engagement
Discipline-based Learning
Science
Science knowledge and

understanding
Science at work
Interdisciplinary Learning
Communication
Listening, viewing and

responding
Presenting
Design, Creativity and

Technology
Investigating and designing

Producing
Analysing and evaluating
Information and
Communications Technology
(ICT)
ICT for visualising thinking

ICT for creating
ICT for communicating
Thinking
Reasoning, processing and

inquiry
Creativity
Reflection, evaluation and
metacognition
The grid that follows more closely maps the Standards to each unit in the coursebook.

Standards information
Science
Dimensions 3
Science
Dimensions 4
they extend their concept of science as a way of knowing to include an

understanding of how scientific theories and models drawn from
traditional and emerging sciences are based on evidence that may
initially be tentative and limited
Units
1.2
2.2
3.3
4.1, 4.2, 4.3
5.1
6.1, 6.3
7.1
8.2, 8.3, 8.4
9.1, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
Units
1.4
2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.3, 4.4
5.3, 5.4
6.3, 6.4, 6.5, 6.6
7.3, 7.4
8.1, 8.2, 8.3
9.1, 9.2, 9.3, 9.4
examples include: atomic structure, natural selection and evolution,

development of medicines, genetic inheritance, and the genesis of the
universe
Units
1.1, 1.3, 1.4, 1.5
2.1
3.3
4.1, 4.2
9.1
10.1
Units
1.1, 1.2, 1.3
2.1, 2.3
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.2, 5.3, 5.4, 5.5
7.3
9.3, 9.4
they explore the ways in which scientific theories are both powerful (in
guiding thinking and investigation) and tentative (in being open to
change) at the same time
Units
1.2
3.3
4.2, 4.3
5.1
6.1, 6.3
8.2, 8.4
9.4
10.1, 10.3, 10.4
Units
1.4
2.2, 2.4
3.1, 3.3
4.4
5.3, 5.4
7.3, 7.4
8.3
9.1, 9.2, 9.4
they understand that the features of science as a way of knowing lead to

it being empirical and non-empirical, creative and methodical, and
speculative and logical
All chapters
All chapters
they develop a qualitative and quantitative understanding of the

relationships between force, mass and movement
Unit
4.2
Units
6.1, 6.2, 6.3, 6.4, 6.5,
6.6
7.1, 7.2, 7.3
they consider how coordination and regulation of functions occurs in

plants and animals
Units
8.1, 8.2, 8.3, 8.4
Units
6.1, 6.2
Discipline-based Learning Strand:

Science
Learning focus
As students work towards the achievement of Level 6 standards
in Science

Science
Dimensions 3
Science
Dimensions 4
they investigate the adaptive behaviours which enable plants and

animals to survive in their environments
Units
8.1, 8.2, 8.3, 8.4
9.1
Units
3.1, 3.2, 3.3, 3.4
they consider possible adaptive behaviours which may be needed for

future survival
Units
8.1, 8.2, 8.3, 8.4
9.1
Units
3.1, 3.2, 3.4
4.4
5.3
7.3, 7.4
9.2
they explore the role of DNA and genes in determining patterns

of inheritance
Units
9.1
10.1
Units
4.1, 4.2, 4.3, 4.4
5.5
they investigate how energy may be responsible for the

changes observed in biological, chemical and physical processes
and applications
Units
2.1, 2.2
3.1, 3.3
4.2
5.1, 5.2, 5.3, 5.4
6.1, 6.3
7.1, 7.2, 7.3, 7.4
8.2, 8.3
9.1, 9.3
Units
1.2, 1.3
2.1, 2.2
6.7
7.1, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.3, 9.4
examples include: electromagnetism, polarisation of light, the operation

of electronic systems, endothermic and exothermic reactions, rate of
reaction, production of new materials, photosynthesis and respiration,
cell division (mitosis and meiosis), action of micro-organisms, energy
flow through ecosystems, optics, photonics, transmission of nerve
impulses, energy flow through ecosystems, and the cycling of matter
(including water, carbon and minerals) in ecosystems
Units
1.5
2.2, 2.3
3.1, 3.2
5.1, 5.2, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.2, 8.3
9.1, 9.3, 9.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
4.1, 4.3, 4.4
5. 2, 5.3, 5.4, 5.5
7.1, 7.2
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3
they investigate sources of waste generated within the community and

consider waste treatment and management options
Units
6.1, 6.2
Units
1.2, 1.4
2.2, 2.3, 2.4
5.5
9.1, 9.2, 9.4
they learn how wastes are generated in the processing of natural

materials and how the management of these wastes contribute to
environmental sustainability
Units
6.1, 6.2, 6.3
Units
1.2
2.2, 2.3, 2.4
9.1, 9.2, 9.4
they investigate, create and produce a range of strategies and products

that explore, encourage and communicate the responsible use and
management of natural and processed resources
Units
6.2, 6.3
Units
1.2, 1.3
2.2, 2.4
9.1, 9.2, 9.4

Science
Dimensions 3
Science
Dimensions 4
they make links across related areas of sciencefor example,

biotechnology, communication satellites, neuroscience, resource
management and green chemistry and habitat renewal
Units
2.4
3.3
4.1, 4.2, 4.3
6.1, 6.2, 6.3
8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
Units
1.1, 1.2, 1.4
2.1, 2.2, 2.4
3.3, 3.4
4.3, 4.4
5.5
6.1
7.1, 7.2, 7.3
8.1, 8.2, 8.3
9.1, 9.2, 9.3, 9.4
they explore the opportunities for employment in science-related

occupations and industries in their community, and consider the
dynamic and collaborative nature of these roles
Units
3.3
9.3
10.1, 10.2, 10.4
they learn that scientific theories are both powerful and never final
Units
1.2
3.1
4.1, 4.2, 4.3
5.1
10.1
Units
1.4
2.4
3.3, 3.4
4.4
5.2, 5.3, 5.4, 5.5
7.4
8.3
9.1, 9.2, 9.4
they learn that clarity is always assumed to be a significant attribute of

science theories, and that the use of a theory to successfully predict the
consequences of changes to situations is important in the validation
of the theory
Units
1.3
2.1, 2.2, 2.3
3.1, 3.2, 3.3
4.2
5.1, 5.2
6.1, 6.2
7.1, 7.3
8.2, 8.3
9.1
Units
1.2, 1.3
2.1, 2.2
3.2, 3.3
4.1, 4.2, 4.3, 4.4
5.2, 5.3
6.3, 6.4, 6.5, 6.6, 6.7
8.1, 8.2
9.1
they design and conduct scientific investigations of their choice

in ways that lead to the collection, interpretation and presentation of
valid data
Units
3.1, 3.2, 3.3
6.1, 6.3
7.2, 7.3
8.1, 8.4
9.1
Units
1.5
6.2, 6.3, 6.7
8.2
they learn to use correct units of measurement when

recording quantities
Units
2.1, 2.4
8.1
Units
5.1
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
8.2, 8.4
9.1, 9.2, 9.3

Science
Dimensions 3
they use Material Safety Data Sheets (MSDS) when appropriate
Science
Dimensions 4
Units
1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
using a variety of formats, they prepare investigation reports learning to

use symbols and diagrams extensively to illustrate procedures and data
analysis, and support the conclusions drawn
and presented
All chapters
All chapters
they develop an understanding of the constancy of the big ideas of

science (matter, energy, time and space) and science methodologies
across different areas and contexts
Units
1.2, 1.3
2.2
4.1, 4.2
5.1
6.1, 6.2
7.1, 7.3
9.1
Units
2.1
3.2
4.1, 4.3
6.3, 6.4, 6.5, 6.6, 6.7
8.1, 8.2
9.1, 9.3, 9.4
they debate, from the basis of scientific knowledge, the merits and
problems of science-related issues that are reported in the popular
media, particularly those that embrace a clear ethical dimension
Units
1.1
6.3
7.1
9.3, 9.4
10.1, 10.2, 10.3
Units
1.2
2.4
3.4
4.4
5.2, 5.3, 5.4, 5.5
6.3, 6.6
7.3, 7.4
8.3
9.1, 9.2, 9.3, 9.4
they also explore the ways in which science concepts, language and
perspectives can be misunderstood and misrepresented
Units
1.1
3.1, 3.3
9.4
10.1, 10.2
Units
3.4
4.1, 4.2, 4.4
5.3, 5.4, 5.5
6.3, 6.6
9.1, 9.2
they apply their conceptual understandings to the consideration of

issues significant to themselves as individuals and to the broader society
in which they livefor example, stem cell research, personal safety, a
clean and healthy environment, energy use, ecological footprints and
robotics
Units
2.3, 2.4
3.3
4.3
5.3
6.1, 6.2, 6.3
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
9.1, 9.2, 9.3, 9.4
for example, tourism in space
Unit
7.3

Science
Dimensions 3
for example, electronic gadgets
Science
Dimensions 4
Units
1.4
8.4
for example, the history and philosophy of science
Units
1.1, 1.2, 1.5
2.1, 2.2, 2.3, 2.4
3.3
4.1, 4.2
5.1, 5.3
6.3
7.1, 7.3
8.2
9.4
10.1, 10.2
Units
1.1, 1.2, 1.3, 1.4
2.2, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.3, 4.4
5.3, 5.4
6.3, 6.4, 6.5, 6.6
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
for example, ethics and science research
Units
7.1
9.4
10.1, 10.3
Units
1.2, 1.4
2.4
3.4
4.4
5.3, 5.4
7.3, 7.4
9.1, 9.2, 9.4
explain the behaviour and properties of materials in terms of their

constituent particles and the forces holding them together
Units
1.1, 1.3, 1.4
2.1
4.2
Units
1.1, 1.3, 1.5
2.1
9.2, 9.3, 9.4
explain how similarities in the chemical behaviour of elements and their

compounds and their atomic structures are represented in the way the
periodic table has been constructed
Units
1.2, 1.3, 1.4, 1.5
Units
1.1. 1.4
2.1, 2.3
use the periodic table to write electronic configurations for a range

of elements representative of the major groups and periods in the
periodic table
Units
1.3, 1.5
2.1
Unit
2.1
use atomic symbols and balanced chemical equations to

summarise chemical reactions, including neutralisation,
precipitation and combustion
Units
1.1, 1.2, 1.5
2.1, 2.2, 2.3, 2.4
6.1
7.1, 7.3
Unit
1.2, 1.3
2.1, 2.2, 2.3
identify and classify the sources of wastes generated, and describe their
management, within the community and in industry
Units
6.1, 6.2, 6.3
Units
1.2, 1.4
2.3, 2.4
9.3, 9.4
Standards: Science knowledge and understanding

At Level 6, students

Science
Dimensions 3
Science
Dimensions 4
use a specific example to explain the sustainable management of

a resource
Units
6.2, 6.3
Units
2.2, 2.4
9.1, 9.4
explain change in terms of energy in a range of biological, chemical and

physical contexts
Units
2.2, 2.3
3.3
4.1, 4.2
5.1, 5.2, 5.3
6.1, 6.3
7.1, 7.2, 7.3, 7.4
8.2, 8.3
10.3, 10.4
Units
1.2, 1.3. 1.5
2.1, 2.2
6.7
7.1
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.4
demonstrate the link between natural selection and evolution
Units
3.1, 3.2, 3.3, 3.4
explain the role of DNA and genes in cell division and

genetic inheritance
Units
9.1
10.1
Units
4.1, 4.2, 4.3, 4.4
5.5
9.3, 9.4
explain how the coordination and regulatory functions within plants and
animals assist them to survive in their environments
Units
8.1, 8.2, 8.3, 8.4
Units
3.1, 3.3
explain how the action of micro-organisms can be both beneficial and

detrimental to society
Units
6.1, 6.2
7.1
9.4
10.1, 10.3
Units
2.4
5.2, 5.3, 5.4
apply concepts of geological time to elaborate their explanations

of both natural selection and evolution, and the origin and evolution of
the universe
give both qualitative and quantitative explanations of the relationships
between force, mass and movement
Units
3.3, 3.4
Unit
4.3
Units
6.1, 6.2, 6.3, 6.4, 6.5,
6.6
7.1, 7.2, 7.3, 7.4

Science
Dimensions 3
Science
Dimensions 4
describe the science base of science-related occupations in their

local community
Units
3.1, 3.3
4.3
5.1
8.2, 8.4
9.3
10.1, 10.2, 10.3
Units
1.1, 1.2, 1.3. 1.4
2.2, 2.3
3.4
4.2, 4.4
5.1, 5.2, 5.3, 5.4
6.2, 6.3, 6.7
7.3
8.1, 8.2, 8.3, 8.4
9.3, 9.4
use the relevant science concepts and relationships as one dimension of

debating contentious and/or ethically based science-related issues of
broad community concern
Units
4.3
5.1, 5.2, 5.4
6.1, 6.2, 6.3
7.1, 7.2
8.2, 8.3, 8.4
9.1, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
Units
1.1, 1.2, 1.4
2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.6,
6.7
7.1, 7.3, 7.4
8.1, 8.2, 8.3
9.1, 9.2, 9.3, 9.4
demonstrate an awareness of the ways in which scientific vocabulary is

used incorrectly in the mass media, distinguishing between the intended
meaning of such terms and their meaning in non-scientific contexts
Units
1.1
2.1
4.3
6.3
9.1, 9.2, 9.4
10.1, 10.2, 10.4
Units
1.3, 1.5
3.1, 3.2, 3.4
4.4
5.1, 5.3, 5.4, 5.5
6.2, 6.6, 6.7
7.1, 7.3, 7.4
8.2
9.1, 9.2, 9.3, 9.4
provide two examples of the work of scientists that demonstrate

different approaches to developing scientific knowledge or solving a
scientific problem
Units
1.2
3.3
4.2
5.1
7.3
Units
3.1
4.1, 4.4
5.1, 5.5
6.6
9.1
Standards: Science at work


Science
Dimensions 3
Science
Dimensions 4
formulate their own hypotheses and plan and conduct investigations in

order to prove or disprove them
Units
2.3
3.1, 3.2, 3.3
6.1, 6.3
7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1
10.1
Units
1.4, 1.5
6.1, 6.2, 6.3, 6.4, 6.6,
6.7
8.2
9.1, 9.2, 9.3, 9.4
use chemicals (including biomaterials), equipment, electronic

components and instruments responsibly and safely
All chapters
All chapters
select appropriate equipment and measurement procedures that will

ensure a high degree of reliability in data collected and enable valid
conclusions to be drawn
All chapters
All chapters
construct working models and visual aids that demonstrate

scientific ideas
Units
1.1
3.1, 3.2, 3.3
4.1
6.2, 6.3
7.4
8.2
9.2
10.1, 10.2, 10.3
Units
1.2, 1.4
2.1, 2.3
3.3, 3.4
4.2, 4.3
6.1, 6.2, 6.3, 6.5
7.1, 7.2
8.1, 8.2, 8.4
9.3
present experimental results using appropriate data presentation

formats, and comment on the nature of experimental errors
All chapters
All chapters
use Material Safety Data Sheets (MSDS) and risk assessment to

evaluate the safety of their investigations
evaluate the appropriateness of the experimental design and
methodology used to investigate their predictions
Units
1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3
All chapters
All chapters
Units
1.1, 1.2, 1.4, 1.5
2.1, 2.2
4.3
5.4
6.1, 6.2
7.1, 7.2, 7.3
8.2
9.3
10.1, 10.2, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.3
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
Interdisciplinary Learning Strand:

Communication
Standards: Listening, viewing and responding
identify the ways in which complex messages are effectively conveyed
and apply this knowledge to their communication

Science
Dimensions 3
Science
Dimensions 4
when listening, viewing and responding, consider alternative views,

recognise multiple possible interpretations and respond
with insight
Units
1.2
2.1, 2.2, 2.3, 2.4
4.3
5.2
6.3
7.1
9.1, 9.2
10.3
Units
1.2, 1.3, 1.4
2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
use complex verbal and non-verbal cues, subject-specific language, and

a wide range of communication forms
All chapters
All chapters
use pertinent questions to explore, clarify and elaborate

complex meaning.
Units
2.1, 2.3
3.1, 3.2, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.2, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1,6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
demonstrate their understanding of the relationship between form,

content and mode, and select suitable resources and technologies to
effectively communicate
Units
1.1, 1.4, 1.5
2.1
3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2
8.2
9.1, 9.2, 9.3, 9.4
Units
2.1, 2.2, 2.3
3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.3, 7.4
8.2, 8.4
9.1, 9.2, 9.3, 9.4
use subject-specific language and conventions in accordance with the

purpose of their presentation to communicate complex information
All chapters
All chapters
provide constructive feedback to others and use feedback and reflection

in order to inform their future presentations
Units
4.3
6.3
7.1
10.3
Units
5.2, 5.5
6.3
9.1, 9.4
Standards: Presenting

Science
Dimensions 3
Science
Dimensions 4
identify considerations and constraints within a design brief
Units
1.1
3.2, 3.3
6.1, 6.2, 6.3
7.2, 7.3
8.1, 9.3, 8.4
9.3
Units
1.3, 1.4, 1.5
2.1, 2.3
3.4
5.4
6.1, 6.2, 6.4, 6.5, 6.6,
6.7
7.1, 7.3
8.2
9.2, 9.3
undertake research relevant to the design brief
Units
1.1
3.2, 3.3
6.1, 6.2, 6.3
7.2, 7.3
8.1, 8.3, 8.4
9.3
Units
1.3, 1.4, 1.5
2.1, 2.3
3.4
5.4
6.1, 6.2, 6.4, 6.5, 6.6,
6.7
7.1, 7.3
locate and use relevant information to help their design thinking and
identify the needs of a variety of client/user groups
Unit
9.3
Units
6.1
9.2, 9.3

Design, Creativity and Technology
Standards: Investigating and designing
when designing, generate a range of alternative possibilities,

use appropriate technical language, and justify their preferred
option, explaining how it provides a solution to the problem,
need or opportunity
make critical decisions on materials/ingredients, systems components
and techniques based on their understanding of the properties and
characteristics of materials/ingredients and/or of the relationship
between inputs, processes and outputs
Units
3.4
6.1
7.3
9.2
Units
1.1
3.2, 3.3
Units
6.1
7.3
effectively use ICT equipment, techniques and procedures to support

the development of their design and planning
Units
1.3
6.7
take account of function and performance, energy requirements,

aesthetics, costs, and ethical and legal considerations that address the
requirements of design briefs
Unit
7.3
identify a range of criteria for evaluating their products and/or

technological systems
Unit
3.4
plan a realistic and logical sequence of the production stages,

incorporating time, cost and resources needed for production

Science
Dimensions 3
Science
Dimensions 4
implement a range of production processes accurately, consistently,

safely/hygienically and responsibly, and select and use personal
protective clothing and equipment when necessary
Units
7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.2
10.1
Units
1.3, 1.4
3.4
6.1, 6.2, 6.4, 6.6, 6.7
8.1, 8.2
produce products/systems using complex tools, equipment, machines,

materials/ingredients and/or systems components with precision
Units
7.2, 7.3
8.1, 8.3, 8.4
Units
1.4, 1.5
3.4
6.1, 6.2, 6.4, 6.5, 6.6,
6.7
8.1, 8.2
Standards: Producing
clearly explain decisions about the suitability of materials/ingredients,

systems components, energy requirements and production techniques
based on their understanding of the properties and characteristics of
materials/ingredients, and the inputs, processes and outputs of systems
in response to changing circumstances, adapt their methods of
production and provide a sound explanation for deviation from the
design proposal
make products/systems that meet the quality, aesthetics, functionality
and performance requirements outlined in the design brief
Units
1.4
9.2
Standards: Analysing and evaluating

use evaluation criteria they have previously developed, and critically
analyse processes, materials/ingredients, systems components and
equipment used, and make appropriate suggestions for changes to these
that would lead to an improved outcome
Unit
10.2
use a range of suitable safe testing methods in this analysis
Unit
10.2
relate their findings to the purpose for which the product and/or system
was designed and the appropriate and ethical use of resources
synthesise data, analyse trends and draw conclusions about the social,
cultural, legal and environmental impacts of their own and others
designs and the products/systems, and evaluate innovative new
technology in the manufacturing industry

Science
Dimensions 3
Science
Dimensions 4
use a range of ICT tools and data types to visualise

their thinking strategies when solving problems and developing
new understanding
Units
1.1, 1.2, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
use visualising thinking tools and apply ICT techniques to support

causal reasoning and to model and describe the dynamic relationship
between variable and constant data values to test hypotheses
Units
1.1, 1.2, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
are efficient and effective in their use of appropriate ICT tools and
editing techniques for assisting in visualising thinking
Units
1.1, 1.2, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4

Information and Communications
Technology
Standards: ICT for visualising thinking

Science
Dimensions 3
Science
Dimensions 4
when solving problems, discriminate between such

tools and strategies based on their suitability for problem solving
in new situations
Unit
1.4
Units
1.1, 1.2, 1.3, 1.4
5.3
6.2, 6.4, 6.6
7.4
9.1, 9.3
Unit
1.1
Units
1.4
3.4
5.1
6.2, 6.3, 6.4, 6.6
7.4
9.3
Standards: ICT for creating

appraise different strategies for organising and
managing resources involved in problem solving and creating
information products
use ICT to devise detailed plans that sequence tasks to be done,

resources needed, and timelines for completion
Unit
6.4
annotate their plans to explain changes made during the project

individually, and as team members, apply a range of techniques,
equipment and procedures that minimise the cost, effort and time of
processing ICT solutions and maximise the accuracy, clarity and
completeness of the information
Units
1.1, 1.2
6.2
9.1
Units
1.4
3.4
4.4
5.1
6.2, 6.4, 6.6
7.4
9.3
apply strategies that protect their files from being corrupted, stolen or
accidentally lost
Units
6.3
9.1
Units
1.2, 1.4
4.4
5.1
6.2, 6.4, 6.6
7.4
9.3
produce products that demonstrate a clear sense of purpose and respect

for the audience
Units
1.4
4.4
7.4
9.3
apply processing practices that take into account their legal obligations
and ethical considerations
compare their own solutions with others and justify suggestions to
improve quality
Unit
7.4

Science
Dimensions 3
Science
Dimensions 4
Standards: ICT for communicating

exchange ideas and considered opinions with others through online
forums and websites
apply techniques to locate more precise information from websites,

including searching general and specialised directories, and applying
proximity operators
Units
1.2
3.1
4.4
Units
1.1, 1.2, 1.3
2.1, 2.2, 2.3, 2.4
use accepted protocols to communicate regularly online with peers,

experts, and others, expressing their messages in language appropriate
to the selected form of communication, and demonstrating respect for
cultural differences
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3
Units
1.2
3.1
4.4
9.2, 9.3

Thinking
Standards: Reasoning, processing and inquiry
discriminate in the way they use a variety of sources
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.4
3.1, 3.2, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.3
10.1, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4

Science
Dimensions 3
Science
Dimensions 4
generate questions that explore perspectives
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.2, 2.4
3.1, 3.2, 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.3
10.1, 10.3, 10.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.2, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
process and synthesise complex information and complete activities

focusing on problem solving and decision making, which involve a
wide range and complexity of variables and solutions
Units
1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.4
3.1, 3.2, 3.3
4.1, 4.2
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.3
10.1, 10.4
Units
1.1, 1.2, 1.3, 1.4
2.2, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.6
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
employ appropriate methodologies for creating and verifying

knowledge in different disciplines
make informed decisions based on their analysis of various perspectives
and, sometimes contradictory, information
Units
5.5
6.1
Units
1.2, 1.3, 1.4, 1.5
2.2, 2.4
4.1, 4.2, 4.3
7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
9.1, 9.3
10.1, 10.4
Units
1.1, 1.2, 1.3, 1.4
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4
5.1, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4

Science
Dimensions 3
Science
Dimensions 4
experiment with innovative possibilities within the parameters

of a task
Units
1.1, 1.4
Units
1.1, 1.2, 1.4, 1.5
3.1
4.4
5.2, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.3
8.2, 8.3
9.1, 9.2, 9.3, 9.4
take calculated risks when defining tasks and generating solutions
Units
1.1, 1.4
Units
1.1, 1.2, 1.4
3.1
4.4
5.2, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6
7.1, 7.3
8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
apply selectively a range of creative thinking strategies to broaden

their knowledge and engage with contentious, ambiguous, novel and
complex ideas
Units
1.1, 1.4
Units
1.1, 1.2, 1.4
3.1
4.4
5.2, 5.5
6.3, 6.6
8.3
9.1, 9.4
Standards: Creativity
Standards: Reflection, evaluation and metacognition

when reviewing information and refining ideas and beliefs, explain
conscious changes that may occur in their own and others thinking and
analyse alternative perspectives and perceptions
Unit
8.2
explain the different methodologies used by different disciplines to

create and verify knowledge
use specific terms to discuss their thinking, select and use thinking
processes and tools appropriate to particular tasks, and evaluate
their effectiveness

Science
Dimensions 3
Science
Dimensions 4
Physical, Personal and Social Learning

Strand: Health and Physical Education
Standards: Movement and physical activity
demonstrate proficiency in the execution of manipulative and
movement skills during complex activities
Units
6.1
8.1, 8.2
9.3
demonstrate advanced skills in selected physical activities
Unit
6.1
use training methods to improve their fitness level, and participate in

sports, games, recreational and leisure activities that maintain regular
participation in moderate to vigorous physical activity
employ and devise skills and strategies to counter tactical challenges in
games situations
assume responsibility for conduct of aspects of a sporting competition
in which roles are shared and display appropriate sporting behaviour
Standards: Health knowledge and promotion
identify and describe a range of social and cultural factors that influence
the development of personal identity and values
Units
2.1, 2.3
7.1
8.2
9.1, 9.3, 9.4
10.3
Units
4.3, 4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.3, 6.4, 6.5, 6.6,
6.7
7.3
8.3
9.1, 9.4
identify and explain the rights and responsibilities associated with

developing greater independence, including those related to sexual
matters and sexual relationships
Units
2.4
8.3
9.3, 9.4
Units
4.4
5.3, 5.4, 5.5
describe mental health issues relevant to young people
Units
8.2
9.3, 9.4
Units
4.4
5.1, 5.2, 5.3, 5.5
6.7
8.3

Science
Dimensions 3
Science
Dimensions 4
compare and evaluate perceptions of challenge, risk and safety
Units
2.1, 2.3, 2.4
5.2
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.3, 9.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3
4.2
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.3, 7.4
8.1, 8.2, 8.3
9.1, 9.2, 9.3, 9.4
demonstrate understanding of appropriate assertiveness and

resilience strategies
Units
8.2
9.3, 9.4
Units
1.2, 1.3, 1.4
2.1, 2.2, 2.3
5.5
analyse the positive and negative health outcomes of a range of personal

behaviours and community actions
Units
2.1, 2.3, 2.4
5.2
7.1
8.2
9.1, 9.3, 9.4
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
4.4
5.1, 5.2, 5.3, 5.4, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
7.1, 7.3
8.1, 8.2, 8.3
9.1, 9.2, 9.3, 9.4
identify the health services and products provided by government and

non-government bodies and analyse how these can be used to support
the health needs of young people
Units
2.4
9.3, 9.4
Units
4.2
5.1, 5.2, 5.3, 5.4, 5.5
identify and describe strategies that address current trends in the

nutritional status of Australians
Units
1.1
6.1
7.1
Units
5.1, 5.5
analyse and evaluate the factors that affect food consumption

in Australia
Units
1.1
6.1
7.1
Units
5.1, 5.5

Science
Dimensions 3
Science
Dimensions 4
demonstrate awareness of complex social conventions, behaving

appropriately when interacting with others
Units
2.4
4.3
6.3
7.1
8.2, 8.4
9.1, 9.3
10.1, 10.2, 10.3, 10.4
Units
1.1, 1.2
3.1, 3.4
4.2, 4.4
5.2, 5.3, 5.4, 5.5
6.3, 6.5, 6.6
7.3
9.1, 9.3, 9.4
describe how local and global values and beliefs determine their own
and others social relationships
Units
4.3
6.3
7.1
8.4
9.13
10.1, 10.2, 10.3, 10.4
Units
3.1, 3.4
4.4
5.2, 5.3, 5.4, 5.5
6.3, 6.6
7.1, 7.3
9.1, 9.2, 9.4
evaluate their own behaviour in relationships, identify potential conflict

and employ strategies to avoid and/or resolve it
Unit
8.4
Units
1.1, 1.2
3.1
4.4
6.6
7.3
Units
3.1, 3.2, 3.3
4.3
6.1, 6.2, 6.3
7.1, 7.2, 7.3
8.1, 8.3, 8.4
9.1, 9.2, 9.3
10.1, 10.2, 10.3
All pracs
Units
1.1, 1.4, 1.5
3.3
4.2, 4.3
5.2, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
8.1, 8.2
9.1, 9.2, 9.3, 9.4
All pracs

Strand: Interpersonal Development
Standards: Building social relationships
Standards: Working in teams

work collaboratively, negotiate roles and delegate tasks to complete
complex tasks in teams

Science
Dimensions 3
Science
Dimensions 4
working with the strengths of a team, achieve agreed goals within

set timeframes
Units
3.2, 3.3
4.3
6.1, 6.2, 6.3
7.1, 7.2, 7.3
8.2, 8.3, 8.4
9.1, 9.3
10.1, 10.2, 10.3
All pracs
Units
1.1, 1.4, 1.5
3.3
4.2, 4.3
5.2, 5.5
6.1, 6.2, 6.3, 6.4, 6.5,
6.6, 6.7
8.1, 8.2
9.1, 9.2, 9.3, 9.4
All pracs
describe how they respect and build on the ideas and opinions of team
members and clearly articulate or record their reflections on the
effectiveness of learning in a team
Units
4.3
6.3
7.1
10.3
Units
6.3, 6.6
9.1, 9.4
All pracs
develop and implement strategies for improving their contributions to

achieving the team goals
Units
3.1
4.3
6.3
7.1
10.3
All pracs
Units
1.1, 1.4
5.2, 5.5
6.3, 6.6
8.2
9.1, 9.3, 9.4
All pracs
All chapters
All chapters

Strand: Personal Learning
Standards: The individual learner
work independently to implement a range of strategies, as appropriate,
to maximise their learning
monitor and reflect on and discuss their progress as autonomous
learners, identifying areas for improvement in their learning and
implementing actions to address them
seek and respond to feedback from peers, teachers and other adults to
develop and refine their content knowledge and understanding,
identifying areas for further investigation
evaluate the effectiveness of their learning strategies, study techniques
and learning habits, and make appropriate modifications
identify their interests, strengths and weaknesses and use these
to determine future learning needs, especially in relation to the postcompulsory pathways

Science
Dimensions 3
identify the ethical frameworks that underpin their own and others
beliefs and values and describe how the conflicts and dilemmas they
identify may affect learning
Science
Dimensions 4
Units
1.2
3.1
4.4
5.3
determine, monitor and modify learning improvement goals, taking into

account current and future learning needs
determine the factors that contribute to the creation of positive learning
environments and establish, follow and monitor protocols for a variety
of learning situations
Standards: Managing personal learning
initiate personal short-term and long-term learning goals and negotiate
appropriate courses of action to achieve them
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2., 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
All chapters
allocate appropriate time and identify and utilise appropriate resources

to manage competing priorities and complete tasks, including learnerdirected projects, within set timeframes
Units
1.1, 1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.1, 3.2., 3.3
4.1, 4.2, 4.3
5.1, 5.2, 5.3, 5.4
6.1, 6.2, 6.3
7.1, 7.2
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4
10.1, 10.2, 10.3, 10.4
All chapters
initiate and negotiate a range of independent activities with their

teachers, providing progress and summative reports for teachers
and stakeholders
monitor and evaluate the effectiveness of their task and resource
management skills, reflecting on their progress and suggesting and
implementing appropriate management strategies for improvement
Units
1.2, 1.3, 1.4
2.1, 2.2, 2.3
Units
3.1, 3.2, 3.3
Unit
6.3

Science
Dimensions 3
Science
Dimensions 4
take responsibility for their learning environments, both at school and at

home, anticipating the consequences of their actions
Units
4.3
6.3
7.1
10.3
Units
1.2, 1.3, 1.4
2.1, 2.2, 2.3
5.2, 5.5
6.3
9.1, 9.4
demonstrate control of impulses and mood modulation. Students review

and modify the criteria they use to check that their work is relevant,
accurate and meets task objectives and make appropriate changes to
completed tasks using these criteria
Units
3.1, 3.2, 3.3
4.3
6.3
7.1, 7.2, 7.3
8.1, 8.3, 8.4
10.3
Units
1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3
5.2, 5.5
6.1, 6.2, 6.3, 6.4, 6.6,
6.7
8.2
9.1, 9.4
identify and refine the strategies they use to study, organise and revise
their work, both at school and at home
All end-of-chapter
reviews
All end-of-chapter
reviews
Units
4.3
5.2, 5.4
6.1
7.1
10.1, 10.2, 10.3
Units
1.2, 1.4
3.1, 3.4
4.4
5.2, 5.3, 5.4, 5.5
6.3
7.1, 7.3, 7.4
8.1, 8.3
9.1, 9.2, 9.3, 9.4

Strand: Civics and Citizenship
Standards: Civic knowledge and understanding
describe the origins and nature of Australias federal political system
and present a considered point of view on an issue about change in the
political system and the law
explain how the Australian Constitution affects their lives, and human
rights issues, both national and international
explain how citizens influence government policy through participation
in political parties, elections and membership of interest groups
explain the development of a multicultural society and the values
necessary to sustain it
describe the election processes in Australia and how to vote
explain the roles and responsibilities of courts at state and federal levels
and evaluate a change in the law
analyse how well democratic values are reflected in aspects of the
Australian political system
take a global perspective when analysing an issue, and describe the role
of global organisations in responding to international issues

Science
Dimensions 3
Science
Dimensions 4
draw on a range of resources, including the mass media, to articulate

and defend their own opinions about political, social and environmental
issues in national and global contexts
Units
4.3
5.2, 5.4
6.1
7.1
8.2
9.1
Units
1.2, 1.4
3.1, 3.4
4.4
5.3, 5.4
6.6
7.1, 7.3
9.1, 9.2, 9.3, 9.4
contest, where appropriate, the opinions of others
Units
6.3
7.1
10.1, 10.2, 10.3, 10.4
Units
1.2, 1.4
3.1, 3.2, 3.3, 3.4
4.4
5.2, 5.3, 5.4, 5.5
6.3
7.1, 7.4
9.1, 9.2, 9.4
develop an action plan which demonstrates their knowledge of a social

or environmental issue and suggest strategies to raise community
awareness of it
Units
4.3
5.4
6.1, 6.3
7.1
10.3
Units
3.1
4.4
5.2, 5.5
6.3
9.1, 9.2, 9.4
participate in a range of citizenship activities including those with a

national or global perspective, at school and in the local community
Units
4.3
6.1, 6.3
7.1
10.3
Units
5.2, 5.5
6.3
9.1, 9.2, 9.4
Standards: Community engagement

apply this understanding, for example, to atomic structure
explore the ways in which scientific theories are both powerful (in guiding thinking and investigation) and tentative (in being open to change) at the same time
understand that the features of science as a way of knowing lead to it being empirical and non-empirical, creative and methodical, and speculative and logical
learn that scientific theories are both powerful and never final, that clarity is always assumed to be a significant attribute of science theories and that the use of a
theory to successfully predict the consequences of changes to situations is important in the validation of the theory
prepare investigation reports using a variety of formats, learning to use symbols and diagrams extensively to illustrate procedures and data analysis, and support the
conclusions drawn and presented
develop an understanding of the constancy of the big ideas of science (matter, energy, time and space) and science methodologies across different areas
and contexts
debate, from the basis of scientific knowledge, the merits and problems of science-related issues that are reported in the popular media, particularly those that
embrace a clear ethical dimension
explore the ways in which science concepts, language and perspectives can be misunderstood and misrepresentedfor example, the history and philosophy
of science
explain how similarities in the chemical behaviour of elements and their compounds and their atomic structure are represented in the way the periodic table has
been constructed
use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table
use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion.
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Science Dimensions 3 Teachers Edition CD may be photocopied for classroom use.
explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together
VELS Level 6 Standards: Science knowledge and understanding

Students:
understand how scientific theories and models are based on evidence that may initially be tentative and limited
VELS Level 6 Learning Focus

As students work towards the achievement of Level 6 in Science, they:
Science Dimensions 3 Teaching Program
explain how similarities in the chemical behaviour of elements and their compounds and their atomic structure are represented in the way the periodic table has
been constructed
use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion
provide two examples of the work of scientists that demonstrate different approaches to developing scientific knowledge or solving a scientific problem
use chemicals (including biomaterials) and equipment responsibly and safely
select appropriate equipment and measuring procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn
construct working models and visual aids that demonstrate scientific ideas
present experimental results using appropriate data presentation formats, and comment on the nature of experimental errors
evaluate the appropriateness of the experimental design and methodology used to investigate their predictions
CSFII Outcomes:
Chemical science 6.2, 6.3
demonstrate an awareness of the ways in which scientific vocabulary is used incorrectly in the mass media, distinguishing between the intended meaning of such
terms and their meaning in non-scientific contexts
VELS Level 6 Standards: Science at work

Students:
Prac 2: Compounds in
soft drinks (p. 8)
Surfing: Companion
Website: Comics and the
periodic table (p. 7)
Surfing: Researching
energy shells (p. 18)
Prac 2: Ions get together!

(p. 20)
Prac 1: Firework colours

(p. 19)
Prac 2: Comparing
elements (p. 14)
Surfing: Companion
Website: Mendeleevs
original table (p. 13)
Researching scientists
(p. 13)
Prac 1: Investigating a
physical property (p. 13)
Playing: Element bingo

(p. 13)
Constructing: Making
models (p. 7)
Imagining: Journey to the

centre of the atom (p. 7)
Researching isotopes
(p. 7)
Researching food elements

(p. 7)
Prac 1: Making the

compound CO2 (p. 8)
Collecting: Nutrition
information (p. 7)
Practical activities
Homework book 1.4:

Ions get together!
Homework book 1.3:

Changes in properties
across the periodic table
Homework book 1.2:

The periodic table
Homework book 1.1:

Element symbols
Homework book
activities
Suggested datalogging
activities
Interactive animation:
Atom (p. 17)
Web Destinations:
Mendeleevs original table
(p. 13)
Teacher Resource (p. 13)
Interactive periodic table
(p. 11)
Web Destinations:
Comics and the periodic
table (p. 7)
Drag and Drop

interactive: Whats the
matter? (p. 5)
QuickTime video:
Mixtures and compounds
(p. 5)
Companion Website
activities
Unit 1.3: The role

of electrons
Unit 1.2: Development

of the periodic table
Unit 1.1: Whats the

matter?
Science at work
activities
Prac 2: Teacher
Demonstration: The
alkali metals (p. 35)
Constructing: Line
graphs (p. 33)
Prac 4: Group IV (p. 35)
Prac 3: The alkaline

earths (p. 35)
Prac 1: Halogen
precipitates (p. 34)
Prac 5: Using metals to

make non-metals (p. 27)
Prac 4: Changing the

properties of metals (p. 26)
Prac 3: More crystals

(p. 26)
Prac 2: Metal crystals

(p. 25)
Prac 1: Observing
elements (p. 24)
element families (p. 33)
Imagining: War of the

electrons (p. 24)
metals and non-metals
(p. 24)
Homework book 1.7:

Sci-words
Homework book 1.6:

Homework book 1.5:

What am I?
Homework book
activities
activities
Review quiz (p. 36)
Interactive crossword:
(p. 36)
Drag and Drop

interactive: Families of
elements (p. 32)
QuickTime video:
Sodium and potassium in
water (p. 30)
Drag and Drop

interactive: Ions and
atoms (p. 22)
QuickTime video:
Periodic trends:
Electronegativity (p. 22)
Companion Website
activities
Chapter review
Unit 1.5: Families

of importance
Unit 1.4: Metals, nonmetals and metalloids
Science at work
activities
apply this understanding, for example, to atomic structure
investigate how energy may be responsible for the changes observed in chemical processes and applications
apply this understanding, for example, to endothermic and exothermic reactions and rate of reactions
learn to use correct units of measurement when recording quantities
and contexts
apply their conceptual understandings to the consideration of issues significant to themselves as individuals and to the broader society in which they livefor
example, personal safety and the history and philosophy of science
explain change in terms of energy in a range of biological, chemical and physical contexts

Students:
2: Chemical change

Surfing: Companion
Website: Balancing
equations (p. 53)
Surfing: Companion
Website: Dihydrogen
monoxide (p. 45)
Using graphs: Solubility

curves (p. 44)
Prac 1: Signs of chemical

change (p. 53)
Prac 3: Making a
supersaturated
solution (p. 46)
Prac 2: Action of heat on

compounds (p. 45)
Prac 1: Colours of the

transition metal ions in
solution (p. 45)
Homework book 2.2:

Chemical and
physical change
Homework book 2.1:

Ionic compounds, names
and formulas
Physical vs. chemical
change (p. 47)
Companion Website:
Alchemists
On Website:
Element bingo
Web Destinations:
Dihydrogen monoxide
(p. 45)
Naming ionic compounds
(p. 40)
Companion Website
activities
Unit 2.2: Chemical

reactions
Unit 2.1: The language

of chemistry
Science at work
activities
activities
Homework book
activities
CSFII Outcomes:
Chemical science 6.1, 6.3, 6.4, 6.5 extension
use chemicals (including biomaterials) and equipment responsibly and safely
2: Chemical change

Students:
Prac 1: Common
indicators (p. 68)
Prac 2: Natural indicators
Researching stingers
(p. 68)
Prac 3: Electroplating
(p. 61)
Prac 2: Precipitation of
unknowns (p. 60)
Prac 1: Decomposition
reactions (p. 60)
Surfing: Companion
Website: pH (p. 68)
Analysing: What am I?
(p. 60)
Surfing: Companion
Website: Industrial silver
plating (p. 60)
Prac 2: Light sticks

chemiluminescence (p. 54)
Homework book
2.4: Acids, bases and the
pH scale
Homework book 2.3:

Classifying reaction types
Homework book
activities
activities
Drag and Drop

interactive: Acidbase
reactions (p. 63)
Web Destinations:
Industrial silver plating
(p. 60)
QuickTime video:
Precipitation reactions
(p. 56)
QuickTime video:
Air bags (p. 56)
QuickTime video:
Formation of sodium
chloride (p. 55)
Web Destinations:
Balancing equations
(p. 53)
Drag and Drop

interactive: Chemical
reactions (p. 52)
Representation of a
chemical equation (p. 51)
Companion Website
activities
2: Chemical change
Unit 2.4: Acids and

bases
Unit 2.3: Reaction types
Researching Lavoisier
(p. 53)
Researching
bioluminescence (p. 53)
Science at work
activities
Prac 6: Acids and metal

carbonates (p. 71)
Prac 5: Acids and metals

(p. 70)
Prac 4: Testing household

solutions (p. 70)
Prac 3: Universal
indicator (p. 69)
Homework book 2.7:

Chemical change
crossword
Homework book 2.8: Sciwords
Homework book
2.6: A neutralisation
reaction
Homework book
2.5: pH levels of common
drinks
Homework book
activities
activities
Chemical change
crossword (p. 72)
Review Quiz (p. 72)
Web Destinations: pH
(p. 68)
Companion Website
activities
2: Chemical change
Chapter review
Researching anaphylactic
shock (p. 68)
Science at work
activities
investigate how energy may be responsible for the changes observed in physical processes and applications
apply this understanding, for example, to polarisation of light, optics and photonics
make links across related areas of sciencefor example, communication satellites (physics and astronomy)
explore the opportunities for employment in science-related occupations and industries in their community, and consider the dynamic and collaborative nature of
these roles
design and conduct scientific investigations of their choice in ways that lead to the collection, interpretation and presentation of valid data
explore the ways in which science concepts, language and perspectives can be misunderstood and misrepresented
example, the history and philosophy of science

Students:
3: Light

Prac 2: Apparent depth

(p. 81)
Prac 3: Measuring
apparent depth (p. 81)
Researching fibre optics

(p. 80)
Investigating: Coin in a
bowl (p. 80)
Prac 4: Teacher
Demonstration: Fibre
optics (p. 82)
Prac 1: Measuring
angles of refraction
(p. 80)
Surfing: Companion
Website: Refraction
(p. 80)
Refraction (p. 76)
Drag and Drop interactive:
Bending light (p. 78)
Web Destinations:
Refraction (p. 80)
Homework book 3.1:

Revising reflection
Homework book 3.2:
Refraction
Homework book 3.3:
Snells Law
Unit 3.1: Changing

directions
Companion Website activities
activities
Homework book
activities
use equipment and instruments responsibly and safely
Science at work
activities
formulate their own hypotheses and plan and conduct investigations in order to prove or disprove them
CSFII Outcome:
Physical science 6.1
describe the science base of science-related occupations in their local community
3: Light

Students:
Investigating: Data
logging (p. 103)
Investigating: Rainbows
(p. 97)
Constructing: Colour
wheels (p. 97)
remote sensing (p. 103)
Science at work:
Remote sensing
Researching colour
(p. 97)
Surfing: Companion
Website: Telescopes,
microscopes, binoculars
and cameras (p. 97)
Constructing: A field
telescope (p. 89)
Hollow lenses (p. 89)
Investigating: Droplet
magnification (p. 88)
Surfing: Companion
Website: Researching
lenses (p. 88)
Prac 3: Seeing things in

a different light (p. 99)
Prac 2: Mixing coloured

light (p. 98)
Prac 1:
Dispersionsplitting
white light (p. 98)
Prac 4: How telescopes

and microscopes work
(p. 91)
Homework book 3.6:
Colour mixing wheels
Homework book 3.5:

Ray tracing for lenses
Prac 2: Images in a
convex lens (p. 90)
Prac 3: Images in a
concave lens (p. 91)
Homework book 3.4:

Ray tracing for mirrors
Homework book
activities
Prac 1: Lenses and a

light box (p. 89)
Investigating: Data
logging (p. 103)
activities
Web Destinations: Telescopes,

microscopes, binoculars and
cameras (p. 97)
Interactive animation: Mixing

pigments (p. 94)
Web Destinations:
Lenses (p. 88)

Various types of lenses (p. 83)
3: Light
Unit 3.3: Colour
Unit 3.2: Lenses
Science at work
activities
Review quiz (p. 104)
Homework book 3.8:

Sci-words
Interactive crossword: Light

crossword (p. 104)
activities
Homework book 3.7:

Light crossword
Homework book
activities
3: Light
Chapter review
Science at work
activities
apply this understanding, for example, to the genesis of the Universe
develop a qualitative and quantitative understanding of the relationships between force, mass and movement
investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications
make links across related areas of sciencefor example, communication satellites (physics and astronomy)
and contexts
example stem cell research, and the history and philosophy of science.
apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe
give a qualitative explanation of the relationships between force, mass and movement

Students:

Researching the Universe

(p. 115)
Surfing: Companion
Website: History of the
universe (p. 115)
Researching the sonic

boom (p. 110)
Researching Hubble
(p. 110)
Surfing: Companion
Website: The Doppler
effect (p. 110)
Web Destinations: History

of the universe (p. 115)

Big Bang (p. 112)
Web Destinations: The

Doppler effect (p. 110)
Prac 2: A balloon
universe (p. 111)
Homework book 4.1:

Big Bang to the present

Doppler effect (p. 109)
Prac 1: Using a
spectroscope (p. 111)
Companion Website
activities
Unit 4.2: The Big Bang
Unit 4.1: The expanding

universe
Science at work
activities
activities
construct working models and visual aids that demonstrate scientific ideas.
Homework book
activities
use chemicals (including biomaterials), equipment, electronic components and instruments responsibly and safely
CSFII Outcomes:
Earth and space sciences 6.3, 6.4 extension
use the relevant science concepts and relationships as one dimension of debating contentious and/or ethically based science-related issues of broad
community concern

Students:
Imagining: Prepare for

contact! (p. 119)
Debating: Is contact
wise? (p. 119)
Origin of the universe
crossword (p. 120)
Homework book 4.5:

Sci-words
Web Destinations: SETI

(p. 119)

Searching for life (p. 118)
Companion Website
activities

The expanding universe
(p. 120)
activities
Homework book 4.4:

Origin of the universe
crossword
Homework book 4.3:

Future civilisations
Researching SETI
(p. 119)
Reviewing: Contact
(p. 119)
Homework book 4.2:

Time travel
Homework book
activities
Surfing: Companion
Website: SETI (p. 119)
Chapter review
Unit 4.3: Are we alone?
Science at work
activities
investigate how energy may be responsible for the changes observed in physical processes and applications
apply this understanding, for example, to the production of new materials
and contexts
give a qualitative explanation of the relationships between force, mass and movement

Students:

Surfing: Companion
Website: Continental shift
(p. 126)
Researching scientists
(p. 126)
Researching sonar
(p. 126)
Researching the
continental shelf (p. 126)
Prac 1: The planet

Splatter (p. 127)
Prac 2: Convection
currents (p. 128)
Prac 3: Future Earth
(p. 129)
Homework book 5.1:

The planet Splatter
Homework book 5.2:
Future Earth
Drag and Drop

interactive: The ocean
floor (p. 124)
Drag and Drop
interactive: Plate
tectonics (p. 125)
Web Destinations:
Continental shift (p. 126)
Unit 5.1: Plate tectonics
Science at work
activities
Companion Website
activities
activities
use chemicals, equipment and instruments responsibly and safely
Homework book
activities
community concern
CSFII Outcomes:
Earth and space sciences 6.1, 6.2

Students:
Prac 2: Shaping
volcanoes (p. 151)
fossil fuels (p. 150)
Imagining: Darwin, an
outer suburb of Hong
Kong! (p. 150)
Researching Australian
volcanoes (p. 150)
Prac 1: Modelling faults

and folds (p. 150)
Homework book 5.5:

Comparing S and P waves
Prac 2: Locating the

epicentre (p. 143)
Homework book 5.7:

Volcanoes: where are
they?
Homework book 5.6:

Locating the epicentre
Homework book 5.4:

Where do quakes happen?
Homework book 5.3:

Where are the ocean
trenches?
Homework book
activities
Prac 1: Slinky springs

(p. 142)
Prac 2: Colliding plates

(p. 136)
Prac 1: Plates that

separate (p. 135)
Locating: Features and

faults (p. 149)
Researching earthquakes
(p. 142)
Surfing: Companion
Website: Earthquake
zones (p. 142)
Imagining: Tell them

where to stick it! (p. 135)
Locating: Geographical
features (p. 134)
Researching plate
boundaries (p. 134)
Surfing: Companion
Website: Colliding
tectonic plates (p. 134)
activities
Moving volcanoes
(p. 148)
Web Destination:
Earthquake zones (p. 142)
Drag and Drop

interactive: Quake
(p. 139)
Web Destinations:
Colliding tectonic plates
(p. 134)
Drag and Drop

interactive: Plate
boundaries (p. 133)
Companion Website
activities
Unit 5.4: Landscaping the

crust
Unit 5.3: Earthquakes
Unit 5.2: At the edges
Science at work
activities
Homework book 5.9:

Sci-words
Companion Website
activities
The fragile crust
crossword (p. 153)
activities
Homework book 5.8:

The fragile crust
crossword
Homework book
activities
Chapter review
Science at work
activities
investigate how energy may be responsible for the changes observed in biological processes and applications
apply this understanding, for example, to photosynthesis and respiration, action of micro-organisms, energy flow through ecosystems and the cycling of matter
(including water, carbon and minerals) in ecosystems
investigate sources of waste generated within the community and consider waste treatment and management options
learn how wastes are generated in the processing of natural materials (for example, oil, water, brown coal and ores), and how the procedures used to manage these
wastes contribute to environmental sustainability
investigate, create and produce a range of strategies and products that explore, encourage and communicate the responsible use and management of natural and
processed resources
make links across related areas of sciencefor example, resource management (chemistry and earth and environmental science)
learn that the use of a theory to successfully predict the consequences of changes to situations is important in the validation of the theory
prepare investigation reports, using a variety of formats, learning to use symbols and diagrams extensively to illustrate procedures and data analysis, and support the
and contexts
example, to ecological footprints and the history and philosophy of science
6: Ecosystems

identify and classify the sources of wastes generated, and describe their management, within the community and in industry
use a specific example to explain the sustainable management of a resource
explain how the action of micro-organisms can be both beneficial and detrimental to society
apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe
give both qualitative and quantitative explanations of the relationships between force, mass and movement
CSFII Outcomes:
Biological science 6.1, 6.2
community concern

Students:
6: Ecosystems

Students:
Creating: History of a
carbon atom (p. 172)
Researching coal (p. 172)
Researching the
phosphorus cycle (p. 172)
Surfing: Companion
Website: Interactive
carbon and water cycles
(p. 172)
Science at Work:
Bioaccumulation
Imagining: An alien food

web (p. 161)
Creating: A food chain

game (p. 161)
Investigating: Foods
(p. 161)
bioaccumulation (p. 165)
Researching food chains

(p. 160)
Surfing: Companion
Website: Interactive food
chains (p. 160)
Homework book 6.4:

Too big for our boots!
Prac 2: Observing
decomposition (p. 173)
Prac 3: Testing for CO2
(p. 173)
Homework book 6.3:

Cycles in nature
Homework book 6.2:

Analysis of food chains
and webs
Prac 2: A tree producer

(p. 162)
Prac 1: Testing for H2O

(p. 172)
Homework book 6.1:

A food web
Homework book
activities
Prac 1: Exploring
endothermy (p. 161)
activities
Web Destinations:
Interactive carbon and
water cycles (p. 172)
The water cycle (p. 167)
Web Destinations:
Interactive food chains
(p. 160)
Drag and Drop

interactive: Energy and
matter (p. 158)
Companion Website
activities
6: Ecosystems
Unit 6.2: Recycling in

nature
Unit 6.1: Energy:

prerequisite for life
Science at work
activities
Prac 2: Observing
osmosis (p. 185)
Prac 3: Peanut power
(p. 186)
Designing: Helping the

environment (p. 184)
moments in history
(p. 184)
Imagining: The energy

machine (p. 184)
Debating: The energy

crisis (p. 184)
Researching your town

(p. 184)
Prac 1: Solar ponds

(p. 185)
Constructing: Windmills
(p. 184)
Homework book 6.7:

Sci-words
Homework book 6.6:

Homework book 6.5:

Energy in the community
Homework book
activities
activities
(p. 187)
Drag and Drop

interactive: Sources of
energy (p. 182)
Companion Website
activities
6: Ecosystems
Chapter review
Unit 6.3: Energy crisis!
Constructing: The water

cycle (p. 172)
Science at work
activities
apply this understanding, for example, to exothermic reactions, rate of reaction, photosynthesis and respiration and energy flow through ecosystems
and contexts
example the history and philosophy of science, ethics and science research
explain change in terms of energy in a range of biological contexts

Students:

Debating: Animal rights

(p. 198)
Prac 3: Anaerobic
respiration (p. 197)
Prac 2: Energy
production in respiration
(p. 196)
enzymes (p. 195)
Researching bread and

wine (p. 195)
Prac 1: A product of
Reviewing: Supersize Me
(p. 195)
Homework book 7.1:

Respiration and yeast
Drag and Drop

interactive: Revising
Unit 7.1: Respiration:

releasing energy for use
Companion Website
activities
activities
Homework book
activities
use chemicals (including biomaterials), equipment and instruments responsibly and safely
Science at work
activities
CSFII Outcomes:
Biological science 6.4
community concern

Students:
leaves (p. 216)
Collecting: Leaf samples

(p. 216)
Prac 1: Leaves under the

microscope (p. 216)
Prac 2: Green leaves and

photosynthesis (p. 212)
Investigating: Light
intensity and
Looking back: Searching

for information (p. 210)
Prac 1: A product of
Prac 1: Inhaled and

exhaled air (p. 205)
fertilisers (p. 210)
respiratory systems
(p. 205)
Investigating: Exercise
and breathing (p. 204)
Homework book 7.8:

Sci-words
Homework book 7.7:

Respiration and
photosynthesis crossword
Homework book 7.6:

Leaves
Homework book 7.5:

Photosynthesis and
respiration
Homework book 7.4:

The effect of temperature
on photosynthesis
Homework book 7.3:

Other respiratory systems
Homework book 7.2:

Asthma
Homework book
activities
activities
Respiration and
photosynthesis crossword
(p. 217)
Drag and Drop

interactive: The structure
of a leaf (p. 213)
Drag and Drop

interactive: Comparing
photosynthesis and
Drag and Drop

interactive: Human
respiratory system
(p. 199)
Companion Website
activities
Chapter review
Unit 7.4: Leaves and

photosynthesis
Unit 7.3: Photosynthesis

in plants
Unit 7.2: The human

respiratory system
Science at work
activities
consider how coordination and regulation of functions occurs in plants and animals.
investigate the adaptive behaviours which enable plants and animals to survive in their environments
consider possible adaptive behaviours which may be needed for future survival
investigate sources of waste generated within the community and consider waste treatment and management options
make links across related areas of sciencefor example, biotechnology (biology and chemistry) and neuroscience (psychology, biology and chemistry)
learn that the use of a theory to successfully predict the consequences of changes to situations is important in the validation of the theory
learn to use correct units of measurement when recording quantities
explain how the coordination and regulatory function in plants and animals assist them to survive in their environments

Students:

Prac 2: Teacher
Demonstration: Sound
frequency threshold
(p. 225)
Investigating: Sound
intensity threshold
(p. 223)
Researching hyper/
hypothermia (p. 224)
Surfing: Companion
Website: Reaction time
(p. 224)
Prac 1: Sweet and salty

(p. 225)
Comparing: Human
thermostats (p. 223)
Homework book 8.1:

Reaction times
Web Destinations:
Reaction time (p. 224)
Drag and Drop

interactive: Receptors
and stimuli (p. 221)
Unit 8.1: Responding
Companion Website
activities
activities
Homework book
activities
use chemicals (including biomaterials), equipment and instruments responsibly and safely
Science at work
activities
CSFII Outcomes:

Students:
Remembering: Early
memories (p. 237)
Surfing: Researching dj
vu (p. 237)
Science at work: Memory
Modelling: the brain

(p. 233)
Researching phrenology
(p. 233)
Researching drugs
(p. 233)
Researching animals
(p. 233)
Researching technology
(p. 233)
Researching brain and

spinal damage (p. 233)
Surfing: Companion
Website: Reflex tester
(p. 233)
Homework book 8.3:
Concussion in football
Prac 2: Eat your brain

(p. 234)
Prac 3: Brain wars: the
Stroop effect (p. 235)
Homework book 8.2:

The nervous system
Homework book
activities
Prac 1: Brain dissection

(p. 233)
activities
Web Destinations:
Reflex tester (p. 233)
Drag and Drop

interactive: Revising the
reflex arc (p. 231)
Brain wars (p. 231)
Drag and Drop

interactive: Neuron
structure (p. 227)
Companion Website
activities
Unit 8.2: Nervous control
Researching blood pH
(p. 224)
Researching fevers
(p. 224)
Science at work
activities
Prac 2: Human behaviour

(p. 253)
Researching ethology
(p. 252)
Investigating: Baby
behaviour (p. 252)
Profiling: Careers
(p. 252)
Prac 1: Animal behaviour

(p. 253)
Prac 1: A plant tropism

(p. 247)
societies (p. 252)
Investigating: Plants and

gravity (p. 246)
Researching pheromones
(p. 246)
Researching hormones
(p. 246)
Surfing: Companion
Website: Interactive
endocrine system (p. 246)
Homework book 8.6:

Behaviour
Homework book 8.5:

DiabetesType I
Homework book 8.4:

Hormonal control and the
menstrual cycle
Homework book
activities
activities
Drag and Drop

interactive: Behaviour
(p. 251)
Web Destinations:
Interactive endocrine
system (p. 246)
Drag and Drop

interactive: Major human
endocrine glands (p. 239)
Companion Website
activities
Unit 8.4: Behaviour
Unit 8.3: Chemical

control
Distractions (p. 238)
Chunking (p. 238)
Investigating: Smellies
(p. 237)
Science at work
activities
Homework book 8.8:

Sci-words
Homework book 8.7:

Responding and
controlling crossword
Homework book
activities
activities
Responding and
controlling crossword
(p. 254)
Companion Website
activities
Chapter review
Science at work
activities
apply this understanding, for example, to genetic inheritance
consider how coordination and regulation of functions occurs in plants and animals
investigate the adaptive behaviours which enable plants and animals to survive in their environments
consider possible adaptive behaviours which may be needed for future survival
explore the role of DNA and genes in determining patterns of inheritance
investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications
apply this understanding, for example, to cell division (mitosis and meiosis)
make links across related areas of sciencefor example, biotechnology (biology and chemistry)
these roles
learn that the use of a theory to successfully predict the consequences of changes to situations is important in the validation of a theory
and contexts
example, personal safety, the history and philosophy of science, and ethics and science research
9: Reproduction

community concern
CSFII Outcomes:
9: Reproduction

Students:
explain the role of DNA and genes in cell division and genetic inheritance

Students:
Prac 2: Examining spores

(p. 266)
Prac 3: Flower dissection
(p. 266)
Researching birthrates
(p. 265)
Investigating: Twins
(p. 265)
Surfing: Companion
Website: Miscarriages
(p. 278)
Surfing: Companion
Website: Sex hormones
(p. 272)
Modelling: Reproductive
systems (p. 272)
Constructing: Slang
words (p. 272)
Prac 1: Asexual
reproduction in plants
(p. 265)
Surfing: Companion
website: Dolly the sheep
(p. 265)
Homework book 9.4:

Stages of pregnancy
Homework book 9.3:

Fertility and temperature
Homework book 9.2:

Male and female
reproductive systems
Homework book 9.1:

Strange plant sex
Homework book
activities
activities
Drag and Drop

interactive: Conception
(p. 277)
Web Destinations: Sex

hormones (p. 272)
Drag and Drop

interactive: Human
(p. 271)
Drag and Drop

interactive: The female
reproductive system
(p. 268)
Drag and Drop

interactive: The male
reproductive system
(p. 268)
Web Destinations: Dolly

the sheep (p. 265)
Drag and Drop

Interactive: Parts of a
flower (p. 262)
Companion Website
activities
9: Reproduction
Unit 9.3: Fertilisation to

birth
Unit 9.2: Human

Unit 9.1: Reproduction

with and without sex
Science at work
activities
Surfing: Companion
Website: IVF (p. 283)
Investigating/creating:
Sexually transmitted
diseases (p. 283)
Homework book 9.7:

Sci-words
Homework book 9.6:

Homework book 9.5:

STDs
Homework book
activities
activities
(p. 284)
Web Destinations: IVF

(p. 283)
Web Destinations:
Miscarriages (p. 278)
Companion Website
activities
9: Reproduction
Chapter review
Unit 9.4: Reproductive

problems
Creating: A healthy mum

(p. 278)
Researching
contraceptives (p. 279)
Science at work
activities
apply this understanding, for example, to genetic inheritance
explore the role of DNA and genes in determining patterns of inheritance
make links across related areas of sciencefor example, biotechnology (biology and chemistry) and neuroscience (psychology, biology and chemistry)
these roles
example, the history and philosophy of science, ethics and science research

Students:
10: Forensics

Prac 2: Collecting and

identifying fingerprints
(p. 295)
Prac 3: Collecting teeth
impressions (p. 295)
Researching Peter
Falconio (p. 294)
Prac 1: Make your own

identikit (p. 294)
Investigating: Stride
length (p. 293)
Surfing: Companion
website: Ted Bundy
(p. 293)
Homework book 10.1:

Fingerprints
Web Destinations: Ted

Bundy (p. 293)
Drag and Drop

interactive: Forensic jobs
(p. 292)
Unit 10.1: Forensics
Science at work
activities
Companion Website
activities
activities
Homework book
activities
community concern
CSFII Outcomes:
Biological science 6.5, Physical science 6.3, 6.4, 6.5 extension
10: Forensics

Students:
Reviewing: CSI (p. 321)
Unit 10.4: Who, what and

why?
Prac 2: Injury physics
stab wounds (p. 322)
Prac 1: Making and

examining blood drips
(p. 322)
Prac 3: Collecting foot

Prac 2: Fibre analysis

(p. 314)
Prac 1: Comparing
fingerprints (p. 314)
Prac 3: Forging a
photograph (p. 305)
Prac 2: Chromatography
catches a criminal (p. 304)
Prac 1: Writing
Prac 4: Forensic
anthropometry (p. 296)
Homework book 10.3:

Forensics careers
Homework book 10.2:

Time of death
Homework book
activities
activities
Drag and Drop

interactive: Crime time
(p. 320)
Web Destinations:
JFK and Lee Harvey
Oswald (p. 306)
Web Destinations: The

Unabomber, coins and
banknotes (p. 303)
Drag and Drop

interactive: Money
protection (p. 301)
Companion Website
activities
10: Forensics
Jack the Ripper (p. 321)
Debating: Euthanasia
(p. 313)
Surfing: Companion
Website: JFK and Lee
Harvey Oswald (p. 306)
Examining: Money
(p. 303)
Reviewing: Catch Me If
You Can (p. 303)
Surfing: Companion
Website: The Unabomber,
coins and banknotes
(p. 303)
Unit 10.3: Collecting

evidence
Unit 10.2: Is it real?
Reviewing: Evil Angels

(p. 298)
Researching the
Chamberlain case (p. 297)
Science at work
activities
Homework book 10.5:

Sci-words
Homework book 10.4:

Forensics crossword
Homework book
activities
activities
Forensics crossword
(p. 323)
Companion Website
activities
10: Forensics
Chapter review
Science at work
activities
Prac 1
Risk assessmentFor LAB TECH activity
Making the compound CO2
Irritant
R38Irritating to skin
R41Risk of serious damage
to eyes
R34Causes burns
R37Irritating to respiratory
system
Risk phrases
S22Do not breathe dust.

S26In case of contact with eyes, rinse immediately with plenty of
water and seek medical advice.
S38If insufficient ventilation, wear suitable respiratory equipment.
S24/25Avoid contact with skin and eyes.
S37/39Wear suitable gloves and eye/face protection.
S23Do not breathe gas/fumes/vapour/spray.

S27Take off immediately all contaminated clothing.
S62If swallowed, do not induce vomiting; seek medical advice
immediately and show this container or label.
S36/37/39Wear suitable protective clothing, gloves and
eye/face protection.
Safety phrases
MSDS
issue
Ca(OH2)
solid
Limewatersaturated
solution of Ca(OH2)
Calcium hydroxide
NA
Corrosive
8
Corrosive
Hydrochloric acid
6.812 M
HCI 24% to less than
43%
Mr: 36.46
Hazard
category
Dangerous
good
Reactant substance
HAZARDOUS as classified by NOHSC criteria
Aim: Students will prepare the compound carbon dioxide.

Chemicals required: In labelled containers, class sets of limewater, marble chips, 2 M hydrochloric acid
Equipment: 2 test tubes, test-tube rack, drinking straw, 1-hole rubber stopper with glass tubing, limewater, marble chips, 2 M hydrochloric acid, safety
glasses
Description of procedure/requirements
Unit 1.1
Science Dimensions 3
Prac 1
NA
Risk phrases
<10% HCl is not classified as hazardous by NOHSC. However,

protective clothing and glasses must be worn. Wash affected area
immediately if contact occurs.
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Wipe bench/wash hands on completion of prac.
Refer to RA: Preparing dilute acids and bases
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Prepare solutions of acid in a fume cupboard. Never add water
to concentrated acid; add the acid to the water, or purchase dilute acid to minimise the use and storage and handling of concentrated acid. Minimise the
quantity and volume of acid provided in the class sets. Refer to RA: Preparing dilute acids and bases.The concentration may be able to be reduced to 1 M
hydrochloric acid and still provide effective results. Check old stocks of limewater for reactivity before dispensing into class sets (it can deteriorate over time).
Check the glass tubing has no sharp edges.
Part A: Students must wear safety glasses and use a new straw. Instruct students to blow gently to avoid spray coming into contact with their eyes. A long
piece of tubing with a disposable straw end will increase the distance of the limewater from students faces. A 2-hole stopper (one hole with tubing that can be
inserted into the limewater and the other hole to allow pressure equalisation) with tubing and a disposable straw mouthpiece would minimise risk of limewater
spraying into students eyes.
Other hazards and safety considerations
(marble chips)
Calcium carbonate
NA
NA
NA
Hydrochloric acid
2M
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
NOT hazardous as classified by NOHSC criteria
Unit 1.1
Prac 1
Date: __________________
Earliest MSDS expiry date: __________________
Disclaimer: This Risk Assessment Sheet is provided to offer guidance only. It must not be construed to waive or modify any legal obligation of the school to
ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the content of this sheet checked against
the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the schools laboratories. This sheet must not be used in the
schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the Publisher
disclaims all responsibility for actions taken or not taken in relation to this Risk Assessment Sheet.
To be a valid assessment, the MSDS expiry dates should be added and this risk assessment should be signed and dated.
This assessment is valid for 5 years from the earliest MSDS expiry date.
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeacid/base for neutralisation.
Allow the reactions to be completed. Wear PPE and remove marble chips. A sieve is helpful (these can be washed and recycled). Check the pH and adjust as
necessary to between a pH of 6 and 9. Discard the waste to the sewer with plenty of water.
Disposal of wastes
Unit 1.1
Prac 1
Investigating a physical property
Toxic
NA
Lead
R33Danger of cumulative
effects
R62Possible risk of impaired
fertility
R61(1)May cause harm to the
unborn child
R20/22Harmful by inhalation
and if swallowed
R50/53Very toxic to aquatic
organisms; may cause
long-term adverse effects
in the aquatic environment
Risk phrases
Brass
Copper wire
MSDS
issue
Consider omitting lead. If lead is used, provide gloves and ensure hands are washed well and bench areas are thoroughly wiped.
Aluminium
Zinc
S45In case of accident or if you feel unwell seek medical

advice immediately.
S53Avoid exposureobtain special instructions before use.
S60This material and its container must be disposed of as
hazardous waste.
S61Avoid release to the environment. Refer to special
instructions/MSDS.
S20/21When using, do not eat, drink or smoke.
Safety phrases
NOT hazardous as classified by NOHSC criteria (with NO allocated Dangerous Goods class)
Pb
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate the density of various items.

Chemicals required: Cubes or cylinders of aluminium, brass, lead, copper wire
Equipment: Cubes or cylinders of aluminium, brass, lead, wood, ice; a collection of small items such as pebbles, candles, chunks of concrete or cement,
copper wire; access to electronic balance, rulers, beakers and measuring cylinders
Unit 1.2
Prac 1
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Prac waste: recycle samples.
Disposal of wastes
Glasses
Lab coat
Protective measures
Trays can be used to contain spills.
Unit 1.2
Prac 2
Comparing elements
Irritant
Harmful,
corrosive,
dangerous
for the
environment
Toxic
NA
8
Corrosive
NA
Carbon
Iodine
effects
fertility
unborn child
and if swallowed
organisms; may cause long-term
R34Causes burns
R50Very toxic to aquatic
organisms
and in contact with skin
R36Irritating to eyes
Risk phrases
S45In case of accident or if you feel unwell, seek medical

advice immediately.
S53Avoid exposure. Obtain special instructions before use.
hazardous waste.
instructions/MSDS.

instructions/MSDS.
S25 Avoid contact with eyes.
Safety phrases
MSDS
issue
Pb
metal
Lead
I2
crystals
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will examine the physical and chemical properties of common elements.
Chemicals required: Sulfur, aluminium, carbon, iodine, silicon, tin, zinc, lead, magnesium, calcium, iron; steel wool
Equipment: Samples of sulfur, aluminium, carbon, iodine, silicon, tin, zinc, lead, magnesium, calcium, iron; steel wool; 3 to 4 test tubes and rack; power pack
about 2 V or battery; wires with alligator clips; light globe; safety glasses
Unit 1.2
Irritant,
highly
flammable
Irritant,
highly
flammable
4.1
Flammable
solid
4.3
Dangerous
when wet
Magnesium ribbon
Calcium
S8Keep container dry.

S43(1)In case of fire use alcohol resistant foam/dry powder/CO2.
Never use water.
Safety phrases


S43In case of fire, use foam or carbon dioxide.
S7/8Keep container tightly closed and dry.
MSDS
issue
MSDS
issue
R15Contact with water

liberates extremely flammable
gases
4.3
Dangerous
when wet
Calcium granules
Highly
flammable
4.1
Flammable
solid
Sulfur
S
solid
Risk phrases
Hazard
category
Dangerous
good

gases
R36/38Irritating to eyes and
skin
R11Highly flammable
gases
R17Spontaneously flammable
in air
system
adverse effects in the aquatic

environment
Risk phrases
Reactant substance
Ca
metal
Mg
Hazard
category
Safety phrases
Comparing elements
Dangerous
good
Prac 2
Reactant substance
Unit 1.2
Prac 2
Comparing elements
Steel wool
Iron
Sodium thiosulfate 4%
Tin
Zinc
Yes
Yes
Yes
Gloves
Yes
Test iodine in the fume cupboard.
Other
Tie long hair back.
Fume cupboard
No waste generated by technical activity. Prac waste: where possible, recycle element samples. Wear PPE and adhere to lab safety procedures. Separate
solid element samples from the water and allow to dry. Decolourise small quantities of iodine with sodium thiosulfate 4% and flush to the sewer with plenty of
water. Larger quantities of iodine can be recycled or discarded via a chemical waste disposal company. Sulfur and hazardous elements should be discarded
Disposal of wastes
Glasses
Lab coat
Protective measures
Consider setting up this prac at stations around the room to which students rotate. Power supplies should be checked for damaged leads and malfunction
prior to use. Instruct students on safe use of power supplies. Construct the circuit with the power off. Do not touch the circuit while the power is on. Use only
the recommended voltage. Do not allow power supplies/electrical equipment to come into contact with liquids. Incorrect connection of ammeters can damage
them. The red (positive) terminal must be connected closest to the red (positive) terminal of the power supply. Use sulfur roll to test conductivity and sulfur
powder for the solubility test. Testing the conductivity of iodine can result in iodine spills. A method of containing the iodine and its vapours is to place it in a
sealed container with two electrodes fixed through a plastic lid. Students can touch the conductivity kit to these electrodes without opening the container.
Iodine spills can be decolourised with sodium thiosulfate 4%. Wipe up and flush to the sewer with plenty of water. A carbon electrode makes an ideal carbon
sample as it minimises the irritant nature of carbon powder. Provide only a small quantity of calcium and forceps to handle it (calcium granules are a safer
option). Consider omitting lead or placing it in a sealed container with electrodes through the lid as for iodine. If alligator clips will not clip to the samples,
provide electrodes (nails work well) that can be touched onto the sample to complete the circuit.
Silicon
Aluminium
Unit 1.2
Prac 2
Date: __________________
Assessor/s: _____________________________
Comparing elements
via a chemical waste disposal company.
Unit 1.2
Prac 1
Firework colours
8
Corrosive
8
Corrosive
Copper(I) chloride
Copper(II) chloride
Harmful,
irritant,
dangerous
for the
environment

organisms
and if swallowed
skin
R22Harmful if swallowed
organisms
R20Harmful by inhalation
R25Toxic if swallowed
Risk phrases


instructions/safety data sheet.

S45In case of accident or if you feel unwell seek medical
advice immediately.
Safety phrases
MSDS
issue
(cupric chloride)
CuCl2.2H2O
powder
(cuprous chloride)
CuCl
powder
Harmful
Toxic
6.1
Toxic
Barium chloride
BaCl2.2H2O
powder
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will identify elements by the coloured flames they produce.
Chemicals required: In labelled containers, class sets of barium chloride, copper chloride, potassium chloride, sodium chloride and strontium chloride
(suggested concentration 0.1 M) to soak icy-pole sticks in
Equipment: Bunsen burner, bench mat and matches; tongs; safety glasses; wooden icy-pole sticks soaked overnight in: distilled water and solutions of
barium chloride, copper chloride, potassium chloride, sodium chloride and strontium chloride; spectroscope (optional)
Results: Barium apple green, Copper emerald green, Potassium lilac, Sodium yellow orange, Strontium crimson
Unit 1.3
Irritant
NA
Strontium chloride
R41Risk of serious damage to

eyes
Risk phrases


Sodium chloride NaCl powder
MSDS
issue
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Use tall, labelled jars. Soak the icy-pole sticks in the solutions
overnight then decant off most of the solution. After the prac you can rinse and discard the remaining icy-pole sticks, return the solution to the jar, replace the
lid and store the chemical solutions for the next time. Be aware of the sensitivity of your fire alarm system. Instruct students not to burn the icy-pole sticks. Do
not breathe in any vapours or fumes. Provide a beaker of water to place used icy-pole sticks in (this extinguishes them and rinses off chemical residues).
Do not allow chemical-soaked icy-pole sticks to come in contact with skinuse tongs to handle them. When using the spectroscope, do not aim the
spectroscope, or look directly, at the sun. Refer teacher to Risk Assessment: Heating.
powder
Potassium chloride KCl
SrCl2.6H20
powder
Hazard
category
Safety phrases
Firework colours
Dangerous
good
Prac 1
Reactant substance
Unit 1.3
Prac 1
Firework colours
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Any spills should be cleaned up according to normal lab procedures. Prac waste for disposal: separate used icy-pole
sticks from the water (sieve). Discard icy-pole sticks via the school waste system. Discard the dousing/rinsing water to the sewer with plenty of water.
Disposal of wastes
Unit 1.3
Prac 1
Observing elements
NA
Toxic
effects
fertility
R61(1) May cause harm to the
unborn child
and if swallowed.

gases
skin
Risk phrases

advice immediately.
hazardous waste.
instructions/MSDS.
S20/21When using, do not eat, drink or smoke

Safety phrases
MSDS
issue
metal
Pb
Lead
metal
Dangerous
when wet
Irritant,
highly
flammable
4.3
Calcium
Ca
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will observe and compare elements.

Chemicals required: In labelled containers. Suggestions: aluminium, calcium, carbon rod, copper, iron, lead, magnesium, mercury (thermometer), nickel,
platinum, sodium, sulphur, tin, zinc
Equipment: A range of elements in sealed jars or vials
Unit 1.4
Hg
4.3
Dangerous
when wet
Corrosive
R34Causes burns
R14/15Reacts violently with
water, liberating extremely
flammable gases
R40(3)Possible risk of
irreversible effects
R43May cause sensitisation by
skin contact
R23Toxic by inhalation
effects
R11Highly flammable
gases
in air
system
Risk phrases

S43In case of fire, use carbon dioxide.
S45In case of accident or if you feel unwell, seek medical advice
immediately.

S25Avoid contact with eyes.
S46If swallowed, seek medical advice immediately and show this
container or label.
S36Wear suitable protective clothing and gloves.
S7Keep container tightly closed.

S44If you feel unwell, contact a doctor or Poisons Information
Centre immediately (show the label where possible).

MSDS
issue
metal
Na
(in liquid paraffin)
Sodium
Ni
metal
Nickel
metal
Harmful
Toxic
8
Corrosive
Mercury
NA
Irritant,
highly
flammable
4.1
Flammable
solid
Magnesium ribbon
Mg
Hazard
category
Safety phrases
Observing elements
Dangerous
good
Prac 1
Reactant substance
Unit 1.4
Prac 1
4.1
Sulfur solid
Risk phrases
Tin
Platinum
Zinc
Carbon rod
Copper
MSDS
issue
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
If mercury is used, a mercury spill kit and spill plan must be in place. To further minimise risks, students could be asked to only observe and not to handle the
thermometer. Assess spill procedures for the other hazardous chemicals prior to the prac. Sodium should be stored in liquid paraffin to minimise exposure to
oxygen and water. The containers should be sealed and not prone to leaking or breaking if they are dropped (particularly if the element is classified as
hazardous). Empty gas jars can be labelled (e.g. hydrogen, helium) to simulate colourless gases. This eliminates any hazards.
If other elements are used, risks will need to be assessed. Students are not exposed to the elements in this prac; the elements are in sturdy, sealed
containers. In the event of a spill, refer to the lab tech risk assessment and MSDS for each substance.
Calcium
Aluminium
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Observing elements
Unit 1.4
Prac 1
Observing elements
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. No prac waste generated.

Return the samples to their appropriate storage areas after the prac has been completed.
Disposal of wastes
Unit 1.4
Prac 2
Metal crystals
5.1
Oxidising
agent
6.1
Toxic
9
Misc
Lead nitrate
Copper(II) sulfate
Harmful,
irritant,
dangerous
for the
environment
skin.
effects
fertility
unborn child
and if swallowed
R34Causes burns
Risk phrases

S60This material must be disposed of as hazardous waste.
instructions/MSDS.
S13Keep away from food, drink, animal food.

S36/37Wear suitable protective clothing and gloves.

advice immediately.
Safety phrases
MSDS
issue
CuSO4.5H2O
solid
Pb(NO3)2
solid
Toxic
Corrosive
5.1
Oxidising
agent
Silver nitrate
AgNO3
solid
Hazard
category
Dangerous
good
Reactant substance
Equipment: Sterilised Petri dish; 250 mL beaker; Bunsen burner; tripod; gauze mat; bench mat; 1 cm 4 cm strip clean zinc sheet; one 0.3 g sample of silver
nitrate, lead nitrate, copper sulfate or tin chloride; 0.5 g agar powder; 40 mL distilled water; stirring rod; stereo microscope (optional); safety glasses; gloves
Chemicals required: In labelled containers, class sets of 1 cm 4 cm strip clean zinc sheet; one 0.3 g sample of silver nitrate, lead nitrate, copper sulfate or
tin chloride; 0.5 g agar powder
Aim: Students will examine the crystal shapes of compounds containing metal ions.
Unit 1.4
Hazard
category
Harmful,
irritant
NA
Stannous chloride


environment
R36/37/38Irritating to eyes,
respiratory system and skin
Safety phrases
Risk phrases
Agar powder
(silver nitrate spill clean-up)
MSDS
issue
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Consider providing the chemical samples pre-weighed in small containers (especially the silver nitrate, which stains, and the lead nitrate, which is toxic). This
prac is suitable as a teacher demonstration or prepared agar plates could be provided for student observation.
Wear PPE. Adhere to standard laboratory safety procedures; dispense of required chemicals using a spatula. Minimise the quantity and volume provided.
Silver nitrate stains: spills can be decolourised with sodium thiosulfate 4%. Agar plates should not be opened if any microbial growth is observed. Do not
inhale fine metal dust resulting from cleaning the zinc. Clean the area. Refer teacher to Risk Assessment: Heating.
Zinc sheet
SnCl2.2H2O
solid
Metal crystals
Dangerous
good
Prac 2
Reactant substance
Unit 1.4
Prac 2
Metal crystals
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeagar with metal crystals.
The agar contains metal crystals. Collect and discard via a waste disposal company.
Liquification of the agar and straining out the metal crystals will reduce the waste and minimise possible bacterial growth.
Disposal of wastes
Unit 1.4
Prac 3
More crystals
8
Corrosive
Silver nitrate
environment

instructions/MSDS.

advice immediately.
Safety phrases
MSDS
issue
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Consider providing the silver nitrate in stoppered flasks. (This
will minimise student contact with the silver nitrate and the risk of spills.) Silver nitrate stains: spills can be decolourised with sodium thiosulfate 4%.
Copper wire/foil
0.1 M
solid
R34Causes burns
Risk phrases
Dangerous R51/53Toxic to aquatic

for the
environment adverse effects in the aquatic
Corrosive
5.1
Oxidising
agent
Silver nitrate
AgNO3
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will make silver metal crystals.

Chemicals required: In labelled containers. Class sets: silver nitrate solution, 10 to 15 cm length of copper wire and/or strip of copper foil
Equipment: 100 mL conical flask, cork or rubber stopper, silver nitrate solution, 10 to 15 cm length of copper wire and/or strip of copper foil
Unit 1.4
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
More crystals
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal. Discard waste via a chemical waste company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 3
Protective measures
Unit 1.4
Prac 5
Using metals to make non-metals
Irritant,
highly
flammable
Corrosive
4.1
Flammable
solid
8
Corrosive
Magnesium ribbon
Hydrochloric acid
R34Causes burns
system
R11Highly flammable
gases
in air
system
Risk phrases


Safety phrases
MSDS
issue
6.8 12 M
liquid
HCl 24% to less
than 43%
Mr: 36.46
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will make a non-metal compound from a metal.

Chemicals required: Class sets in labelled containers: magnesium, iron and copper, 2 M hydrochloric acid
Equipment: Samples of magnesium, iron and copper; 1 M to 2 M hydrochloric acid in a dropping bottle; test tubes and rack; matches; safety glasses
Unit 1.4
Prac 5
NA
NA
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Refer to RA: Preparing dilute acids and bases.
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
to concentrated acid; add the acid to the water or purchase dilute acid to minimise the use and storage and handling of concentrated acid. Minimise the
quantity and volume of acid provided in the class sets. Reducing the concentration to 1 M should still provide effective results. Provide stoppers rather than
using fingers to collect the gas. Refer teacher to Risk Assessment: Heating.
Cu
metal
Copper
Fe
metal
Iron
NA
NA
NA
Hydrochloric acid
NA
Hazard
category
Dangerous
good
Reactant substance
2M
HCI
liquid
Unit 1.4
Prac 5
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeacid for neutralisation and solid metal waste.
Wearing PPE, staff should separate any solid metal pieces. A sieve is helpful (wash the sieve immediately or it will corrode). Check the pH of the liquid and
adjust as necessary to a pH of between 6 and 9. Discard to the sewer with plenty of water. Collect the metal waste for disposal by a chemical waste company.
Magnesium is not suitable for discarding via the school waste system. If all the magnesium has reacted, rinse the copper and iron and discard via the school
waste system.
Disposal of wastes
Unit 1.4
Prac 1
Halogen precipitates
6.1
Toxic
Potassium fluoride

Safety phrases
R23/24/25Toxic by inhalation, in S1/2Keep locked up and out of reach of children.

contact with skin and if swallowed S22Do not breathe dust.
advice immediately.
effects
fertility
unborn child
and if swallowed
Risk phrases
MSDS
issue
KF
solid
Toxic
Toxic
5.1
Oxidising
agent
6.1
Toxic
Lead nitrate
Pb(NO3) 2
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will examine how halogen salts precipitate.

Chemicals required: Class sets in labelled containers: saturated solutions of lead nitrate, potassium fluoride, potassium chloride, potassium bromide and
potassium iodide
Equipment: Test-tube rack, 5 test tubes, filter funnel and 4 filter papers, beaker, wash bottle with water, disposable gloves, eye-droppers, safety glasses,
saturated lead nitrate solution, dropping bottles of saturated solutions of potassium fluoride, potassium chloride, potassium bromide and potassium iodide
Unit 1.5
NA
Toxic
Irritant
Hazard
category
effects
fertility
unborn child
and if swallowed
Risk phrases

advice immediately.
hazardous waste.
instructions/MSDS.

Safety phrases
Potassium iodide KI solid
MSDS
issue
Consider modifying this prac to reduce the concentration and handling of toxic chemicals and the lead precipitates that are produced.
Suggestions: Reduce concentrations: 0.1 M produces a good reaction for all solutions except KCl, which requires 1.0 M. Reduce the volumes useduse small
test tubes or well plates. Do not filter the solutions; allow the precipitates to settle and observe them (eliminates handling of filter papers with toxic chemicals
and eliminates production of fine powders of toxic chemicals). Have a demonstration set up in case results are difficult to determine.
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Protect yourself from inhalation of these solids (minimise dust
when handling the chemicals; use a fume cupboard, mask, etc.). Minimise the quantity and volume provided in the class sets.
Potassium chloride KCl solid
except those
specifically listed by
NOHSC > 5%
Lead compounds
KBr
solid
Potassium bromide NA
Dangerous
good
Prac 1
Reactant substance
Unit 1.5
Yes
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeinorganic waste, lead compounds and contaminated filter papers.
Collect filter papers containing lead compounds for disposal by a chemical waste company. Collect the solutions as metal salts or inorganic waste for disposal
by a chemical waste company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 1
Protective measures
Unit 1.5
Prac 2
The alkali metals
8
Corrosive
Corrosive
Corrosive
R35Causes severe burns
R34Causes burns
flammable gases
R34Causes burns
water liberating extremely
flammable gases.
Risk phrases


advice immediately.

immediately.
S24/25Avoid contact with skin and eyes. Dry solid; never use
water.
Safety phrases
MSDS
issue
NaOH
pellets
Sodium hydroxide
Na
metal
Sodium
4.3
Dangerous
when wet
Corrosive
4.3
Dangerous
when wet
Lithium
Li
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will examine the reactivity of the alkali earth metals.
Chemicals required: In labelled containers: small samples of lithium and sodium metals in paraffin oil, phenolphthalein, dilute acid, dilute alkaline solution
(suggested concentration 0.1 M)
Equipment: Perspex screen, safety glasses, pneumatic trough, scalpel/spatula, filter paper/paper towel, small samples of lithium and sodium metals in
paraffin oil, phenolphthalein, three 250 mL beakers: one filled with water, one with a dilute acid and the other with a dilute alkaline solution
Unit 1.5
Corrosive
8
Corrosive
Hydrochloric acid
NA
NA
Hydrochloric acid
R11Highly flammable
Risk phrases
R34Causes burns
system
Risk phrases
<0.5% NaOH is not classified as hazardous by NOHSC. However,


S16Keep away from sources of ignition. No smoking.
Safety phrases

MSDS
issue
MSDS
issue
Sodium hydroxide
NA
NA
NA
Paraffin oil
NA
Highly
flammable
3
Flammable
liquid
Phenolphthalein
indicator
0.1 M
HCl
Hazard
category
Dangerous
good
Reactant substance
6.812 M
liquid
HCl 24% to less than
43%
Hazard
category
Safety phrases
The alkali metals
Dangerous
good
Prac 2
Reactant substance
Unit 1.5
Hazard
category
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Use a fume hood when decanting flammable liquids.
Prepare acid and base solutions in a fume cupboard. Never add water to concentrated acid; add the acid to the water. Purchase diluted solutions of corrosive
chemicals to minimise the risks associated with the handling and storage of the concentrated corrosives. Ensure appropriate spill kits, eye wash and shower
stations are operational. Refer to RA: Preparing dilute acids and bases. Decant solutions over a tray or bounded area to contain spills. Sodium hydroxide solid
and water is an exothermic reactionuse a heat-proof container. The hydrochloric acid and sodium hydroxide are provided to demonstrate the colour of
phenolphthalein indicator.
Protective clothing and glasses must be worn when handling dilute corrosive solutions not classified as hazardous by NOHSC. Wash affected area
Lithium and sodium are reactive with air. Ensure that the paraffin oil covers the metal samples. Minimise the quantity and volume of metals provided to the
teacher. Handle the metals with forcepsthey react with moisture on the skin and give a nasty burn. Do not allow metals to have contact with water except
under controlled conditions. Ensure dry forceps and scalpels are used. Provide a few in case they become wet. Teachers must use only tiny samples. Dispose
of old oxidised stocks via a waste disposal companythey can be unstable and unpredictable.
Risk phrases
Safety phrases
The alkali metals
0.1 M
NaOH
Dangerous
good
Prac 2
Reactant substance
Unit 1.5
Prac 2
The alkali metals
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. No prac waste.

Return unused metals to the stock container and check the level of paraffin oil covers the metals completely. Wear PPE when cleaning up the equipment.
Treat all the equipment as if there are traces of the metals on the forceps, etc. Check visually, then safely immerse all the equipment in water prior to washing.
Disposal of wastes
Unit 1.5
Prac 3
The alkaline earths
Irritant,
highly
flammable
Irritant,
highly
flammable
4.1
Flammable
solid
4.3
Dangerous
when wet
Magnesium ribbon
Calcium

gases
R36/38Irritating to eyes
and skin
R11Highly flammable
gases
in air
system
Risk phrases


Safety phrases
MSDS
issue
Ca
metal
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will examine the reactivity of the alkaline earth elements.
Chemicals required: In labelled containers. Class sets: 5 cm strip of magnesium, small sample of calcium, phenolphthalein
Equipment: 2 test tubes and rack, Bunsen burner, bench mat, matches, tongs, safety glasses, distilled water, one 5 cm strip of magnesium, steel wool or
emery paper, small sample of calcium, phenolphthalein
Unit 1.5
Prac 3
Highly
flammable
Highly
flammable
3
Flammable
liquid
4.3
Dangerous
when wet
Phenolphthalein
indicator
Calcium granules

gases
R11Highly flammable
Risk phrases

Never use water.
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Use a fume hood when decanting flammable liquids. Minimise
the quantity and volume of the metals provided in the class sets. Handle calcium with forceps; calcium reacts with moisture and can cause burns (calcium
granules are effective and provide convenient small samples). Students perform a pop test detecting the presence of hydrogen. Students may need to lightly
stopper the test tube to collect enough gas. Instruct students to gently hold the stopper in place, otherwise pressure build-up may eject it. Refer teacher to
Risk Assessment: Heating.
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
The alkaline earths
Unit 1.5
Prac 3
The alkaline earths
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typesolid metal waste.
Use a sieve to separate the metals from the liquid. Hazardous metals should be discarded via a chemical waste disposal company. The weak alkaline liquid
can be flushed to the sewer with plenty of water.
Disposal of wastes
Unit 1.5
Prac 4
Group IV
Irritant
Toxic
NA
NA
Graphite
Lead
effects
fertility
unborn child
and if swallowed
Risk phrases

immediately.
hazardous waste.
instructions/MSDS.

Safety phrases
Silicon
MSDS
issue
Charcoal
Pb
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will examine family similarities in Group IV elements.

Chemicals required: In labelled containers. Class sets: charcoal, graphite, silicon, lead
Equipment: Samples of charcoal, graphite, silicon, lead; power pack or battery; leads with alligator clips; light
Unit 1.5
Prac 4
Group IV
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. No prac waste generated. Collect the samples for reuse.
Disposal of wastes
Glasses
Lab coat
Protective measures
Assess procedures. Minimise the handling of lead by staff and students. Wear gloves.
Power supplies should be checked for damaged leads and malfunction prior to use. Instruct students on safe use of power supplies. Construct the circuit with
the power off. Use only the voltage recommended by the teacher (6 V or less). Do not allow power supplies/electrical equipment to contact liquids. Incorrect
connection of ammeters can damage them. The red (positive) terminal must be connected closest to the red (positive) terminal of the power supply. A carbon
electrode makes an ideal carbon sample as it minimises the irritant nature of carbon powder. Consider having the lead set up as a demonstration or place a
lead sample in a sealed container with electrodes through the lid that touch the lead. Students can then touch the conductivity meter to the electrodes without
opening the sealed container. If alligator clips will not clip to the samples, provide electrodes (nails work well) that can be touched onto the sample to
complete the circuit.
Unit 1.5
Prac 1
Colours of transition metal ions in solution
Toxic,
dangerous to
the
environment
Harmful,
irritant,
dangerous for
the
environment
Harmful,
irritant,
dangerous for
9
Misc
9
Misc
NA
Cobalt(II) chloride
Copper(II) sulfate
Nickel sulphate
and skin
organisms; may cause longterm adverse effects in the
aquatic environment
R49(2)May cause cancer by
inhalation
R42/43May cause
sensitisation by inhalation and
skin contact.
organisms; may cause longterm adverse effects in the
aquatic environment
Risk phrases

S46If swallowed seek medical advice immediately and show this

hazardous waste.
instructions/MSDS.

advice immediately.
hazardous waste.
instructions/MSDS.
Safety phrases
MSDS
issue
NiSO4.6H2O
CuSO4.5H2O
solid
(cobaltous chloride)
CoCl2.6H2O
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will explore the colours of transition metal ions.

Chemicals required: In labelled containers. Class sets: 0.1 M CoCl2, 0.1 M CuSO4, 0.1 M NiSO4, 1 M NH3, 1 M NaCl
Equipment: 0.1 M solutions of CoCl2, CuSO4, NiSO4, 1 M NH3, 1 M NaCl, 2 Pasteur pipettes, 3 test tubes, test-tube holder
Unit 2.1
Corrosive,
dangerous
for the
environment
8
Corrosive
Dangerous
for the
R51/53Toxic to aquatic
Risk phrases
R34Causes burns
organisms
R42/43May cause
skin contact
organisms; may cause longterm
environment

respiratory system
Risk phrases

instructions/MSDS.
<5% ammonia solution is not classified as hazardous. However,

wear suitable protective clothing, gloves and eye/face protection. Do
not breathe in vapours.
Safety phrases

advice immediately.
S61 Avoid release to the environment. Refer to special
instructions/MSDS.

hazardous waste.
instructions/MSDS.
eye/face protection
container or label.
Safety phrases
MSDS
issue
MSDS
issue
Copper (II) sulfate
9
Misc
8
Corrosive
Ammonia
1 M solution
Hazard
category
Dangerous
good
Reactant substance
aqueous solution
Ammonium hydroxide
(NH4OH)
>10% = 2.9 M
Ammonia
solid
Hazard cut-offs
unavailable
Hazard
category
the
environment
Dangerous
good
Prac 1
Reactant substance
Unit 2.1
Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeinorganic waste
Wearing PPE, staff should collect the waste for disposal by a chemical waste disposal company. Locating the waste collection container in the fume cupboard
will minimise ammonia fumes in the lab.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Use spatulas to dispense solids. Protect yourself from
inhalation of these solids (minimise dust when handling the chemicals, use a fume cupboard, mask, etc.). Minimise the quantity and volume provided in the
class sets. Prepare solutions of ammonia in a fume cupboard.
Sodium chloride
<0.4M (<10%)
Hazard
Risk phrases
category
environment long-term adverse effects
Dangerous
good
Prac 1
Reactant substance
Unit 2.1
Prac 1
Unit 2.1
Prac 2
Action of heat on compounds
Harmful,
irritant,
oxidising
Irritant
5.1
Oxidising
agent
NA
Potassium nitrate
Graphite
R8Contact with combustible

material may cause fire
R36/373Irritating to eyes,
Risk phrases

Safety phrases
Sodium chloride
MSDS
issue
Wear PPE. Adhere to standard laboratory safety procedures. Minimise the quantity and volume provided in the class sets of chemicals, using a spatula to
dispense solids. Provide large spoon spatulas. Instruct students that spatulas become a burn risk unless held by tongs. Alternatively, place samples in test
tubes. Refer teacher to Risk Assessment: Heating.
Waxcandle or paraffin
KNO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate the effect of heat on different compounds.

Chemicals required: In labelled containers. Class sets: waxcandle or paraffin, graphite, sodium chloride, potassium nitrate
Equipment: Solid samples of various ionic and covalent compounds that do not produce toxic fumes on heating (e.g. waxcandle or paraffin, graphite,
sodium chloride, potassium nitrate), Bunsen burner, heat mat, metal spatulas, wooden pegs, safety glasses, lab coats
Unit 2.1
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typesolid chemical residues.
Very little waste is generated. Small quantities of graphite can be discarded via the school waste system. Sodium chloride and small quantities of potassium
nitrate can be discarded via the sewer with plenty of water. Otherwise, discard potassium nitrate waste via a chemical waste disposal company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 2
Protective measures
Unit 2.1
Prac 1
Signs of chemical change
Harmful,
irritant
Irritant,
highly flammable
NA
4.1
Flammable
solid
Copper carbonate
Mg
R11Highly flammable
R15Contact with water liberates
extremely flammable gases
in air
system
Risk phrases

S2Keep out of reach of children.

Safety phrases
MSDS
issue
Magnesium ribbon
CuCO3
solid
Hazard
category
Dangerous good
Reactant substance
Aim: Students will observe changes during chemical reactions.

Chemicals required: In labelled containers. Class sets: copper carbonate, magnesium, dilute nitric acid, dilute sodium hydroxide, dilute barium nitrate, dilute
sodium sulfate, dilute copper sulfate, solid zinc (0.1 M is an appropriate concentration for these solutions, but 1 M is good for the acid so that enough gas is
produced to test.)
Equipment: Solid copper(II) carbonate, magnesium, dilute nitric acid, splint, matches, Bunsen burner, test-tube holder, test-tube rack, dilute sodium hydroxide, thermometer, dilute barium nitrate, dilute sodium sulfate, dilute copper(II) sulfate, solid zinc, 5 test tubes (1 with stopper), lab coats, safety glasses
Unit 2.2
R34Causes burns

Risk phrases

advice immediately.

advice immediately.

eye/face protection

advice immediately

MSDS
issue
NaOH
solid
Sodium hydroxide
HNO3
solution
>0.8 M conc < 4 M
> = 5% conc < 20%
Corrosive
Corrosive
8
Corrosive
Nitric acid
8
Corrosive
Oxidising,
very
corrosive
8
Corrosive
Nitric acid
HNO3
liquid
conc > = 20%
Hazard
category
Safety phrases
Dangerous good
Prac 1
Reactant substance
Unit 2.2
Harmful,
oxidising
Harmful,
oxidising
Harmful,
irritant,
dangerous
for the
environment
5.1
Oxidising
agent
6.1
Toxic
5.1
Oxidising
agent
6.1
Toxic
9
Misc
Barium nitrate
Barium nitrate
Copper(II) sulfate
skin
environment
and if swallowed

and if swallowed
Risk phrases

hazardous waste.
instructions/MSDS.
S28After contact with skin, wash immediately with plenty

of water.
container or label.

S17Keep away from combustible material.

of water.
container or label.
Safety phrases
MSDS
issue
CuSO4.5H2O
solid
>0.04M
Ba(NO3)2
solution
Ba(NO3)2
solid
Hazard
category
Dangerous good
Prac 1
Reactant substance
Unit 2.2
Prac 1
aquatic environment

instructions/MSDS.
Zinc
Sodium hydroxide 0.1 M
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
to concentrated acid; add the acid to the water, or purchase dilute acid to minimise the use and storage and handling of concentrated acid. Refer to RA:
Preparing dilute acids and bases. Minimise the quantity and volume of chemicals provided in the class sets. Use spatulas to dispense solids and decant
liquids over a bounded area to contain spills. Students produce small quantities of oxygen in the prac, which does not pose a hazard. Refer teacher to Risk
Assessment: Heating.
Sodium sulfate
< 0.4 M (<10%)

for the
environment adverse effects in the
9
Misc
Copper(II) sulfate
Risk phrases
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Unit 2.2
Prac 1
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeinorganic waste.
Collect waste for disposal by a chemical waste company.
Disposal of wastes
Unit 2.2
Prac 1
Decomposition reactions
Harmful,
irritant
Harmful,
irritant,
dangerous
for the
environment
NA
9
Misc
Copper carbonate
and skin
environment
Risk phrases

hazardous waste.
instructions/MSDS.

Safety phrases
MSDS
issue
CuSO4.5H2O
solid
Copper(II) sulfate
CuCO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will observe decomposition reactions.

Chemicals required: solid hydrated copper(II) sulfate, solid copper(II) carbonate
Equipment: heat mat, Bunsen burner, 2 test tubes, 2 spatulas, solid hydrated copper(II) sulfate, solid copper(II) carbonate
Unit 2.3
Prac 1
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE. Minimise the quantity and volume of chemicals provided in the class sets. Use spatulas to dispense solids over a bounded area to contain spills.
Refer teacher to Risk Assessment: Heating.
Unit 2.3
Prac 2
Precipitation of unknowns
R34Causes burns
Corrosive,
dangerous
for the
environment
5.1
Oxidising
agent

Harmful,
oxidising

advice immediately.

container or label

Safety phrases
MSDS
issue
AgNO3
solid
Silver nitrate
NaNO3
solid
Hazard cut-offs not
available
Sodium nitrate
Risk phrases
5.1
Oxidising
agent
Irritant
NA
Sodium carbonate
anhyd
Na2CO3
solid
Hazard cut-offs not
available
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will identify an unknown solution through systematic precipitation.

Chemicals required: In labelled containers. Class sets: 0.1 M solutions labelled A, B, C, D, E of sodium iodide, sodium chloride, sodium sulfate, sodium
carbonate and sodium nitrate; 0.1 M solutions of silver, lead, calcium and barium nitrate
Equipment: Unknown 0.1 M solutions labelled A, B, C, D, E. These are (not in order) sodium iodide, sodium chloride, sodium sulfate, sodium carbonate and
sodium nitrate; 0.1 M solutions of silver, lead, calcium and barium nitrate; 4 semi-micro test tubes, eye-droppers, safety glasses, disposable gloves
Unit 2.3
5.1
Oxidising
agent
6.1
Toxic
5.1
Oxidising
agent
Lead nitrate
Calcium nitrate
Irritant,
oxidising
effects
unborn child
and if swallowed
effects
fertility
unborn child
and if swallowed


immediately.
hazardous waste.
instructions/MSDS.
S13Keep away from food, drink and animal feed.


instructions/MSDS.
Safety phrases
MSDS
issue
Ca(NO3)2.4H2O
solid
Hazard cut-offs not
available
Pb(NO3)2
0.1 M
solution
Pb(NO3)2
solid
Toxic
Toxic
5.1
Oxidising
agent
6.1
Toxic
Lead nitrate
AgNO3
0.1 M
solution

for the
8
Corrosive
Silver nitrate
Risk phrases
Hazard
category
Dangerous
good
Prac 2
Reactant substance
Unit 2.3
Harmful,
oxidising
Harmful,
oxidising
5.1
Oxidising
agent
6.1
Toxic
5.1
Oxidising
agent
6.1
Toxic
Barium nitrate
Barium nitrate
and if swallowed

and if swallowed
Risk phrases
solid
solid
solid
Sodium sulfate
0.1 M solution
MSDS
issue
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Protect yourself from inhalation of these solids (minimise dust
when handling the chemicals, use a fume cupboard, mask, etc.). Minimise the quantity and volumes provided in the class sets. Students reuse their test
tubes. Provide a waste beaker for each group of students; this can be emptied to the waste container at the end of the class. It will minimise the movement of
students around the lab carrying hazardous chemicals.
Sodium chloride
Sodium iodide
Sodium carbonate
S28After contact with skin, wash immediately with plenty of water.

container or label.

of water.
container or label.
Ba(NO3)2
solution > 1% = 0.04 M
Ba(NO3)2
solid
Hazard
category
Safety phrases
Dangerous
good
Prac 2
Reactant substance
Unit 2.3
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Wear PPE and adhere to laboratory safety practices when handling the waste. The waste will contain hazardous precipitates (including lead precipitates). It is
not suitable for disposal via the sewer.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 2
Protective measures
Unit 2.3
Prac 3
Electroplating
Irritant,
dangerous
for the
environment
Oxidising,
very
corrosive
9
Misc
8
Corrosive
Zinc sulfate

material may cause fire.

skin
environment
Risk phrases

advice immediately.

instructions/MSDS.
Safety phrases
MSDS
issue
HNO3
liquid
conc > = 20%
Nitric acid
solution 20%
ZnSO4.7H2O
Hazard
category
Dangerous
good
Reactant substance
Equipment: 6 V DC power source, 250 mL beaker, 2 insulated wires with crocodile clips on one end, 1 very thin 7 4 cm strip of copper metal (coiled copper
wire may also be used), 1 stainless steel electrode, sandpaper, tongs, washbottle of distilled water, 1 M zinc sulfate solution, 2 M nitric acid, lab coat, safety
glasses, gloves
Aim: Students will investigate electroplating as a useful technique for putting a coat of metal on another metal.
Chemicals required: In labelled containers. Class sets: copper metal/coiled copper wire, stainless steel electrode, 1 M zinc sulfate solution, 2 M nitric acid
Unit 2.3
Corrosive
8
Corrosive
Nitric acid
R34Causes burns
Risk phrases
advice immediately.
Stainless steel electrode
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Minimise the quantity and volume provided in the class sets.
the power off. Do not touch the circuit while the power is on. Use only the recommended voltage. Do not allow power supplies/electrical equipment to come
into contact with liquids. Collect the electrodes for recycling; they can be cleaned with steel wool or fine sandpaper. Protect yourself from inhaling fine metal
dust.
Copper metal / copper wire
HNO3
solution
> 0.8 M conc < 4 M
> = 5 % conc < 20%
Hazard
category
Safety phrases
Electroplating
Dangerous
good
Prac 3
Reactant substance
Unit 2.3
Prac 3
Electroplating
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeinorganic waste/metal waste, solid metal.
Collect the electrodes for recycling; they can be cleaned with steel wool or fine sandpaper. Wear PPE. Zinc sulfate solution can be reused or discarded.
Reduce your waste. Place the waste in a metal waste container. Precipitate the metal ion by the addition of sodium carbonate. Allow the precipitate to settle.
The supernatant can be flushed to the sewer with plenty of water. Dispose of the precipitate via a chemical waste company.
Disposal of wastes
Unit 2.3
Prac 1
Common indicators
8
Corrosive
Hydrochloric acid
R34Causes burns
system
Risk phrases


advice immediately.
Safety phrases
MSDS
issue
6.812 M
liquid
HCl
24% to < 43%
Corrosive
Corrosive
8
Corrosive
Sodium hydroxide
NaOH
pellets
Hazard
category
Dangerous
good
Reactant substance
Equipment: 0.1 M solutions of sodium hydroxide and hydrochloric acid, distilled water, 3 test tubes, test-tube rack, 3 100 mL beakers, liquid red and blue
litmus, universal indicator, methyl orange, methyl red, bromothymol blue, phenolphthalein, lab coat, safety glasses
Aim: Students will investigate the uses of various indicators in acidic and basic solutions.
Chemicals required: In labelled containers. Class sets: 0.1 M solutions of sodium hydroxide and hydrochloric acid, liquid red and blue litmus, universal
indicator, methyl orange, methyl red, bromothymol blue, phenolphthalein
Unit 2.4
Irritant
Toxic,
irritant
Harmful
NA
6.1
Toxic
NA
Litmus
Methyl orange
Methyl red
3
Flammable
liquid
NA
Risk phrases
and skin
Risk phrases


Safety phrases

container or label.

S36Wear suitable protective clothing.

S36/S37/39Wear suitable protective clothing, gloves and

MSDS
issue
MSDS
issue
solution
Universal indicator
0.1 M
Sodium hydroxide
NA
NA
NA
Hydrochloric acid
0.1 M
Hazard
category
Dangerous
good
Reactant substance
solid
solid
Hazard
category
Safety phrases
Common indicators
Dangerous
good
Prac 1
Reactant substance
Unit 2.4
6.1
Toxic
3
Flammable
liquid
Methyl orange
Phenolphthalein
Highly
flammable
R11Highly flammable
and skin
Risk phrases

container or label.
Litmus solution
MSDS
issue
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Protect yourself from inhalation of toxic solids (minimise dust
when handling the chemicals, use a fume cupboard, mask, etc.). Minimise the quantity and volume provided in the class sets. Prepare solutions of acid in a
fume cupboard. Never add water to concentrated acid; add the acid to the water or purchase dilute acid to minimise the use and storage and handling of
concentrated acid. Minimise the quantity and volume of acid provided in the class sets. Indicators stain; gloves can be provided. Do not use flammable liquids
near ignition sources.
Bromothymol blue solid
indicator
solution
3
Flammable
liquid
Methyl red
solution
Hazard
category
Safety phrases
Common indicators
Dangerous
good
Prac 1
Reactant substance
Unit 2.4
Yes
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Common indicators
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeacid/base waste for neutralisation.
Collect all liquid waste. Wear PPE. Check the pH and adjust as necessary to between a pH of 6 and 9. Discard the liquid waste to the sewer with plenty of
water.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 1
Protective measures
Unit 2.4
Prac 5
Acids and metals
Irritant,
highly
flammable
Very
corrosive
Corrosive
4.1
Flammable
solid
8
Corrosive
3
Flammable
liquid
8
Corrosive
Magnesium ribbon
Acetic acid glacial
Hydrochloric acid
R34Causes burns
R10Flammable
R11Highly flammable
gases
in air
system
Risk phrases



Safety phrases
MSDS
issue
conc
CH3COOH
> 90%
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will observe the reaction of an acid with a metal.

Chemicals required: Class sets in labelled containers: aluminium, magnesium, zinc, iron and tin, 1.0 M solutions of hydrochloric, sulfuric and acetic acids
Equipment: 5 test tubes with stoppers, test-tube rack, matches, 100 mL beaker; small pieces of aluminium, magnesium, zinc, iron and tin; 1.0 M solutions of
hydrochloric, sulfuric and acetic acids, lab coat, safety glasses
Unit 2.4
Irritant
8
Corrosive
Sulfuric acid
8
Corrosive
Hydrochloric acid
Risk phrases

skin
system
Risk phrases
Not classified as hazardous. However, students must wear

protective clothing and glasses and adhere to standard laboratory
safety procedures. Wash affected area immediately if contact
occurs.
Safety phrases


S30Never add water to this product.

MSDS
issue
MSDS
issue
1.0 M
Solution
Hazard
category
Dangerous
Good
Reactant Substance
1.0 M
solution
conc
H2SO4
liquid
Very
corrosive
8
Corrosive
Hazard
category
Safety phrases
Acids and metals
Sulfuric acid
HCl
liquid
Dangerous
good
Prac 5
Reactant substance
Unit 2.4
8
Corrosive
Acetic acid
Risk phrases
Zinc solid
Iron solid
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Prepare solutions of acid in a fume cupboard, Never add water
quantity and volume of acid provided in the class sets. 1.0 M solutions of hydrochloric acid, sulfuric acid and acetic acid are not classified as hazardous by
NOHSC. However, protective clothing and glasses must be worn. Wash affected area immediately if contact occurs. Students produce, and test for, hydrogen.
The quantity of gas produced is not hazardous in a well-ventilated area. Refer teacher to Risk Assessment: Heating.
Aluminium solid
Tin solid

occurs.
1.0 M
solution
Hazard
category
Safety phrases
Acids and metals
Dangerous
Good
Prac 5
Reactant Substance
Unit 2.4
Prac 5
Acids and metals
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeacid waste for neutralisation and metal pieces.
Allow the reactions to be completed. Wear PPE and remove solid metal pieces. A sieve is helpful. Check the pH and adjust as necessary to a pH of between
6 and 9. Discard the liquid waste to the sewer with plenty of water. Magnesium is not suitable for disposal via the school waste system. Discard via a chemical
waste company.
Disposal of wastes
Unit 2.4
Prac 6
Acids and metal carbonates
8
Corrosive
Oxidising,
very
corrosive
Irritant

to eyes
Risk phrases



Safety phrases
MSDS
issue
HNO3
liquid
Nitric acid conc
anhyd
Na2CO3
solid
Sodium carbonate
NA
Irritant
NA
Calcium hydroxide
(limewater)
Ca(OH)2
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will observe the reaction of an acid with metal carbonates.
Chemicals required: In labelled containers. Class sets: limewater; solid samples of sodium hydrogen carbonate, lithium carbonate, sodium carbonate and
ammonium carbonate; 1.0 M solutions of nitric and hydrochloric acids
Equipment: 4 test tubes, test-tube rack, stopper, 100 mL beaker, matches, limewater; solid samples of sodium hydrogen carbonate, lithium carbonate,
sodium carbonate and ammonium carbonate; spatula, 1.0 M solutions of nitric and hydrochloric acids, lab coat, safety glasses
Unit 2.4
Corrosive
R34Causes burns
system
R34Causes burns
Risk phrases


advice immediately.
advice immediately.
MSDS
issue
HCl
conc
Hydrochloric acid
8
Corrosive
Corrosive
8
Corrosive
Nitric acid
HNO3
solution
> 0.8 M conc < 4 M
> = 5% conc < 20%
Hazard
category
Safety phrases
Dangerous
good
Prac 6
Reactant substance
Unit 2.4
Prac 6
8 corrosive
Hydrochloric acid
Risk phrases
Lithium carbonate solid
Sodium carbonate solid
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
quantity and volume of acid provided in the class sets. Students produce, and test for, carbon dioxide (extinguish a match). The quantity of gas produced is
not hazardous in a well-ventilated area. Refer teacher to Risk Assessment: Heating.
Sodium hydrogen carbonate

Sodium bicarbonate solid
MSDS
issue
Ammonium carbonate solid

students must wear protective clothing and glasses and adhere to
standard laboratory safety procedures. Wash affected area
1M
solution
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Unit 2.4
Prac 6
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal: waste typeacid waste for neutralisation and metal pieces.
Allow the reactions to be completed. Wear PPE. Check the pH and adjust as necessary to a pH of between 6 and 9. Discard the liquid waste to the sewer with
plenty of water. Remaining carbonate sediments can be added to your inorganic/metal waste container. Discard via a chemical waste company.
Disposal of wastes
Unit 2.4
Prac 2
Convection currents
Harmful,
oxidising,
dangerous
for the
environment
5.1
Oxidising
agent
Potassium
permanganate

environment.
Risk phrases
S17 Keep away from combustible material.

instructions/MSDS.
37/39Wear suitable gloves and eye/face protection.
Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Potassium permanganate stains. Provide minimal quantities in class sets. Handle individual crystals with forceps. (Potassium permanganate can be
decolourised by a solution of oxalic acid DG 6: toxic). Refer to MSDS. It should only be used by staff after risks have been assessed.) Refer teacher to Risk
Assessment: Heating.
KMnO4
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate the movement of convection currents.

Chemicals required:: Class sets in labelled containers: potassium permanganate
Equipment: Large (500 mL or 1000 mL) beaker, potassium permanganate, tweezers, hot plate or Bunsen burner, bench mat, tripod, gauze mat, plastic bag,
ice
Unit 5.1
Prac 2
Convection currents
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Prac waste for disposal: waste typeinorganic waste.
Reduce the potassium permanganate with a weak reducing agent such as sodium thiosulfate and neutralise with dilute hydrochloric acid. The minimal
quantities used could be flushed to the sewer with plenty of water or disposed via a chemical waste company.
Disposal of wastes
Unit 5.1
Prac 1
Testing for H20
Toxic,
dangerous
for the
environment
Harmful,
irritant,
dangerous
for the
environment
9
Misc
9
Misc
Cobalt(II) chloride
Copper(II) sulfate
and skin
inhalation
R42/43May cause
skin contact
Risk phrases

hazardous waste.
instructions/MSDS.

immediately.
hazardous waste.
instructions/MSDS.
Safety phrases
MSDS
issue
anhyd
CuSO4 anhyd
solid
CoCl2.6H2O
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will test for the presence of water in different liquids.
Chemicals required: Class sets in labelled containers: cobalt chloride paper, anhydrous copper(II) sulfate, tap water, methylated spirits, salt water, sucrose
solution, acetic acid (2 M), unknown solution X (choose solutions from those listed)
Equipment: Cobalt chloride paper, anhydrous copper(II) sulphate, watch-glass, eye-dropper, spatula, paper towels, various liquids (e.g. tap water, methylated
spirits, salt water, sucrose solution, strong or 2 M acetic acid), unknown X solution (choose solutions from those listed)
Unit 6.2
Very
corrosive
Harmful
8
Corrosive
3
Flammable
liquid
8
Corrosive
Acetic acid
Acetic acid glacial
NA
Salt water
R11Highly flammable
Risk phrases
and skin
R10Flammable
Risk phrases
S16Keep away from sources of ignition.
Safety phrases


MSDS
issue
MSDS
issue
NA
NA
3
Flammable
liquid
Methylated spirits
100%
liquid
Hazard
category
Dangerous
good
Reactant substance
2M
>10 conc < 25%
CH3COOH
solution
glacial
> 90%
CH3COOH
solution
Hazard
category
Safety phrases
Testing for H20
Dangerous
good
Prac 1
Reactant substance
Unit 6.2
NA
NA
Sucrose solution
Risk phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Forceps. Refer to RA: Preparing dilute acids and bases.
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal. Wear PPE. Collect the cobalt chloride paper for disposal by a chemical waste
company. Copper sulfate is not suitable for disposal via the sewer, collect the waste for disposal by a chemical waste disposal company.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Minimise the quantity and volume provided in the class sets.
Prepare acid solutions in a fume cupboard. Never add water to concentrated acid; add the acid to the water or purchase dilute acid to minimise the use and
storage and handling of concentrated acid. Minimise the quantity and volume of acid provided in the class sets. Decant flammable liquids into class sets in the
fume cupboard. Use methylated spirits and the acetic acid in a fume cupboard or a well-ventilated area away from ignition sources. Minimise fumes; do not
leave stoppers off the bottles. Purchase cobalt chloride paper and eliminate the hazards involved in preparing it. (Soak filter paper cut into strips in a 25%
aqueous cobalt chloride solution; carefully dry in an incubator.) Handle cobalt chloride paper with forceps and keep it on a watch-glass or a container to
minimise leaving residues on benches, etc.
Hazard
category
Safety phrases
Testing for H20
Dangerous
good
Prac 1
Reactant substance
Unit 6.2
Prac 1
Testing for H20
Unit 6.2
Prac 3
Testing for CO2
Irritant
NA
Calcium hydroxide
eyes
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Fume cupboard
Other
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures. Prepare limewater (see recipe). Provide the limewater in the flasks to minimise student contact
with the limewater. The stopper eliminates the possibility of limewater spray contacting the eyes. The stopper will require a small second hole with no tubing to
allow air to escape. Use a straw as a disposable mouth piece. Use fresh straws for each student using the apparatus. Discard straws after use. Instruct
students to breathe slowly. Only breathe out. Do not aspirate limewater.
Ca(OH)2
solid
limewater
saturated solution
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate the gases that are exhaled.

Chemicals: Class sets in labelled containers: limewater
Equipment: conical flask, rubber stopper with a glass tube inserted, 100 mL measuring cylinder, limewater
Unit 6.2
Glasses
Other
Tie long hair back.
Fume cupboard
Testing for CO2
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect demo waste for disposal: waste typeinorganic waste.
Neutralise limewater with acid, adjusting the pH until it is between 6 and 9, then flush to the sewer with plenty of water. Otherwise collect for disposal by a
chemical waste company.
Gloves
Prac 3
Disposal of wastes
Lab coat
Unit 6.2
Prac 1
A product of respiration
8
Corrosive
8
Corrosive
Sodium hydroxide
Corrosive
R34Causes burns
eyes
Risk phrases


immediately.
S62If swallowed do not induce vomiting; seek medical advice
immediately show this container or label.

Safety phrases
MSDS
issue
NaOH
0.331 M
NaOH
pellets
Sodium hydroxide
Corrosive
Irritant
NA
Calcium hydroxide
Ca(OH)2
solid
limewatersaturated
solution
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate the products of respiration.

Chemicals: Class sets in labelled containers: sodium hydroxide solution (dilute), limewater
Equipment: Flasks and glassware as shown in Figure 7.1.12, filter pump, sodium hydroxide solution, limewater, several insects or earthworms
Unit 7.1
Hazard
category
immediately.
S62If swallowed do not induce vomiting, seek medical advice
MSDS
issue
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect demo waste for disposal: waste typeinorganic waste.
Neutralise limewater and sodium hydroxide with acid (hydrochloric or citric acid), adjusting the pH until it is between 6 and 9, and then flush to the sewer with
plenty of water. Otherwise collect for disposal by a chemical waste company.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures when preparing limewater and sodium hydroxide (see recipe). Set up glassware as demonstrated
in Figure 7.1.12 in a position where minimal relocation will be required; on a trolley may be of benefit. Ensure the pump gently draws air through the system.
Risk phrases
Safety phrases
Dangerous
good
Prac 1
Reactant substance
Unit 7.1
Prac 1
Unit 7.1
Prac 3
Anaerobic respiration
irritant
NA
Calcium hydroxide
NA
NA
Sodium
hypochlorite
Risk phrases
R4 Risk of serious damage to
eyes
Risk phrases
S23Do not breathe fumes/vapour/spray.

S36/37/39Wear protective clothing, gloves and eye/face
protection.
Safety phrases

Safety phrases
MSDS
issue
MSDS
issue
4%
(household bleach)
Hazard
category
Dangerous
Good
Reactant Substance
Ca(OH)2
solid
limewater
saturated solution
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate anaerobic respiration.

Chemicals required: Class sets in labelled containers: 10% glucose solution, 10% yeast suspension (prepared by adding dried yeast to cooled, boiled water),
limewater, paraffin oil
Equipment: 2 wide-mouth thermos flasks, 2 thermometers, cotton wool, glassware as shown in Fig 7.1.15, 10% glucose solution, 10% yeast suspension
(prepared by adding dried yeast to cooled, boiled water), limewater, paraffin oil
Unit 7.1
Prac 3
Yeast suspension
Paraffin oil
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No waste generated by technical activity. Collect prac waste for disposal.

Neutralise limewater with acid (hydrochloric or citric acid), adjusting the pH until it is between 6 and 9, and then flush to the sewer with plenty of water.
Otherwise collect for disposal by a chemical waste company. Sterilise cultures by adding bleach to the cultures for a few hours prior to discarding via the
sewer with plenty of water.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures when preparing limewater and sodium hydroxide (see recipe). Yeasts used for food production
present a minimal potential pathogen risk. However cultures can become infected with bacteria. Prepare fresh yeast/sugar cultures for use in class. Do not
allow students to handle the flasks. Ensure your set-up does not expose students to live cultures of possible pathogens. Treat all cultures as if they contain
pathogens. Refer to RA: Agar preparation and waste decontamination. Use spirit thermometers rather than mercury thermometers.
Glucose solution
Unit 7.1
Prac 3
Unit 7.1
Prac 1
Inhaled and exhaled air
Irritant
NA
Calcium hydroxide
eyes
Risk phrases

Safety phrases
MSDS
issue
Wear PPE and apply standard laboratory safety procedures. Prepare limewater (see recipe). Set up the glassware as detailed in Figure 7.2.17. Placing it on a
tray will allow it to be easily moved. Use disposable straws as mouthpieces. Supply fresh straws for each student using the apparatus. Discard straws after
use. Do not allow students to use the apparatus unless it is thoroughly checked prior to use. Incorrect set-ups may result in aspirating the limewater. Use a
minimum of liquid in the flasks and instruct students to breathe slowly; this will minimise risk of aspirating the limewater and also hyperventilating. This prac
can be performed very satisfactorily as a demonstration.
Ca(OH)2
solid
limewatersaturated
solution
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will investigate the gases that are inhaled and exhaled.
Chemicals required: Class sets in labelled containers: limewater
Equipment: Flasks and glassware as shown in Figure 7.2.17 ( 2 flasks, 2 stoppers with 2 holes, 4 pieces of straight glass tubbing, 3 pieces of flexible tubing,
a Y connector, disposable straws, limewater
Unit 7.2
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 1
Protective measures
Unit 7.2
Prac 2
Green leaves and photosynthesis
Harmful,
corrosive,
dangerous
for the
environment
8
Corrosive
Iodine
R34Causes burns
organisms
Risk phrases
3
Flammable
Methylated spirits
100%
R11Highly flammable
R11Highly flammable
Risk phrases

Safety phrases

S26In case of contact with eyes, rinse immediately with plenty
of water and seek medical advice.
instructions/ MSDS.
Safety phrases
MSDS
issue
MSDS
issue
NA
NA
3
Flammable
liquid
Ethanol 100%
liquid
Hazard
category
Dangerous
good
Reactant substance
NOT a hazardous substance as classified by NOHSC criteria
I2
crystals
Hazard
category
Dangerous
good
Reactant substance
HAZARDOUS substance as classified by NOHSC criteria
Aim: Students will examine where the products of photosynthesis are stored in leaves.
Chemicals required: Class sets in labelled containers: ethanol / methylated spirits, iodine solution
Equipment: Potted plant with variegated leaves, potted plant of the same species with completely green leaves (suitable plant types include Coleus and
Geranium), 3 beakers of boiling water (these should ONLY be heated using an electric hot plate), 2 large test tubes containing ethanol or methylated spirits,
iodine solution, forceps, scissors, 2 watch-glasses or 2 glass Petri dishes, safety goggles
Unit 7.3
9
Misc
Iodine
Dangerous
for the
environment
Hazard
category
instructions/MSDS.
Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect for waste for disposal: waste typeorganic waste.

Provide a container for flammable liquid (ethanol) collection (preferably within an operating fume hood). A sieve may be useful for separating plant material
from the waste. Dispose of flammable liquids via a waste disposal company. Rinse plant material with water or allow residual ethanol to evaporate off in an
operating fume hood then discard via the school waste system.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures. Decant ethanol / methylated spirits in a fume hood. Do not store or use ethanol near any flame or
ignition source. Provide hot plates rather than Bunsen burners. Do not provide plants that are common allergens.
R51Toxic to aquatic organisms
Risk phrases
0.05 M
solution
liquid
Dangerous
good
liquid
Prac 2
Reactant substance
Unit 7.3
Prac 2
Unit 7.3
Prac 1
Stomata and chloroplasts
Harmful,
corrosive,
dangerous
for the
environment
Harmful
8
Corrosive
NA
Iodine
R34Causes burns
organisms
Risk phrases
S20When using, do not eat or drink.

S38If insufficient ventilation, wear suitable respiratory
equipment.

S26In case of contact with eyes, rinse immediately with plenty
of water and seek medical advice.
instructions/ MSDS.
S24/25 Avoid contact with skin and eyes.
Safety phrases
MSDS
issue
solid
Methylene blue
I2
crystals
Hazard
category
Dangerous
good
Reactant substance
HAZARDOUS substance as classified by NOHSC criteria
Aim: Students will examine stomata and chloroplasts in leaves.

Equipment: Compound microscope, microscope slides and cover slips, dropper, tweezers, razor blade, stain such as methylene blue or iodine, leaves from
various plants such as rhubarb, agapanthus and elodea (a water plant)
Method: Part AStomata: 1 Set up the microscope. 2 Peel the lower epidermis (outer layer) from the bottom of a leaf. Using tweezers may help. 3 Place the
epidermis flat on the microscope slide. 4 Add a drop of water and carefully lower the cover slip on top. Be careful not to trap any air bubbles under the slip. 5
Add a drop of stain at one edge of the cover slip and hold a piece of paper towel at the opposite edge to draw the stain under the cover slip and across the
leaf sample. 6 View the slide under the microscope; identify and draw the stomata. 7 Try looking at the stomata of other plant leaves in the same way. 8
Choose another leaf and try to find stomata on the upper epidermis.
Part BChloroplasts: 1 Take a leaf of elodea. 2 Use a razor blade to cut a very thin slice off the leaf. Your teacher may do this for you. 3 Place the leaf slice
on a microscope slide and add a drop of water and a cover slip. 4 View the slide under the microscope. Identify and draw the cells containing green
chloroplasts.
Unit 7.4
Prac 1
Dangerous
for the
environment
9
Misc
Iodine
Risk phrases
instructions/MSDS.
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Waste disposal: The volume of iodine is very small. The stained plant material can be discarded via the school waste system.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures when preparing solutions (refer to recipe list). Iodine solution deteriorates in lightstore in a dark
bottle. Decant minimum volumes of iodine solution into class sets. Provide 4% sodium thiosulfate to decolourise iodine spills. Gloves can be provided to
students. Microscope slides should be discarded via a sharps or glass bin. To minimise cuts, instruct students and monitor the safe use of razors (provide
one-sided safety razors or scalpels). Consider having a staff member perform the slicing of the plants.
0.05 M
solution
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Unit 7.4
Prac 1
Unit 7.4
Prac 2
Chromatography catches a criminal
3
Flammable
liquid
Methylated spirits
R11Highly flammable
R11Highly flammable
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Yes
Fume cupboard
Other
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures. Ethanol can be substituted with methylated spirits. Decant ethanol/methylated spirits in a fume
hood. Do not store or use ethanol methylated spirits near any flame or ignition source. Ethanol and methylated spirits are highly flammable. After use, decant
class sets into a stock bottle and store it in a cabinet suitable for flammable liquids.
100%
liquid
NA
NA
3
Flammable
liquid
Ethanol
100%
liquid
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will determine which pen wrote a ransom note.

Chemicals required: Class sets in labelled container: ethanol
Equipment: A ransom note written with an unknown felt pen, several different black felt pens including the one that wrote the note, the name of each suspect
attached, gas jars, scissors, paper
Unit 10.2
Glasses
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typesolid waste and organic waste.
Provide a container for flammable liquid (ethanol) collection (preferably within an operating fume hood). Recycle the ethanol or discard it via a chemical waste
disposal company. Allow ethanol to evaporate from the paper in a fume hood. Discard the paper via the school waste system.
Gloves
Prac 2
Disposal of wastes
Lab coat
Unit 10.2
Prac 1
Comparing fingerprints
Irritant
NA
Graphite
Risk phrases

S36/37/39Wear suitable protective clothing, gloves and eye/face
protection.
Safety phrases
MSDS
issue
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
No waste generated by technical activity. No prac waste generated.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE and apply standard laboratory safety procedures. Use spatulas to dispense the graphite. Minimise the quantity and volume provided in the class
sets. Students use such small quantities that the risks are minimal. Trays may assist in containing excess graphite.
Hazard
category
Dangerous
good
Reactant substance
Aim: Students will create fingerprints and then identify fingerprint types.
Chemicals required: Class sets in labelled containers: graphite
Equipment: Clean microscope slides, small soft bristle brushes or puff-brushes, graphite powder, sticky tape, paper
Unit 10.3
Prac 1
Date: __________________
Assessor/s: _____________________________
Unit 10.3

Risk assessment for preparing dilute acids and bases
8
Corrosive
8
Corrosive
Hydrochloric acid
Sulfuric acid
Corrosive
R34Causes burns
system
Risk phrases


S26 In case of contact with eyes, rinse immediately with plenty of
S38 If insufficient ventilation, wear suitable respiratory equipment.
S62 If swallowed, do not induce vomiting; seek medical advice

S36/S37/39Wear suitable protective clothing, gloves and eye/face
protection.
Safety phrases
MSDS
issue
H2SO4
HCl
2.76.6 M
10% to < 24%
Mr: 36.46
Irritant
Corrosive
8
Corrosive
Hydrochloric acid
HCl
6.812 M
24% to < 43%
solution
Mr: 36.46
Hazard
category
Dangerous
good
Reactant substance
This document outlines details for dilution of the following corrosive chemicals: hydrochloric acid, sulfuric acid, nitric acid, acetic acid and sodium hydroxide.
It includes hazard cut-offs details for varying concentrations.
Oxidising,
very
corrosive
Corrosive
8
Corrosive
8
Corrosive
R34Causes burns


skin
Risk phrases

immediately.
protection.

224/25Avoid contact with skin and eyes.
immediately .
protection.

S26In case of contact with eyes rinse immediately with plenty of

S30Never add water to this product.
Safety phrases
MSDS
issue
HNO3
solution
> 0.8 M conc < 4 M >
= 5% conc <20%
Mr: 63.01
Nitric acid
HNO3
conc > = 20%:
solution
Mr: 3.01
H2SO4
0.51.5 M
solution
Mr: 98.08
Nitric acid
Irritant
Hazard
category
8
Corrosive
Dangerous
good
Sulfuric acid
> 1.5 M
solution
Reactant substance
Very
corrosive
Corrosive
8
Corrosive
R10Flammable
R10Flammable
R36Irritating to eyes and skin
Risk phrases


S36/37 Wear suitable protective clothing and gloves.

immediately.
protection.
Safety phrases
MSDS
issue
CH3COOH
> 25 < 90%
solution
Acetic acid
CH3COOH
glacial > 90%
solution
Acetic acid
8
Corrosive
3
Flammable
liquid
Irritant
8
Corrosive
Nitric acid
HNO3
solution
> 0.16 M conc < 0.8M
> 1% conc < 5%
Mr: 63.01
Hazard
category
Dangerous
good
Reactant substance
8
Corrosive
8
Corrosive
Sodium hydroxide
Sodium hydroxide
Corrosive
R34Causes burns

skin
Risk phrases

S38If insufficient ventilation wear suitable respiratory equipment.
S45In case of accident or if you feel unwell seek medical advice
immediately.

S38If insufficient ventilation wear suitable respiratory equipment.
immediately.
immediately show this container or label.

Safety phrases
MSDS
issue
NaOH
0.33 1 M
Mr: 40.00
NaOH
pellets
Mr: 40.00
Corrosive
Harmful
8
Corrosive
Acetic acid
CH3COOH
> 10 < 25%
solution
Hazard
category
Dangerous
good
Reactant substance
Mr: 40.OO
Mr: 36.46
Mr: 98.08
< 0.5 M H2SO4
< 10% Acetic acid
Yes
Yes
Yes
Gloves
Yes
Wipe bench/wash hands.
Spill kit for acid and base neutralisation, eye wash, safety shower
Other
Tie long hair back.
Fume cupboard
Acid or basic wastes can be neutralised to a pH between 6 and 9 and may be able to be flushed to the sewer with plenty of water. It is a good idea to collect
all the waste from a prac and dispose of it at once. Often pracs use both acids and bases and these have a neutralising effect. Staff disposing of waste
minimises students tipping corrosive solutions down the sink without enough water, resulting in damage to pipes and metal fittings.
Always assess contaminating chemicals for suitability of sewer disposal according to local regulations. Dispose of via a waste disposal company as
appropriate.
Disposal of wastes
Glasses
Lab coat
Protective measures
Wear PPE. Prepare solutions according to recipes and standard laboratory safety procedures. Prepare corrosive solutions in a fume cupboard. Never add
water to concentrated acid; add the acid to the water. Purchase diluted solutions of corrosive chemicals to minimise the risks associated with the handling and
storage of the concentrated corrosives. Ensure appropriate spill kits, eye wash and shower stations are operational. Decant solutions over a tray or bunded
area to contain spills. Sodium hydroxide solid and water, sulfuric acid and water and nitric acid and water are exothermic reactionsuse a heat-proof
container and cool it in a cold water bath while preparing these solutions.
Protective clothing and glasses must be worn even when handling dilute corrosive solutions not classified as hazardous by NOHSC. Wash affected area
< 0.5% NaOH
< 10% HCl
Date: __________________
Assessor/s: _____________________________
Prac #
Dangerous
good
Hazard
category
Risk phrases
Dangerous
good
Hazard
category
Risk phrases
Safety phrases
Safety phrases
MSDS
issue
MSDS
issue
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Science Dimensions # Teachers Edition CD may be photocopied for classroom use.
NOT a hazardous substance as classified by NOHSC (with NO allocated Dangerous goods class)
Reactant substance
NOT a hazardous substance as classified by NOHSC
Reactant substance
<prac title>
HAZARDOUS substance as classified by NOHSC
Aim:
Chemicals required: Class sets of
Equipment:
Unit #.#
Science Dimensions #
Prac #
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the content of this sheet checked
against the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the schools laboratories. This sheet must not be used in
the schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the publisher
Assessor/ s: _____________________________
<prac title>
No waste generated by technical activity. Collect Prac waste for disposal:

Wearing PPE, staff should
Disposal of wastes
Glasses
Lab coat
Protective measures
Unit #.#
Prac 1
Risk assessmentFor STUDENT activity
NA
Risk phrases
to eyes
Risk phrases

Safety phrases

Safety phrases
MSDS
issue
MSDS
issue
(marble chips)
Calcium carbonate
NA
NA
NA
Hydrochloric acid
2M
HCI
Hazard
category
Dangerous
good
Reactant substance
Irritant
NA
Calcium hydroxide
Ca(OH2)
solid
Limewater saturated
solution of Ca(OH)2
Hazard
category
Dangerous
good
Reactant substance
Aim: To prepare the compound carbon dioxide.

You will need: 2 test tubes, test-tube rack, drinking straw, 1-hole rubber stopper with glass tubing, limewater, marble chips, 2 M hydrochloric acid, safety
glasses
What to do: Part A: 1 Place 5 mL of the limewater in a test tube. Place a fresh straw in the test tube and gently blow bubbles through the limewater. Record
your observations. Part B: 1 Add a couple of marble chips to another test tube. Cover with 2 cm of hydrochloric acid. 2 Stopper immediately and pass the
rubber tubing into a test tube filled with limewater. 3 Record what you see happening in both test tubes.
Description of procedure
Unit 1.1
Prac 1
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeacid/base for neutralisation.

Allow the reactions to be completed. Wearing PPE, staff will remove marble chips (these can be washed and recycled). Check the pH and adjust as
necessary to between a pH of 6 and 9. Discard the waste to the sewer with plenty of water.
Disposal of wastes
Glasses
Lab coat
Protective measures
Part A: Students must wear safety glasses and use a new straw. Instruct students to blow gently to avoid spray contacting their eyes. A long piece of tubing
with a disposable straw end will increase the distance of the limewater from the students faces. A 2-hole stopper (one hole with tubing that can be inserted
into the limewater, and the other hole to allow pressure equalisation) with tubing and a disposable straw mouth piece would minimise risk of limewater
spraying into students eyes. Part B: Use only the quantities in the instructions or the reaction may overflow the test tube.
Unit 1.1
Prac 1
Toxic
NA
Lead
effects
fertility
unborn child
and if swallowed
organisms, may cause long-term
environment
Risk phrases
Brass
Copper wire
MSDS
issue
Aluminium
Zinc

immediately.
hazardous waste.
instructions/MSDS.
Safety phrases
Pb
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate the density of various items.

You will need: Cubes or cylinders of aluminium, brass, lead, wood, ice; a collection of small items such as pebbles, candles, chunks of concrete or cement,
copper wire; access to electronic balance, rulers, beakers and measuring cylinders
What to do: 1 For each sample of material, you need to measure its mass in grams. 2 You must also find the volume. Use a mathematical formula for
samples with a regular shape such as a cube. You need to develop a way of measuring volume accurately for strange shapes, however. Volume must be
measured in centimetres cubed or cm3. You can measure in mL, but you will need to convert your measurement into cm3 (1 mL = 1 cm3). 3 Draw a series of
cartoon sketches showing how you intend to measure the volume of the irregular shapes. 4 Collect all the necessary measurements for each sample you
have. 5 Test if each sample floats on water. 6 Place your results in a table. 7 Take measurements to find the density of a sample of water.
Unit 1.2
Prac 1
Yes
Yes
Assess
Gloves
Date: __________________
Assessor/s: _____________________________
Gloves are not required if students are not contacting lead.
Other
Tie long hair back.
Fume cupboard
No prac waste for disposal. Recycle samples.
Disposal of wastes
Glasses
Lab coat
Protective measures
Consider omitting lead. If lead is used, provide gloves and ensure hands are washed well and bench areas are thoroughly wiped.
Trays can be used to contain spills.
Unit 1.2
Prac 2
Comparing elements
Irritant
Harmful,
corrosive,
dangerous
for the
environment
Toxic
NA
8
Corrosive
NA
Carbon
Iodine
effects
fertility
unborn child
and if swallowed
R34Causes burns
organisms
Risk phrases

immediately.
hazardous waste.
instructions/MSDS.

instructions/MSDS.
S25 Avoid contact with eyes.
Safety phrases
MSDS
issue
Pb
metal
Lead
I2
crystals
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine the physical and chemical properties of common elements.

You will need: Samples of sulfur, aluminium, carbon, iodine, silicon, tin, zinc, lead, magnesium, calcium, iron; steel wool; 3 to 4 test tubes and rack; power
pack about 2 V or battery; wires with alligator clips; light globe; safety glasses
What to do: 1 Construct a table in your workbook. 2 Describe the appearance of each sample. 3 Shine the sample with the steel wool. Record its
appearance now. 4 Try and bend the sample. Does it bend or crumble? 5 Place some of the sample in water: does it float? Watch for any reaction. 6 Test
whether the sample conducts electricity.
Unit 1.2
Irritant,
highly
flammable
Irritant,
highly
flammable
4.1
Flammable
solid
4.3
Dangerous
when wet
Magnesium ribbon
Calcium
4.3
Dangerous
Calcium granules

gases
Risk phrases

gases
skin
R11Highly flammable
gases
in air
system

Risk phrases

Never use water.
Safety phrases


MSDS
issue
MSDS
issue
Highly
flammable
4.1
Flammable
solid
Sulfur
S
solid
Hazard
category
Dangerous
good
Reactant substance
Ca
metal
Mg
Hazard
category
Safety phrases
Comparing elements
Dangerous
good
Prac 2
Reactant substance
Unit 1.2
Hazard
category
Risk phrases
Comparing elements
Safety phrases
Steel wool
Iron
Tin
Zinc
MSDS
issue
Yes
Yes
Assess
Gloves
Gloves are not required if students are not contacting lead, iodine, magnesium, calcium and sulfur
with their hands. Forceps and a station set-up.
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Consider setting up this prac at stations around the room to which students rotate. Power supplies should be checked for damaged leads and malfunction
prior to use. Instruct students on safe use of power supplies. Construct the circuit with the power off. Do not touch the circuit while the power is on. Use only
the recommended voltage. Do not allow power supplies/electrical equipment to come into contact with liquids. Incorrect connection of ammeters can damage
them. The red (positive) terminal must be connected closest to the red (positive) terminal of the power supply. Use sulfur roll to test conductivity and sulfur
powder for the solubility test. Testing the conductivity of iodine can result in iodine spills. A method of containing the iodine and its vapours is to place it in a
sealed container with two electrodes fixed through a plastic lid; otherwise, use a fume hood. Students can touch the conductivity kit to these electrodes without
opening the container. Iodine spills can be decolourised with sodium thiosulfate 4%. Wipe up and flush to the sewer with plenty of water. A carbon electrode
makes an ideal carbon sample as it minimises the irritant nature of carbon powder. Provide only a small quantity of calcium and forceps to handle it (calcium
granules are a safer option). Consider omitting lead or placing it in a sealed container with electrodes through the lid as for iodine. If alligator clips will not clip
to the samples, provide electrodes (nails work well) that can be touched onto the sample to complete the circuit. Do not inhale fine metal dust resulting from
shining the metal samples. Clean the area. Instruct students on tests that cannot be carried out on some samples, e.g. shining calcium.
Silicon
Aluminium
Dangerous
good
when wet
Prac 2
Reactant substance
Unit 1.2
Prac 2
Comparing elements
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: where possible, recycle element samples. Wear PPE and adhere to lab safety procedures. Separate solid element samples
from the water and allow to dry. Decolourise small quantities of iodine with sodium thiosulfate 4% and flush to the sewer with plenty of water. Larger quantities
of iodine can be recycled or discarded via a chemical waste disposal company. Sulfur and hazardous elements should be discarded via a chemical waste
disposal company.
Disposal of wastes
Unit 1.2
Prac 1
Firework colours
NA
Strontium chloride

eyes
Risk phrases


advice immediately.
Safety phrases
Sodium chloride NaCl
MSDS
issue
Copper chloride 0.1 M soln
SrCl2.6H20
powder
Hazard cut-offs not
available
Irritant
Harmful
6.1
Toxic
Barium chloride
BaC12.2H2O
> 3% conc < 25%
~0.1 M1.0 M
Hazard
category
Dangerous
good
Reactant Substance
Aim: To identify elements by the coloured flames they produce.

You will need: Bunsen burner, bench mat and matches; tongs; safety glasses; wooden icy-pole sticks soaked overnight in: distilled water and solutions
(suggested concentration 0.1 M) of barium chloride, copper chloride, potassium chloride, sodium chloride and strontium chloride; spectroscope (optional)
What to do: 1 Copy the table into your workbook. List all the solutions used. 2 Place the stick soaked in water in a blue Bunsen flame, then remove it. Record
any colour that it gave the flame. 3 Place each of the other sticks in the flame and record the colour you see. 4 Optional: Point a spectroscope towards a bright
portion of the sky (not the Sun). Draw the spectrum you see. Observe each of the coloured flames through the spectroscope, recording what you see.
Results: Barium apple green, Copper emerald green, Potassium lilac, Sodium yellow orange, Strontium crimson
Unit 1.3
Prac 1
Firework colours
Yes
Yes
Gloves
Refer to Risk Assessment: Heating, heat mat, tongs
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: Place used icy-pole sticks in a beaker of water. Discard icy-pole sticks via the school waste system. Discard the
dousing/rinsing water to the sewer with plenty of water.
Disposal of wastes
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Be aware of the sensitivity of your fire-alarm system. Instruct students not to burn the icy-pole sticks. Do not breathe in
any vapours or fumes. Place used icy-pole sticks in a beaker of water (this extinguishes the icy-pole sticks and rinses off chemical residues).
Do not allow chemical-soaked icy-pole sticks to come in contact with skinuse tongs to handle them. When using the spectroscope, do not aim the
spectroscope, or look directly, at the Sun.
Unit 1.3
Prac 1
Observing elements
Toxic
Dangerous
when wet
NA

advice immediately
hazardous waste.
instructions/MSDS.

Safety phrases
MSDS
issue
Pb
metal
Lead
effects
fertility
unborn child
and if swallowed

gases
skin
Irritant,
highly
flammable
4.3
Calcium
Ca
metal
Risk phrases
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine a range of elements in sealed jars or vials.

You will need: A range of elements in sealed jars or vials. Suggestions: aluminium, calcium, carbon rod, copper, iron, lead, magnesium, mercury
(thermometer), nickel, platinum, sodium, sulphur, tin, zinc
What to do: In your workbook, construct a table similar to the one in the textbook. Make careful observations of each element and enter your observations
into the table. Use the Periodic Table to determine if the element is a metal or non-metal.
Unit 1.4
4.3
Dangerous
when wet
Corrosive
R34Causes burns
flammable gases
R40(3) Possible risk of

R43 May cause sensitisation by
skin contact
R23Toxic by inhalation
effects
R11Highly flammable
gases
in air
system
Risk phrases

immediately.

container or label.
S36Wear suitable protective clothing and gloves.


MSDS
issue
Na
metal
Sodium
Ni
metal
Nickel
metal
Hg
Harmful
Toxic
8
Corrosive
Mercury
NA
Irritant,
highly
flammable
4.1
Flammable
solid
Magnesium ribbon
Mg
Hazard
category
Safety phrases
Observing elements
Dangerous
good
Prac 1
Reactant substance
Unit 1.4
Prac 1
4.1
Sulfur solid
Risk phrases
Tin
Platinum
Zinc
Carbon rod
Copper
MSDS
issue
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Spill kit and spill procedures must be in place for the hazardous elements used. To further minimise risks, students could be asked to only observe and not to
handle the containers of hazardous elements. Sodium should be stored in liquid paraffin to minimise exposure to oxygen and water. The containers should be
sealed and not prone to leaking or breaking if they are dropped (particularly if the element is classified as hazardous). Empty gas jars can be labelled (e.g.
hydrogen, helium) to simulate colourless gases. This eliminates any hazards. If other elements are used, risks will need to be assessed.
Students are not exposed to the elements in this prac; the elements are in sturdy sealed containers.
Calcium
Aluminium
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Observing elements
Unit 1.4
Prac 1
Observing elements
Date: __________________
Assessor/s: _____________________________
No prac waste generated. Staff will return the samples to their appropriate storage areas after the prac has been completed.
Disposal of wastes
Unit 1.4
Prac 2
Metal crystals
5.1
Oxidising
agent
6.1
Toxic
Lead nitrate
effects
fertility
unborn child
and if swallowed
R34Causes burns
Risk phrases


advice immediately.
Safety phrases
MSDS
issue
Pb(NO3) 2
solid
Toxic
Corrosive
5.1
Oxidising
agent
Silver nitrate
AgNO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine the crystal shapes of compounds containing metal ions.

You will need: Sterilised Petri dish; 250 mL beaker; Bunsen burner; tripod; gauze mat; bench mat; 1 cm x 4 cm strip clean zinc sheet; one 0.3 g sample of
silver nitrate, lead nitrate, copper sulfate or tin chloride; 0.5 g agar powder; 40 mL distilled water; stirring rod; stereo microscope (optional); safety glasses;
gloves
What to do: 1 Place 40 mL of de-ionised water in the beaker and sprinkle 0.5 g of agar into it. Warm gently over the Bunsen burner, stirring until dissolved. 2
Remove the beaker and add one of the 0.3 g samples to it. Stir until dissolved. 3 Pour the agar solution into a Petri dish and gently place the zinc strip in the
centre. 4 Allow the agar to cool and set into a jelly. 5 Place the lid on top. 6 Inspect the metal crystals that form over the next few days. If available, use a
stereo microscope for a better view. 7 Draw the shape of the crystals you see in each groups Petri dish. Describe any colour changes.
Unit 1.4
Harmful,
irritant,
dangerous
for the
environment
Harmful,
irritant
9
Misc
NA
Copper(II) sulfate
Stannous chloride
R3/38Irritating to eyes and skin
environment
Risk phrases


hazardous waste.
instructions/safety data sheet.
Safety phrases
Agar powder
MSDS
issue
Refer to Risk Assessment: Heating. Beware of hot itemsfire/burn/scald risk. Place hot items on a heat-proof surface to cool. To reduce risks, modifications
may include the provision of the chemical samples pre-weighed in small containers (especially the silver nitrate, which stains, and the lead nitrate, which is
toxic). The prac can be performed as a teacher demonstration or prepared agar plates could be provided for student observation. The following comments
refer to the method as outlined in the book. Instruct students not to spill the chemicals when weighing them as they are hazardous. Spills should be
immediately reported to the teacher. Sodium thiosulfate 4% is available to decolourise silver nitrate. Do not inhale fine metal dust resulting from cleaning the
zinc. Clean the area.
Zinc sheet
SnCl2.2H2O
solid
CuSO4.5H2O
solid
Hazard
category
Metal crystals
Dangerous
good
Prac 2
Reactant substance
Unit 1.4
Yes
Yes
Yes
Refer to Risk Assessment: Heating, heat-proof mat, tongs
Other
Tie long hair back.
Fume cupboard
Metal crystals
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeagar with metal crystals.
The agar contains metal crystals. Collect and discard via a waste disposal company.
Liquification of the agar and straining out the metal crystals will reduce the waste and minimise possible bacterial growth.
Disposal of Wastes
Glasses
Lab coat
Gloves
Prac 2
Protective measures
Unit 1.4
Prac 3
More crystals
environment

instructions/MSDS.
Safety phrases
MSDS
issue
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Science Dimension 3 Teachers Edition CD may be photocopied for classroom use.
Student-designed experiments must be assessed by the teacher prior to being performed.

Silver nitrate stains: spills can be decolourised with sodium thiosulfate 4%.
Copper wire/ foil
0.1 M

organisms may cause long-term
for the
8
Corrosive
Silver nitrate
Risk phrases
Hazard
category
Dangerous
good
Reactant substance
Aim: To make silver metal crystals.

You will need: 100 mL conical flask, cork or rubber stopper, silver nitrate solution, 10 to 15 cm length of copper wire and/or strip of copper foil
What to do: 1 Use this photo to write a method for another way to prepare silver crystals. 2 Have your teacher check your method and, if it is approved, set
up your experiment. 3 Place the flask in a safe, dark place for a few days.
Unit 1.4
Science Dimension 3
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/ s: _____________________________
More crystals
Collect prac waste for disposal: waste typemetal/inorganic waste

Discard waste via a chemical waste company.
Disposal of Wastes
Glasses
Lab coat
Gloves
Prac 3
Protective measures
Unit 1.4
Science Dimension 3
Prac 5
Irritant,
highly
flammable
4.1
Flammable
solid
Magnesium ribbon
NA
NA
Hydrochloric acid
Risk phrases
R11Highly flammable
gases
in air
system
Risk phrases

Safety phrases

Safety phrases
MSDS
issue
MSDS
issue
2M
HCI
Hazard
category
Dangerous
good
Reactant substance
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: To make a non-metal compound from a metal.

You will need: Samples of magnesium, iron and copper; 1 M to 2 M hydrochloric acid in a dropping bottle; test tubes and rack; matches; safety glasses
What to do: 1 Place the samples of metal in separate test tubes. 2 Use the dropping bottle to add sufficient hydrochloric acid to cover the metal in each. 3 If
bubbles form, test the type of gas produced by placing a lit match near the mouth of the tube. You may need to place your finger gently over the mouth to
gather sufficient gas to test. 4 Record your observations.
Unit 1.4
Risk phrases
Safety phrases
MSDS
issue
Yes
Yes
Gloves
Refer to Risk Assessment: Heating.
Other
Tie long hair back.
Fume cupboard
Collect prac waste for disposal: waste typeacid for neutralisation and solid metal waste.
Wearing PPE, staff should separate any solid metal pieces. A sieve is helpful (wash the sieve immediately or it will corrode). Check the pH of the liquid and
adjust as necessary to a pH of between 6 and 9. Discard to the sewer with plenty of water. Collect the metal waste for disposal by a chemical waste company.
Magnesium is not suitable for discarding via the school waste system. If all the magnesium has reacted, rinse the copper and iron and discard via the school
waste system.
Disposal of wastes
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Reducing the concentration to 1 M should still provide effective results. Students perform a pop test detecting the
presence of hydrogen. The quantities of hydrogen produced are not hazardous in a well-ventilated area. Use a stopper rather than your finger, especially if
you are not wearing gloves. Gently hold the stopper in place otherwise pressure build-up may eject it.
Cu
metal
Copper
NA
NA
NA
Iron
NA
Hazard
category
Fe
metal
Dangerous
good
Prac 5
Reactant substance
Unit 1.4
Prac 5
Date: __________________
Assessor/s: _____________________________
Unit 1.4
Prac 1
6.1
Toxic
Potassium fluoride
R20/21/22Harmful by
inhalation, in contact with skin
and if swallowed
R23/24/25Toxic by inhalation,
in contact with skin and
if swallowed
Risk phrases
S1/2Keep locked up and out of reach of children.

advice immediately.
S1/2Keep locked up and out of reach of children.

advice immediately.
Safety phrases
MSDS
issue
KCl
3% > conc < 25%
solution
Harmful
Toxic
6.1
Toxic
Potassium fluoride
KCl
> = 25%
solution
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine how halogen salts precipitate.

You will need: Test-tube rack; 5 test tubes; filter funnel and 4 filter papers; beaker; wash bottle with water; disposable gloves; eye-droppers; safety glasses;
saturated lead nitrate solution; dropping bottles of saturated solutions of potassium fluoride, potassium chloride, potassium bromide and potassium iodide
What to do: 1 Quarter-fill a test tube with potassium fluoride solution. 2 Add a similar amount of potassium chloride, bromide and iodide solutions to the other
test tubes. 3 Add 10 drops of lead nitrate solution to the first test tube. WARNING: Lead nitrate is toxic. Do not get it on you. Wash your hands well after the
prac, as toxic lead precipitates are produced and must be cleaned off. 4 Add a similar amount of lead nitrate to the remaining test tubes. 5 Record your
observations. 6 Fold a filter paper and place in the funnel. Use a little water to keep the paper in place. Pour the material from the test tube into the paper,
making sure not to overfill it. Collect the remaining solution (the filtrate) in the beaker and dispose of it in the container provided. Do this for each test tube.
7 Unfold the filter paper and allow it to dry.
Unit 1.5
Toxic
effects
fertility
unborn child
and if swallowed
Risk phrases

advice immediately.
hazardous waste.
instructions/MSDS.

solid
solid
MSDS
issue
Potassium iodide KI
except those
specifically listed by
NOHSC > 5%
Lead compounds
NA
Irritant
NA
Potassium
bromide
KBr
solid
Hazard cut-offs not
available
Hazard
category
Safety phrases
Dangerous
good
Prac 1
Reactant substance
Unit 1.5
Prac 1
Yes
Yes
Yes
Gloves
This prac could be performed in the fume cupboard to minimise inhalation of hazardous compounds.
Other
Tie long hair back.
Assess
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeinorganic waste: lead compounds and contaminated filter papers.
Collect filter papers containing lead compounds for disposal by a chemical waste company. Collect the solutions as metal salts or inorganic waste for disposal.
Disposal of wastes
Glasses
Lab coat
Protective measures
Consider modifying this prac to reduce the concentration and handling of toxic chemicals and the lead precipitates that are produced.
Suggestions: Reduce concentrations: 0.1 M produces a good reaction for all solutions except KCl, which requires 1.0 M. Reduce the volumes useduse small
test tubes or well plates. Do not filter the solutions; allow the precipitates to settle and observe them (eliminates handling of filter papers with toxic chemicals
and eliminates production of fine powders of toxic chemicals). Have a demonstration set up in case results are difficult to determine.
Instruct students on the safe handling of the chemicals used in this prac. Attend to spills immediately.
Unit 1.5
Prac 2
Demonstration
The alkali metals
Risk assessmentFor TEACHER activity
Corrosive
R34Causes burns
flammable gases.
Risk phrases

immediately.

immediately.
S24/25Avoid contact with skin and eyes. Dry solid; never use
water.
Safety phrases
MSDS
issue
Na
metal
Sodium
4.3
Dangerous
when wet
Corrosive
4.3
Dangerous
when wet
Lithium
Li
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine the reactivity of the alkali earth metals.

You will need: Perspex screen, safety glasses, pneumatic trough, scalpel/spatula, filter paper/paper towel, small samples of lithium and sodium metals in
paraffin oil, phenolphthalein, three 250 mL beakers: one filled with water, one with a dilute acid and the other with a dilute alkaline solution (suggested
concentration 0.1 M)
What to do (teacher): 1 Ensure that all students are wearing safety glasses and are behind the perspex screen. 2 Half-fill the pneumatic trough with cold
water. 3 Use a dry scalpel/spatula to cut a small cube (sides about 2 mm) of lithium. 4 Blot up the paraffin oil with paper towel. 5 Carefully place the lithium
into the centre pneumatic trough. Do not get the scalpel wet. 6 Add a few drops of phenolphthalein into the water after the reaction has stopped. 7 Replace the
water and repeat for sodium. 8 Place a couple of drops of phenolphthalein into all three beakers as a reference for colour changes.
Unit 1.5
Prac 2
NA
NA
Hydrochloric acid
R11Highly flammable
Risk phrases


Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Safety screen
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Lithium and sodium are reactive with air. Ensure that the paraffin oil covers the metal samples that are to be returned to the store. Wear gloves and handle the
metals with forcepsthey react with moisture on the skin and give a nasty burn. Do not allow metals to have contact with water except under controlled
conditions; ensure dry forceps and scalpels are used. React only tiny samples. Discard old oxidised stocks via a chemical disposal company they can be
unstable and unpredictable.
0.1 M
NaOH
Sodium hydroxide
0.1 M
HCl
NA
NA
NA
Paraffin oil
NA
Highly
flammable
3
Flammable
liquid
Phenolphthalein
indicator
Hazard
category
Dangerous
good
Reactant substance
The alkali metals
Demonstration
Unit 1.5
Prac 2
Demonstration
The alkali metals
Date: __________________
Assessor/s: _____________________________
No prac waste for disposal. Return unused metals to the stock container and check the level of paraffin oil covers the metals completely. Wear PPE when
cleaning up the equipment. Treat all the equipment as if there are traces of the metals on the forceps, etc. Check visually, then safely immerse all the
equipment in water prior to washing.
Disposal of wastes
Unit 1.5
Prac 3
The alkaline earths
Irritant,
highly
flammable
Irritant,
highly
flammable
4.1
Flammable
solid
4.3
Dangerous
when wet
Magnesium ribbon
Calcium

gases
skin
R11Highly flammable
gases
in air
system
Risk phrases


Safety phrases
MSDS
issue
Ca
metal
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine the reactivity of the alkaline earth elements.

You will need: 2 test tubes and rack, Bunsen burner, bench mat, matches, tongs, safety glasses, distilled water, one 5 cm strip of magnesium, steel wool or
emery paper, small sample of calcium, phenolphthalein
What to do: Part A: 1 Clean the magnesium strip with steel wool and then coil it loosely around a pen. 2 Place the coil in a test tube and cover it with distilled
water. 3 Watch very carefully over the next five minutes. Look for bubbles. 4 If nothing happens, heat gently over a yellow flame. 5 When finished, add 1 drop
of phenolphthalein to the solution. Record the colour.
Part B: 1 Put about 5 cm of distilled water into a test tube. 2 Add a piece of calcium. 3 Test the gas given off with a lit match. 4 Add one drop of
phenolphthalein. 5 Record your observations.
Unit 1.5
Prac 3
Highly
flammable
Highly
flammable
3
Flammable
liquid
4.3
Dangerous
when wet
Phenolphthalein
indicator
Calcium granules

gases
R11Highly flammable
Risk phrases

Never use water.
MSDS
issue
Yes
Yes
Gloves
Refer to Risk Assessment: Heating, heat-mat, tongs, forceps (to dispense calcium)
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Handle calcium with forceps. Calcium reacts with moisture and can cause burns (calcium granules are effective and
provide convenient small samples). Do not inhale fine metal dust resulting from cleaning the magnesium. Clean the area. Students perform a pop test
detecting the presence of hydrogen. The quantities of hydrogen produced are not hazardous in a well-ventilated area. You may need to lightly stopper the test
tube to collect enough gas. Gently hold the stopper in place, otherwise pressure build-up may eject it.
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
The alkaline earths
Unit 1.5
Prac 3
The alkaline earths
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typesolid metal waste.

Use a sieve to separate the metals from the liquid. Hazardous metals should be discarded via a chemical waste disposal company. The weak alkaline liquid
can be flushed to the sewer with plenty of water.
Disposal of Wastes
Unit 1.5
Prac 4
Group IV
Irritant
Toxic
NA
NA
Graphite
Lead
effects
fertility
unborn child
and if swallowed
environment
Risk phrases

advice immediately.
hazardous waste.
instructions/MSDS.

Safety phrases
Silicon
MSDS
issue
Charcoal
Pb
metal
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine family similarities in Group IV elements.

You will need: Samples of charcoal, graphite, silicon, lead; power pack or battery; leads with alligator clips; light
What to do: 1 Describe carefully the appearance of each sample. 2 Test whether each conducts electricity using the apparatus used in Prac 2 of Unit 1.2
(page 14).
Unit 1.5
Prac 4
Group IV
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
No prac waste generated. Collect the samples for reuse.
Disposal of wastes
Glasses
Lab coat
Protective measures
Assess procedures. Power supplies should be checked for damaged leads and malfunction prior to use. Instruct students on safe use of power supplies.
Construct the circuit with the power off. Use only the voltage recommended by the teacher (6V or less). Do not allow power supplies/electrical equipment to
contact liquids. Incorrect connection of ammeters can damage them. The red (positive) terminal must be connected closest to the red (positive) terminal of the
power supply. If alligator clips will not clip to the samples, provide electrodes (nails work well and are disposable) that can be touched onto the sample to
complete the circuit. A carbon electrode makes an ideal carbon sample as it minimises the irritant nature of carbon powder. Minimise the handling of lead by
staff and students. Wear gloves or use tongs. Consider having the lead set up as a demonstration or placing a lead sample in a sealed container with
electrodes through the lid that touch it. Students can then touch the conductivity meter to the electrodes without opening the sealed container.
Unit 1.5
Prac 1
respiratory system
R42/43May cause
skin contact

container or label.
hazardous waste.
instructions/MSDS.

advice immediately.
hazardous waste.
instructions/MSDS.
Safety phrases
MSDS
issue
NiSO46H2O
solid
Hazard cut-offs
unavailable
Harmful,
irritant,
dangerous
for the
environment
NA
Nickel sulphate
CoCl2.6H2O
solid
MR: 237.93
inhalation
R42/43May cause
skin contact.
environment
9
Misc
Risk phrases
Cobalt(II) chloride
Hazard
category
Dangerous
good
Reactant substance
Aim: To explore the colours of transition metal ions.

You will need: 0.1 M solutions of CoCl2, CuSO4, NiSO4, 1 M NH3, 1 M NaCl, 2 Pasteur pipettes, 3 test tubes, test-tube holder
What to do: 1 In your workbook, construct a suitable table. 2 Add 1 cm depth of CoCl2 (cobalt chloride) solution to each of three test tubes. Keep tube 1 as
the control and label it. 3 Add 1 cm of NH3 solution to tube 2 and record the colour change in the table. 4 Add 1 cm of NaCl solution to tube 3. Record the
colour change. 5 Repeat steps 24 for the CuSO4 (copper sulfate) and NiSO4 (nickel sulfate) solutions.
Unit 2.1
Hazard
category
Hazard
category
Dangerous
good
8
Corrosive
Reactant substance
Ammonia

instructions/MSDS.
<5% ammonia solution is not classified as hazardous. However,

wear suitable protective clothing, gloves and eye/face protection. Do
not breathe in vapours.
Yes
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
MSDS
issue
MSDS
issue
Glasses
Lab coat
Protective measures
Minimise ammonia fumes by replacing the lids on bottles and stoppering test tubes. Collect waste in the fume cupboard.
Sodium chloride
<0.4 M (<10%)

for the
9
Misc
Safety phrases

Risk phrases
Safety phrases
Risk phrases
Copper(II) sulfate
1 M solution
Dangerous
good
Prac 1
Reactant substance
Unit 2.1
Prac 1
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeinorganic waste.

Collect the waste for disposal by a chemical waste disposal company. Locating the waste collection container in the fume cupboard will minimise ammonia
fumes in the lab.
Disposal of wastes
Unit 2.1
Prac 2
Harmful,
irritant,
oxidising
Irritant
5.1
Oxidising
agent
NA
Potassium nitrate
Graphite

Risk phrases

Safety phrases
Sodium chloride
MSDS
issue
Waxcandle or paraffin
KNO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate the effect of heat on different compounds.

You will need: Solid samples of various ionic and covalent compounds that do not produce toxic fumes on heating (e.g. waxcandle or paraffin, graphite,
sodium chloride, potassium nitrate), Bunsen burner, heat mat, metal spatulas, wooden pegs, safety glasses, lab coats
What to do: 1 Draw up a suitable table to record your results. 2 Take a small amount of your first sample on the metal spatula. Hold it in the hottest part of the
Bunsen burner flame for no more than 5 seconds. 3 Record your results. 4 Thoroughly clean the spatula. Ask your teacher for an appropriate disposal method
for the sample. 5 Repeat steps 2 4 for your other samples.
Unit 2.1
Prac 2
Yes
Yes
Gloves
Risk Assessment: Heating, heat-proof mat, tongs
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typesolid chemical residues.

Very little waste is generated. Small quantities of graphite can be discarded via the school waste system. Sodium chloride and small quantities of potassium
nitrate can be discarded via the sewer with plenty of water. Otherwise, discard potassium nitrate waste via a chemical waste disposal company.
Disposal of wastes
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Beware of hot items/burn risk and flame/fire risk. Use tongs to handle hot items. Place them on a heat-proof surface to
cool. Do not heat spatulas for an extended length of time as they become a burn risk unless held by tongs. To minimise spills, use small samples on large
spoon spatulas or place samples in test tubes and hold using a wooden peg or tongs.
Unit 2.1
Prac 1
Harmful,
irritant
Irritant,
highly
flammable
NA
4.1
Flammable
solid
Copper carbonate
Mg
R11Highly flammable
gases
in air
system
Risk phrases


Safety phrases
MSDS
issue
Magnesium ribbon
CuCO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To observe changes during chemical reactions.

You will need: Solid copper(II) carbonate, magnesium, dilute nitric acid, splint, matches, Bunsen burner, test-tube holder, test-tube rack, dilute sodium
hydroxide, thermometer, dilute barium nitrate, dilute sodium sulfate, dilute copper(II) sulfate, solid zinc, 5 test tubes (1 with stopper), lab coats, safety glasses
Note: 0.1 M is an appropriate concentration for these solutions, but 1 M is good for the acid so that enough gas is produced to test.
What to do: 1 Copy the results table into your book. 2 Carefully heat a small amount of copper(II) carbonate in a test tube. Ensure that the test tube is pointed
away from other people. Stop as soon as you see a colour change. Record your observations. 3 Add a small piece of magnesium to 2 cm of nitric acid in a
test tube. Stopper the tube to collect some gas. Have your lab partner light a splint and place it near the mouth of the test tube. 4 Record the temperature of 2
cm of the nitric acid solution. Add 2 cm of sodium hydroxide and record the new temperature. 5 Place a small piece of zinc into 2 cm of dilute copper(II) sulfate
solution. Record your observations.
Unit 2.2
Harmful,
oxidising

instructions/MSDS.
Safety phrases

of water.
container or label.

advice immediately.
MSDS
issue
MSDS
issue

for the
9
Misc
Copper(II) sulfate
< 0.4 M (< 10%)
Hazard
category
Dangerous
good
Risk phrases
and if swallowed
R34Causes burns
Risk phrases
Reactant substance
>0.04M
Ba(NO3)2
solution
Barium nitrate
5.1
Oxidising
agent
6.1
Toxic
Corrosive
8
Corrosive
Nitric acid
HNO3
solution
>0.8 M conc <4 M
>= 5% conc <20%
Hazard
category
Safety phrases
Dangerous
good
Prac 1
Reactant substance
Unit 2.2
Prac 1
Zinc
Sodium hydroxide 0.1 M
Yes
Yes
Yes
Gloves
Date: __________________
Assessor/s: _____________________________
Refer to Risk Assessment: Heating, heat-proof mat, tongs.
Other
Tie long hair back.
Fume cupboard

Disposal of wastes
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Beware of hot items and burn risk. Use tongs to hold hot test tubes and place them in a test-tube rack to cool. Use spirit
thermometers rather than mercury thermometers. Many of the chemicals used in this prac present a hazard. Apply safety precautions and procedures. Use
spatulas to dispense solids. Attend to spills immediately. Students produce small quantities of oxygen in the prac, which does not pose a hazard.
Sodium sulfate
Unit 2.2
Prac 1
Harmful,
irritant
Harmful,
irritant,
dangerous
for the
environment
NA
9
Misc
Copper carbonate
and skin
Risk phrases

hazardous waste.
instructions/MSDS.

Safety phrases
MSDS
issue
CuSO4.5H2O
solid
Copper(II) sulfate
CuCO3
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To observe decomposition reactions.

You will need: Heat mat, Bunsen burner, 2 test tubes, 2 spatulas, solid hydrated copper(II) sulfate, solid copper(II) carbonate
What to do: 1 Put a small quantity of copper(II) sulfate in a test tube. 2 Gently heat the test tube until you notice an obvious change. 3 Repeat in the other test
tube with the copper(II) carbonate.
Unit 2.3
Prac 1
Yes
Yes
Yes
Gloves
Date: __________________
Assessor/s: _____________________________
Refer to Risk Assessment: Heating, heat-proof mat, tongs.
Other
Tie long hair back.
Fume cupboard

Disposal of wastes
Glasses
Lab coat
Protective measures
Refer to Risk Assessment: Heating. Beware of hot items and burn risk. Use tongs to hold hot test tubes and place them in a test-tube rack to cool. Use spirit
thermometers rather than mercury thermometers. Many of the chemicals used in this prac present a hazard. Apply safety precautions and procedures. Use
spatulas to dispense solids. Attend to spills immediately.
Unit 2.3
Prac 2

for the
Toxic
8
Corrosive
5.1
Oxidising
agent
Silver nitrate
Lead nitrate
effects
unborn child
environment

advice immediately.
hazardous waste.

instructions/MSDS.

Safety phrases
MSDS
issue
Pb(NO3)2
0.1 M
solution
AgNO3
0.1 M
solution
solid
Hazard cut-offs not
available

Harmful,
oxidising
5.1
Oxidising
agent
Sodium nitrate
Risk phrases
Hazard
category
Dangerous
good
Reactant substance
Aim: To identify an unknown solution through systematic precipitation.

You will need: Unknown 0.1 M solutions labelled A, B, C, D, E. These are (not in order) sodium iodide, sodium chloride, sodium sulfate, sodium carbonate
and sodium nitrate; 0.1 M solutions of silver, lead, calcium and barium nitrate; 4 semi-micro test tubes, eye-droppers, safety glasses, disposable gloves
Solutions must not be washed down the sink. They should be placed in a clearly marked waste bottle. Gloves must be worn at all times.
What to do: 1 In your workbook, construct a table similar to that in the textbook. 2 Put about 10 drops of unknown A into each of 4 semi-micro test tubes.
3 Use clean eye-droppers to add 10 drops of silver nitrate solution to the first, 10 drops of lead nitrate to the second, 10 drops of barium nitrate to the third,
and 10 drops of lead nitrate to the fourth test tube. 4 Record your observations in the table. 5 Thoroughly wash out your semi-micro test tubes and repeat
steps 24 for Unknown solution B. 6 Repeat for unknown solutions C, D and E. 7 Use the table of solubility rules to work out the identity of each unknown
solution. Write your predictions next to their identifying letter. Hint: Cu2+ ions are blue in aqueous solution. Lead iodide is bright yellow.
Unit 2.3
Hazard
category
Irritant,
oxidising
Harmful,
oxidising
5.1
Oxidising
agent
5.1
Oxidising
agent
6.1
Toxic
Calcium nitrate
and if swallowed
Sodium chloride
Sodium sulfate
This prac uses many hazardous chemicals. The concentrations and volumes used have been minimised to reduce the risks. Wear PPE and apply standard
safety procedures. Provide a waste beaker for each group of students; this can be emptied to the waste container at the end of the class. It will minimise the
movement of students around the lab carrying hazardous chemicals.
Sodium iodide
MSDS
issue
Sodium carbonate 0.1 M soln
S28After contact with skin, wash immediately with plenty of water.

container or label.


instructions/MSDS.
and if swallowed
Safety phrases
Risk phrases
0.1 M
Ba(NO3)2
solution
Barium nitrate
Ca(NO3)2.4H2O
solid
Hazard cut-offs not
available
Dangerous
good
6.1
Toxic
Prac 2
Reactant substance
Unit 2.3
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________

Wear PPE and adhere to laboratory safety procedures when handling the waste. The waste will contain hazardous precipitates (including lead precipitates). It
is not suitable for disposal via the sewer.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 2
Protective measures
Unit 2.3
Prac 3
Electroplating
Irritant,
dangerous
for the
environment
Corrosive
9
Misc
8
Corrosive
Zinc sulfate
R34Causes burns
and skin
environment.
Risk phrases

advice immediately.

instructions/MSDS.
Safety phrases
MSDS
issue
HNO3
> 0.8 M conc < 4 M
> = 5% conc < 20%
solution
Nitric acid
ZnSO4.7H2O
solid
solution > 20%
Hazard
category
Dangerous
good
Reactant substance
You will need: 6 V DC power source, 250 mL beaker, 2 insulated wires with crocodile clips on one end, 1 very thin 7 4 cm strip of copper metal (coiled
copper wire may also be used), 1 stainless steel electrode, sandpaper, tongs, washbottle of distilled water, 1 M zinc sulfate solution, 2 M nitric acid, lab coat,
safety glasses, gloves
What to do: 1 Clean the copper with the sandpaper. 2 Dip the copper in the acid and then rinse with distilled water. Dont touch the part that will go in the
solution. 3 Attach the copper to the negative terminal of the power source. Rest it in the beaker. 4 Put 150 mL of 1 M zinc sulfate solution in the beaker.
5 Attach the stainless steel electrode to the positive power terminal. Do not allow it to touch the copper terminal. 6 Turn the power on for about 3 minutes.
7 Remove the copper and rinse with distilled water.
Aim: To investigate electroplating as a useful technique for putting a coat of metal on another metal.
Unit 2.3
Prac 3
Electroplating
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeinorganic/metal waste.

Collect the electrodes for recycling; they can be cleaned with steel wool or fine sandpaper. Wear PPE. Zinc sulfate solution can be reused or discarded.
Reduce your waste. Place the waste in a metal waste container. Precipitate the metal ion by the addition of sodium carbonate. Allow the precipitate to settle.
The supernatant can be decanted and flushed to the sewer with plenty of water. Dispose of the precipitate via a chemical waste company.
Disposal of Wastes
Glasses
Lab coat
Protective measures
the power off. Do not touch the circuit while the power is on. Use only the recommended voltage. Do not allow power supplies/electrical equipment to contact
liquids. Do not allow the stainless steel electrode to touch the copper terminal.
Unit 2.3
Prac 5
Acids and metals
Irritant,
highly
flammable
Irritant
4.1
Flammable
solid
8
Corrosive
Magnesium ribbon
Sulfuric acid

skin
R11Highly flammable
gases
in air
system
Risk phrases
S2Keep out of reach of children


Safety phrases
MSDS
issue
1.0 M
Mg
Hazard
category
Dangerous
good
Reactant substance
Aim: To observe the reaction of an acid with a metal.

What you need: 5 test tubes with stoppers, test-tube rack, matches, 100 mL beaker; small pieces of aluminium, magnesium, zinc, iron and tin; 1.0 M
solutions of hydrochloric, sulfuric and acetic acids; lab coat, safety glasses
What to do: 1 Copy the results table into your book. 2 Pour 2 cm of hydrochloric acid into each test tube. 3 To the first test tube add one of the metals. If there
is an obvious reaction, hold the stopper on the tube for about 15 seconds. Light a match and, removing the stopper quickly, hold the lit match to the mouth of
the tube. Record your observations. 4 Repeat step 3 for the other metals. You do not have to repeat the gas test for every reaction. 5 Repeat steps 24 for the
other acids.
Unit 2.4
Prac 5
Corrosive
Acetic acid
Risk phrases
Zinc solid
Iron solid
MSDS
issue
Yes
Yes
Gloves
Refer to Risk Assessment: Heating.
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
1.0 M solutions of hydrochloric acid and acetic acid are not classified as hazardous by NOHSC. However, students must wear protective clothing and glasses
and adhere to standard laboratory safety procedures. Wash affected area immediately if contact occurs. Students produce, and test for, hydrogen. The
quantity of gas produced is not hazardous in a well-ventilated area. Refer to Risk Assessment: Heating.
Aluminium solid
Tin solid

occurs.

occurs.
1.0 M
solution
8
Corrosive
Hydrochloric acid
1.0 M
solution
Hazard
category
Dangerous
good
Reactant substance
Safety phrases
Acids and metals
Unit 2.4
Prac 5
Acids and metals
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeacid waste for neutralisation and metal pieces.
Allow the reactions to be completed. Wear PPE and remove solid metal pieces. A sieve is helpful. Check the pH and adjust as necessary to a pH of between
6 and 9. Discard the liquid waste to the sewer with plenty of water. Magnesium is not suitable for disposal via the school waste system. Discard via a chemical
waste company.
Disposal of wastes
Unit 2.4
Prac 6
8
Corrosive
Corrosive
Irritant
R34Causes burns
to eyes
Risk phrases


water and contact a doctor or poisons information.

Safety phrases
MSDS
issue
HNO3
liquid
Nitric acid
anhyd
Na2CO3
solid
Sodium carbonate
NA
Irritant
NA
Calcium hydroxide
(limewater)
Ca(OH)2
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To observe the reaction of an acid with metal carbonates.

You will need: 4 test tubes, test-tube rack, stopper, 100 mL beaker, matches, limewater; solid samples of sodium hydrogen carbonate, lithium carbonate,
sodium carbonate and ammonium carbonate; spatula, 1.0 M solutions of nitric and hydrochloric acids, lab coat, safety glasses
What to do: 1 You will be combining each acid with each solid. Draw up a suitable results table, similar to that used in Prac 5. 2 Add a small amount of each
solid (about the tip of a spatula full) to 4 different test tubes. 3 Add 2 cm of nitric acid to the first tube and quickly stopper. Light a match and, removing the
stopper quickly, put the lit match in the mouth of the tube. Record your observations. 4 Add 2 cm of nitric acid to the second tube and quickly stopper. Remove
the stopper and add a small amount of limewater. Restopper the tube, but dont let too much gas build up. Record your observations. 5 Add nitric acid to the
other 2 tubes, but dont stopper. Record your observations. 6 Repeat steps 25 using hydrochloric acid.
Unit 2.4
Hazard
category
8
Corrosive
Hydrochloric acid
Risk phrases
Lithium carbonate solid
Sodium carbonate solid
Refer to Risk Assessment: Heating. Students produce, and test for, carbon dioxide (extinguish a match). The quantity of gas produced is not hazardous in a
well-ventilated area. 0.1 M solution of hydrochloric acid is not classified as hazardous by NOHSC. However, protective clothing and glasses must be worn.
Adhere to standard laboratory safety procedures. Wash affected area immediately if contact occurs.
Sodium hydrogen carbonate

Sodium bicarbonate solid
MSDS
issue
MSDS
issue
Ammonium carbonate solid

students must wear protective clothing and glasses and adhere to
standard laboratory safety procedures. Wash affected area
Safety phrases

advice immediately.
1M
solution
Hazard
category
Dangerous
good
Reactant substance
Risk phrases
Safety phrases
> 0.8 M conc < 4 M

> = 5% conc < 20%
Mr: 63.01
Dangerous
good
Prac 6
Reactant substance
Unit 2.4
Yes
Yes
Refer to Risk AssessmentHeating.
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typeacid waste for neutralisation and metal pieces.
Allow the reactions to be completed. Wear PPE. Check the pH and adjust as necessary to a pH of between 6 and 9. Discard the liquid waste to the sewer with
plenty of water. Remaining carbonate sediments can be added to your inorganic/metal waste container. Discard via a chemical waste company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 6
Protective measures
Unit 2.4
Prac 2
Convection currents
Harmful,
oxidising,
dangerous
for the
environment
5.1
Oxidising
agent
Potassium
permanganate

environment.
Risk phrases

instructions/MSDS.
37/39Wear suitable gloves and eye/face protection.
Safety phrases
MSDS
issue
Refer to Risk Assessment: Heating. Use a hot plate if possible. Beware of flamesfire risk. Remove flammable items from vicinity. Beware of hot items. Use
heat-proof gloves or tongs to handle hot items. Place them on a heat-proof surface to cool.
Use care as potassium permanganate stains; supply minimal quantities to students. Staff could distribute single crystals to students. Handle individual crystals
with forceps.
KMnO4
solid
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate the movement of convection currents.

You will need: Large (500 mL or 1000 mL) beaker, potassium permanganate, tweezers, hot plate or Bunsen burner, bench mat, tripod, gauze mat, plastic
bag, ice
What to do: Part A: Hot convection: 1 Three-quarter fill the beaker with cold water. 2 Use the tweezers to drop a single crystal into the centre of the beaker.
3 Gently heat the beaker on the hot plate or over the Bunsen burner. 4 Carefully observe and draw the motion of the purple stain.
Part B: Cold convection: 1 Three-quarter fill the beaker with cold water. 2 Put some ice in the plastic bag. 3 Use the tweezers to hold a crystal at the top of
the beaker, just below the bag of ice. 4 Draw what happens.
Unit 5.1
Yes
Yes
Refer to Risk Assessment: Heating, heat-proof mat, tong, forceps.
Other
Tie long hair back.
Fume cupboard
Convection currents
Date: __________________
Assessor/s: _____________________________

Reduce the potassium permanganate with a weak reducing agent such as sodium thiosulfate and neutralise with dilute hydrochloric acid. The minimal
quantities used could be flushed to the sewer with plenty of water or discarded via a chemical waste company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 2
Protective measures
Unit 5.1
Prac 1
Testing for H2O
Harmful,
irritant,
dangerous
for the
environment
R36 /38 Irritating to eyes and

skin
environment

protection.

hazardous waste.
instructions/MSDS.
S22 Do not breathe dust.

immediately.
S53Avoid exposure; obtain special instructions before use.
hazardous waste.
instructions/MSDS.

inhalation
R42.43May cause
skin contact
Safety phrases
Risk phrases
MSDS
issue
solid
anhyd
CuSO4
Copper(II) sulfate
solid
9
Misc
Toxic,
dangerous
for the
environment
9
Misc
Cobalt(II) chloride
CoCl2.6H2O
Hazard
category
Dangerous
good
Reactant substance
Aim: To test for the presence of water in different liquids.
You will need: Cobalt chloride paper, anhydrous copper(II) sulphate, watch-glass, eye-dropper, spatula, paper towels, various liquids (e.g. tap water,
methylated spirits, salt water, sucrose solution, strong or 2 M acetic acid)unknown X solution (choose solutions from those listed).
What to do: 1 Place a drop of water on a small piece of anhydrous cobalt(II) chloride paper and another on a small sample of anhydrous copper(II) sulphate.
Verify that each changes colour as expected. 2 Copy the table into your workbook. For test A: 3 Place 1 cm of cobalt(II) chloride paper on a watch-glass, and
add 510 drops of the liquid to be tested. Record any colour change. 4 Repeat for each of the liquids, being careful to clean and dry the watch-glass
thoroughly after each test. For test B: 5 Place one large spatula spoon of anhydrous copper(II) sulphate on a watch-glass, and add 510 drops of the liquid to
be tested. Record any colour change. 6 Repeat for each of the liquids, cleaning and drying the watch-glass thoroughly after each test.
Unit 6.2
Science Dimension 3
Harmful
8
Corrosive
Acetic acid
NA
NA
NA
Hazard
category
NA
NA
Dangerous
Good
3
Flammable
liquid
S16Keep away from sources of ignition
Safety phrases


Safety phrases
R11Highly flammable
Risk phrases
R36/ 38Irritating to eyes and

skin
Risk phrases
MSDS
issue
MSDS
issue
Use methylated spirits and the acetic acid in a fume cupboard or a well-ventilated area away from ignition sources. Do not breathe fumes. Minimise fumes
do not leave stoppers off the bottles. Handle cobalt chloride paper with forceps and keep it on a watch-glass or a container to eliminate leaving residues on
benches, etc.
sucrose solution
salt water
100%
liquid
Methylated spirits
Reactant Substance
glacial
CH3COOH
2M
> 10 conc < 25%
solution
Hazard
category
Testing for H2O
Dangerous
good
Prac 1
Reactant substance
Unit 6.2
Science Dimension 3
Yes
Yes
Yes
Yes
Forceps
Other
Tie long hair back.
Fume cupboard
Testing for H2O
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal. Wear PPE. Collect the cobalt chloride paper for disposal by a chemical waste company. Copper sulfate is not suitable for
disposal via the sewer; collect the waste for disposal by a chemical waste disposal company.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 1
Protective measures
Unit 6.2
Science Dimension 3
Prac 3
Testing for CO2
Irritant
NA
Calcium hydroxide
eyes
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Instruct students to breathe slowly.

If students are not dispensing limewater, gloves would not be required.
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
The stopper eliminates the possibility of limewater spray contacting the eyes. The stopper will require a small second hole with no tubing to allow air to
escape. Use a straw as a disposable mouth piece. Use fresh straws for each student using the apparatus. Discard straws after use. Instruct students to
breathe slowly. Only breathe out. Do not aspirate limewater.
limewater
Ca(OH)2
saturated solution
Hazard
category
Dangerous
good
Reactant substance
What to do: Measure 200 mL of limewater into the conical flask. Insert a rubber stopper with glass tube, completely sealing the flask. Adjust the glass tube
until it reaches about halfway down into the limewater. Breathe into the tube. Note any colour change in the limewater.
Aim: To investigate the gases that are exhaled.

You will need: Conical flask, rubber stopper with a glass tube inserted, 100 mL measuring cylinder, limewater
Unit 6.2
Prac 3
Testing for CO2
Date: __________________
Assessor/s: _____________________________
Collect waste for disposal: waste typeinorganic waste.

Disposal of wastes
Unit 6.2
Prac 1
Corrosive
R34Causes burns
eyes
Risk phrases

immediately.

Safety phrases
MSDS
issue
Set up glassware as demonstrated in Figure 7.1.12 in a position where minimal relocation will be required; on a trolley may be of benefit. This may be done as
NaOH
0.331 M
Sodium hydroxide
8
Corrosive
Irritant
NA
Limewater
Ca(OH)2
saturated solution
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate the products of respiration.

You will need: Flasks and glassware as shown in Figure 7.1.12, filter pump, sodium hydroxide solution, limewater, several insects or earthworms
What to do: 1 Set up the apparatus as shown in Figure 7.1.12. 2 Slowly draw air through the apparatus by means of the filter pump. 3 Record any changes in
the colour of the limewater in flasks B and D.
Unit 7.1
Prac 1
Yes
Yes
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect waste for disposal: waste typeinorganic waste

Neutralise limewater and sodium hydroxide with acid (hydrochloric or citric acid), adjusting the pH until it is between 6 and 9, and then flush to the sewer with
plenty of water. Otherwise collect for disposal by a chemical waste company.
Disposal of Wastes
Glasses
Lab coat
Protective measures
a demonstration. Ensure the pump gently draws air through the system.
Unit 7.1
Prac 3
Irritant
NA
Limewater
eyes
Risk phrases

Safety phrases
Yeast suspension
Paraffin oil
MSDS
issue
Yeasts used for food production present a minimal potential pathogen risk. However, cultures can become infected with bacteria. Do not allow students to
handle the flasks. Ensure your set-up does not expose students to live cultures of possible pathogens. Treat all cultures as if they contain pathogens. Refer to
RA: Agar preparation and waste decontamination. Use spirit thermometers rather than mercury thermometers.
Glucose solution
Ca(OH)2
saturated solution
Hazard
category
Dangerous
good
Reactant substance
Aim: To investigate anaerobic respiration.

You will need: 2 wide-mouth thermos flasks, 2 thermometers, cotton wool, glassware as shown in Fig 7.1.15, 10% glucose solution, 10% yeast suspension
(prepared by adding dried yeast to cooled, boiled water), limewater, paraffin oil
What to do: 1 Boil 100 mL of glucose solution to drive off any dissolved oxygen. Cover and allow to cool. Divide into two 50 mL volumes. 2 Mix 50 mL of
glucose solution with 50 mL of yeast suspension and pour into a thermos flask. Add a layer of paraffin oil. 3 Boil 50 mL of yeast suspension to kill the yeast.
Mix this 50 mL with 50 mL of glucose solution, and pour into the second thermos flask. Add a layer of paraffin oil. 4 Set up the 2 thermos flasks with the other
apparatus as shown in Figure 7.1.15. 5 Draw up a results table. 6 For each flask, record your observations after 30 minutes. 7 Observe the flasks again after 2
days.
Unit 7.1
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: neutralise lime with acid (hydrochloric or citric acid), adjusting the pH until it is between 6 and 9, and then flush to the sewer
with plenty of water. Otherwise collect for disposal by a chemical waste company. Sterilise cultures by adding bleach to the cultures for a few hours prior to
discarding via the sewer with plenty of water.
Disposal of wastes
Glasses
Lab coat
Gloves
Prac 3
Protective measures
Unit 7.1
Prac 1
Irritant
NA
Calcium hydroxide
eyes
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Yes
Gloves
Instruct students to breathe slowly.
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Use fresh straws for each student using the apparatus. Discard straws after use. Do not allow students to use the apparatus unless it is thoroughly checked
prior to use. Incorrect set-ups may result in aspirating the lime-water. Use a minimum of liquid in the flasks and instruct students to breathe slowly; this will
minimise risk of aspirating the limewater and also hyperventilating. This prac can be performed very satisfactorily as a demonstration.
(limewater)
Ca(OH)2
saturated solution
Hazard
category
Dangerous
good
Reactant substance
Aim: To the gases that are inhaled and exhaled.

You will need: Flasks and glassware as shown in Figure 7.2.17 ( 2 flasks, 2 stoppers with 2 holes, 4 pieces of straight glass tubbing, 3 pieces of flexible
tubing, a Y connector, disposable straws), limewater
What to do: 1 Set up the apparatus as shown in Figure 7.2.17. Be sure to check that your set-up exactly matches the diagram. Note that only one tube which
connects to the mouthpiece extends below the level of the limewater. 2 Inhale and exhale continuously for several minutes without removing your lips from the
mouthpiece. 3 Record any changes in the colour of the limewater in flasks A and B.
Unit 7.2
Prac 1
Date: __________________
Assessor/s: _____________________________
Collect waste for disposal: waste typeinorganic waste

Disposal of wastes
Unit 7.2
Prac 2
9
Misc
Dangerous
for the
environment
NA
R11Highly flammable
R11Highly flammable
Risk phrases

instructions/MSDS.

Safety phrases
MSDS
issue
0.05 M
solution
Iodine
100%
liquid
Methylated spirits
3
Flammable
liquid
NA
3
Flammable
liquid
Ethanol
100%
liquid
Hazard
category
Dangerous
good
Reactant substance
Aim: To examine where the products of photosynthesis are stored in leaves

You will need: Potted plant with variegated leaves, potted plant of the same species with completely green leaves (suitable plant types include Coleus and
Geranium), 3 beakers of boiling water (these should be heated using an electric hot plate), 2 large test tubes containing ethanol or methylated spirits, iodine
solution, forceps, scissors, 2 watch-glasses or 2 glass Petri dishes, safety goggles
What to do: 1 Cut a leaf from each plant. Cut a small nick in the edge of the variegated leaf so it can be identified later. 2 Sketch two outlines of the
variegated leaf side by side. Do the same for the green leaf. 3 Drop both leaves into one beaker of boiling water for a few minutes. This kills the leaf cells so
that no further reactions can occur. 4 Using the forceps, remove the leaves and place one in each test tube of ethanol. 5 Stand both test tubes in the second
beaker of boiling water. The ethanol will start to boil, and green colour will be dissolved from the leaves. After around 10 minutes the leaves should look quite
pale. 6 Using the forceps remove the leaf from one test tube and dip it into the third beaker of boiling water for a few seconds. This removes the ethanol and
softens the leaf. Place the leaf on a watch-glass or Petri dish. Repeat this step for the other leaf. 7 Add iodine solution to each leaf. Allow to stand for a
minute. 8 Dispose of all solutions as instructed by your teacher. 9 On the outlines prepared in step 2, draw and colour in the areas stained blue-black on each
leaf.
Unit 7.3
Prac 2
Yes
Yes
Gloves
Yes
Refer to Risk Assessment: Heating, heat-proof mat, tongs
Other
Tie long hair back.
Fume cupboard
Date: __________________
Assessor/s: _____________________________
Collect for waste for disposal: waste typeorganic waste.

Provide a container for flammable liquid (ethanol) collection (preferably within an operating fume hood). A sieve may be useful for separating plant material
from the waste. Dispose of flammable liquids via a waste disposal company. Rinse plant material with water or allow residual ethanol to evaporate off in an
operating fume hood the discard via the school waste system.
Disposal of wastes
Glasses
Lab coat
Protective measures

Ask students regarding allergies. Ethanol is highly flammable. Do not store or use ethanol near any flame or ignition source. Use hot plates rather than
Bunsen burners. Boil ethanol in a fume cupboard or ensure there is excellent ventilation.
Refer to Risk Assessment: Heating. Beware of hot items and equipment. Use tongs or heat-proof gloves to handle hot items.
Unit 7.3
Prac 2
NA
3
Flammable
liquid
Ethanol 100%
R11Highly flammable
Risk phrases

Safety phrases
MSDS
issue
Yes
Yes
Gloves
Yes
Other
Tie long hair back.
Fume cupboard
Glasses
Lab coat
Protective measures
Ethanol is highly flammable. Do not store or use ethanol near any flame or ignition source. Use ethanol in a fume cupboard or well-ventilated area. Cover
containers of ethanol to minimise fume production.
liquid
Hazard
category
Dangerous
good
Reactant substance
Aim: To determine which pen wrote a ransom note.

What you need: A ransom note written with an unknown felt pen, several different black felt pens including the one that wrote the note, the name of each
suspect attached, gas jars, scissors, paper, ethanol
What to do: 1 Cut out a single letter (e.g. F) from the ransom note so that you have a long strip of paper, with the letter at the bottom. At its top, label it as
evidence. 2. On another piece of paper, write the same letter with each of the pens you have. 3. Cut out these letters and write the name of each suspect at
the top. 4. Collect a gas jar for each strip that you have and place a small amount of ethanol at the bottom of each jar. 5. Place each strip in a jar, the letter at
the bottom. 6. The ethanol will move through the paper carrying the different pigments with it. Remove the strip when the ethanol has nearly reached the top.
7. Match up the ransom note to the suspect, using the ink patterns.
Unit 10.2
Prac 2
Date: __________________
Assessor/s: _____________________________
Collect prac waste for disposal: waste typesolid waste and organic waste.
Provide a container for flammable liquid (ethanol) collection (preferably within an operating fume hood). Recycle the ethanol or discard it via a chemical waste
disposal company. Allow ethanol to evaporate from the paper in a fume hood waste. Discard the paper via the school waste system.
Disposal of wastes
Unit 10.2
Prac 1
Irritant
NA
Graphite
Risk phrases

protection.
Safety phrases
Yes
Gloves
Other
Tie long hair back.
Fume cupboard
MSDS
issue
Glasses
Lab coat
Protective measures
Students use such small quantities that the risks are minimal. Trays may assist in containing excess graphite. Wipe benches after the prac.
Hazard
category
Dangerous
good
Reactant substance
Aim: To create fingerprints and then identify fingerprint types
You will need: clean microscope slides, small soft bristle brushes or puff-brushes, graphite powder, sticky tape, paper
What to do: 1 Hold the microscope slide firmly between your thumb and forefinger for about 30 seconds. 2 Let go, carefully avoiding smudging the
fingerprints. 3 Gently brush on a small amount of graphite powder using a swirling motion. 4 Blow off excess powder. You should see a clear print. 5 Place a
clear piece of sticky tape over the print then remove it and stick onto paper. 6 If the print is not clear, clean the slide and try again until you perfect your
technique. 7 When you have a good print, get your teacher to write an evidence number on it. 8 Your teacher will then mix up all the fingerprint evidence
collected around the class. 9 Take one of the collected prints. Identify what type it is then try to match it to the correct class member using the reference prints
that you collected in Unit 10.2 Prac 2. 10 See how many you can identify in the time given. 11 At the end, your teacher will read out who all the evidence
codes correspond to. 12 Tally up how many you got correct.
Unit 10.3
Prac 1
Date: __________________
Assessor/s: _____________________________
No prac waste generated.
Disposal of wastes
Unit 10.3
Prac #
Dangerous
good
Hazard
category
Risk phrases
Dangerous
good
Hazard
category
Risk phrases
Safety phrases
Safety phrases
MSDS
issue
MSDS
issue
NOT a hazardous substance as classified by NOHSC (with NO allocated Dangerous goods class)
Reactant substance
NOT a hazardous substance as classified by NOHSC
Reactant substance
<prac title>
HAZARDOUS substance as classified by NOHSC
Unit #.#
Yes
Yes
Yes
Other
Tie long hair back.
Fume cupboard
Date: __________________
ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the content of this sheet checked
against the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the schools laboratories. This sheet must not be used in
the schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the publisher
Assessor/ s: _____________________________
<prac title>
Collect Prac waste for disposal: waste typeinorganic

Wearing PPE, staff should
Disposal of wastes
Glasses
Lab coat
Gloves
Prac #
Protective measures
Unit #.#
Risk assessmentFor HEATING activities
For all activities requiring heating, use of matches or flames
R12Extremely flammable
4.1
Flammable
solid
Wear suitable protective clothing and glasses.

Store away from naked flames, sparks and ignition sources.
S44If you feel unwell, contact a doctor or poisons information

centre immediately (show the label if possible).
Safety phrases
MSDS
issue

Wear appropriate PPE (lab coat and safety glasses). Ensure the Bunsen burner is on a heat-proof mat, and the area is clear of flammable items. Always use
the safety flame when the Bunsen burner is lit but not in use. Be aware of lab-coat sleeves, long hair and other potential fire risks. Do not use flammable
liquids while ignition sources are present. Do not place live matches near flames. Substitute hot plates where appropriate.
When heating test tubes, ensure they point away from people and equipment. Use tongs or heat-protective gloves to handle hot items. Place hot items on a
heat-proof mat to cool. Place used matches on the heat-proof mat to cool. Beware of the scald risk associated with hot liquidswhere possible, allow the
liquids to cool prior to moving them. Allow all equipment to cool prior to packing it away.
Ensure staff are aware of the location of shut-off switches, in particular the gas shut off, and the location and operation of fire-extinguishing equipment, exits
and evacuation procedures. If possible, use the shut-off switches to only allow a gas supply to student benches during classes where gas is required. In the
case of a gas leak into the lab, remove ignition sources. Ventilate the area and remove personnel as required.
Matches
mains supply
(methane) gas
R12Extremely flammable
R20Harmful by inhalation
effects
2
Flammable
gas
Risk phrases
Gas
Hazard
category
Dangerous
good
Reactant substance
HAZARDOUS as classified by NOHSC Criteria
Lighting of, and use of, Bunsen burners and matches, and precautions for naked flames
Equipment: Bunsen burner, heat-proof mat, gas supply, matches. Tongs and heat-proof gloves may be required.
Yes
Yes
Gloves
Tongs or heat-proof gloves may be required.
Other
Tie long hair back.
Fume cupboard
For all activities requiring heating, use of matches or flames
Risk assessmentFor HEATING activities
Date: __________________
Assessor/s: _____________________________
There are no wastes generated. Any spills should be cleaned up according to normal lab procedures.
Disposal of wastes
Glasses
Lab coat
Protective measures
1.1.1
1.1.2
1.2.1
13
Investigating
a physical
property
Compounds
in soft drinks
Making the
compound
CO2
Name
YES
YES
HS/DG
Samples of
aluminium,
brass, wood,
pebbles,
candles,
concrete etc.
Soft drink
Marble chips,
2M
hydrochloric
acid
Not HS
HS: lead
Use only NON-hazardous materials, e.g. brass, nickel,
aluminium, copper, wood, plastic.
Lead is a hazardous substance; it may be omitted.
If lead is used, provide gloves and ensure hands are
washed well.
The use of trays will contain spills and minimise slip
hazards due to wet floors.
Equipment: cubes or cylinders of aluminium, brass, lead,
wood, ice; a collection of small items such as pebbles,
candles, chunks of concrete or cement, copper wire;
access to electronic balance, rulers, beakers and
measuring cylinders
Equipment: access to an electronic balance (accuracy

0.01 g) able to measure to 400 g, 500 mL measuring
cylinder, large beaker (over 400 mL), stirring rod, a
selection of 375 mL cans of soft drinks, including lite
drinks. (If scales are not able to read to 400 g, choose
small mixer cans of tonic water and dry ginger instead.)
HS: limewater
Not HS: marble chips, 2 M hydrochloric acid
Note: < 10% HCl is not classified as hazardous by
NOHSC. However, protective clothing and glasses must
be worn. Wash affected area immediately if contact
occurs.
Equipment: 2 test tubes, test-tube rack, drinking straw,
1-hole rubber stopper with glass tubing, limewater, marble
chips, 2 M hydrochloric acid, safety glasses
Other hazard/precautions/hints
Equipment
Refer to Risk
Assessment: RA 1.2.1
Investigating a physical
property
Lab coat
Wash hands
Wipe benches.
Lab coat
Wash hands
Wipe benches.
Refer to Risk
Making the compound
CO2
Lab coat/safety glasses
Gloves could be provided
Wash hands
Wipe benches.
Recommended safety
requirements
Prac
Page
Science Dimensions 3 Safety Notes
1.2.2
1.3.1
14
19
Firework
colours
Comparing
elements
Name
YES
YES
HS/DG
0.1 M copper
chloride,
potassium
chloride,
sodium
chloride
Sulfur,
aluminium,
silicon, tin,
zinc, iron, steel
wool, 4%
sodium
thiosulfate
(spill
clean-up)
Not HS
HS: natural gas, matches, barium chloride, strontium

chloride solutions
Not HS: 0.1 M copper chloride, potassium chloride,
sodium chloride (suggested solution concentration 0.1 M)
Gas/matches/flameheating: burning of hazardous and
non-hazardous chemicals
Beware of flamesfire risk.
Remove flammable items from vicinity.
Be aware of the sensitivity of your fire alarm system.
Instruct students not to burn the icy-pole sticks.
Extinguish icy-pole sticks by immersing them in a beaker
of water. Do not allow chemical-soaked icy-pole sticks to
come in contact with skin; use tongs.
When using the spectroscope ensure you are a safe
distance from the Bunsen burner flame.
HS: carbon, iodine, lead, magnesium, calcium

Not HS: sulfur, aluminium, silicon, tin, zinc, iron, steel
wool, 4% sodium thiosulfate
Assess procedures. Minimise the handling of lead by
students. Consider omitting this element or have the lead
set up as a demonstration station.
Iodine stainsspills can be decolourised with 4% sodium
thiosulfate
Equipment: samples of sulfur, aluminium, carbon, iodine,
silicon, tin, zinc, lead, magnesium, calcium, iron; steel
wool; 3 to 4 test tubes and rack; power pack about 2 V or
battery; wires with alligator clips; light globe; safety
glasses
Equipment
Refer to Risk
Assessment:
RA: Heating
RA: 1.3.1Firework
colours
Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.
Refer to Risk
Comparing elements
Gloves
Wash hands
Wipe benches.
Recommended safety
requirements
Prac
Page
1.3.2
1.4.1
1.4.2
20
24
25
Metal crystals
Observing
elements
Ions get
together!
Name
YES
YES
HS/DG
Agar, 4%
sodium
thiosulfate
(spill
clean-up)
Aluminium,
carbon rod,
copper, iron,
nickel,
platinum,
sulphur, tin,
zinc
Not HS
HS: natural gas, matches, solid silver nitrate, lead nitrate,

copper sulfate, tin chloride
Not HS: agar, 4% sodium thiosulfate (spill clean-up)
Gas/matches/flameheating: preparing agar
Beware of scald/burn risk.
Consider performing this prac as a demonstration or
provide prepared Petri dishes for students to observe.
Silver nitrate stains: spills can be decolourised with 4%
sodium thiosulfate.
Equipment: sterilised Petri dish, 250 mL beaker, Bunsen
Suggested elements
HS: calcium, iron, lead, magnesium, mercury, nickel
(thermometer)
Not HS: aluminium, carbon rod, copper, iron, nickel,
platinum, tin, sulphur DG 4.1, zinc
Empty gas jars labelled appropriately can be used to
simulate element gases and present no hazard.
Equipment: access to a range of elements in sealed jars
or vials
Equipment: Jigsaw sheet of ions, Homework book 1.4:

Ions get together
Equipment
Do not aim the spectroscope, or look directly, at the sun.
Equipment: Bunsen burner, bench mat and matches,
tongs, safety glasses, wooden icy-pole sticks soaked
overnight in distilled water and solutions of barium
chloride, copper chloride, potassium chloride, sodium
chloride and strontium chloride, spectroscope (optional)
Refer to Risk
Assessment:
RA: Heating
RA 1.4.2Metal crystals
Gloves
Heat-proof mat
Heat-proof gloves
Tie back long hair
Wash hands.
Refer to Risk
Observing elements
Recommended safety
requirements
Prac
Page
1.4.3
1.4.4
1.4.5
26
26
27
Using metals
to make
non-metals
Changing the
properties of
metals
More crystals
Name
YES
YES
YES
HS/DG
Iron, copper,
2M
hydrochloric
acid
Copper wire/
foil, 4%
sodium
thiosulfate
(spill
clean-up)
Not HS
HS: matches, magnesium

Not HS: iron, copper, 2 M hydrochloric acid
Matches/flameigniting hydrogen (pop test)
Note: <10% HCl is not classified as hazardous by
HS: natural gas, matches

Gas/match/flameheating: metal
Beware of hot items and burn risk.
Use tongs to hold hot items and place them on a heatproof mat to cool.
Equipment: four steel hairpins, steel wool, Bunsen burner,
bench mat, matches, 250 mL beaker filled with water,
wooden peg, safety glasses, pliers (optional)
HS: silver nitrate solution (suggested concentration 0.1 M)

Not HS: copper wire/foil
Student designed experiment. Assess the safety of the
experiments prior to them being performed.
Silver nitrate stains: spills can be decolourised with 4%
sodium thiosulfate.
Equipment: 100 mL conical flask, cork or rubber stopper,
silver nitrate solution, 10 to 15 cm length of copper wire
and/or strip of copper foil
Equipment
burner, tripod, gauze mat, bench mat, 1 cm x 4 cm strip
clean zinc sheet, one 0.3 g sample of silver nitrate, lead
nitrate, copper sulfate or tin chloride, 0.5 g agar powder,
40 mL distilled water, stirring rod, stereo microscope
(optional), safety glasses, gloves
Refer to Risk
Assessment:
RA: Heating
RA 1.4.5Using metals
to make non-metals
Refer to Risk
Assessment:
RA: Heating
Heat-proof mat
Tongs
Tie back long hair.
Refer to Risk
Assessment:
RA 1.4.3More metal
crystals
Wash hands
Wipe benches
Other safety requirements
as assigned by the teacher.
Wipe benches.
Recommended safety
requirements
Prac
Page
1.5.1
1.5.2
Teacher
demo
34
35
The alkali
metals
Halogen
precipitates
Name
YES
YES
HS/DG
HS: lead nitrate solution, potassium fluoride, potassium

bromide saturated solutions
Not HS: potassium chloride, potassium iodide saturated
solutions
Contact with lead compounds must be minimised.
Gloves MUST be provided.
Consider using less concentrated solutions in small test
tubes and allowing the precipitates to settle and then
observe them. See lab tech RA.
Equipment: test-tube rack, 5 test tubes, filter funnel and 4
filter papers, beaker, wash bottle with water, disposable
gloves, eye-droppers, safety glasses, saturated lead
nitrate solution, dropping bottles of saturated solutions of
potassium fluoride, potassium chloride, potassium
bromide and potassium iodide
Equipment
NOHSC. However, protective clothing and glasses must
be worn. Wash affected area immediately if contact
occurs.
Equipment: samples of magnesium, iron and copper, 2 M
hydrochloric acid in a dropping bottle, test tubes and rack,
matches, safety glasses
Phenolphthalein, HS: lithium, sodium

0.1 M HCl,
Not HS: phenolphthalein indicator, DG 3, a dilute acid (0.1
M HCl), a dilute alkaline solution (0.1 M NaOH)
0.1 M NaOH
Equipment: Perspex screen, safety glasses, pneumatic
trough, scalpel/spatula, filter paper/paper towel, small
samples of lithium and sodium metals in paraffin oil,
phenolphthalein, three 250 mL beakers: one filled with
water, one with a dilute acid and the other with a dilute
Potassium
chloride
solution,
potassium
iodide solution
Not HS
Refer to Risk
The alkali metals
Tie back long hair
Wash hands
Wipe benches.
Refer to Risk
Gloves
Wash hands
Wipe benches.

Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
Prac
Page
1.5.3
1.5.4
35
35
Group IV
The alkaline
earths
Name
YES
YES
HS/DG
Not HS
Equipment
alkaline solution
Refer to Risk Assessment:

RA 1.5.4Group IV
Lab coat
Gloves
Wash hands
Wipe benches.
DG = Dangerous good
NOT HS = NOT a hazardous substance as classified by NOHSC criteria
HS: lead, graphite

Not HS: charcoal, silicon
Assess procedures. Minimise the handling of lead by
students. Consider having the lead set up as a
demonstration station.
Equipment: samples of charcoal, graphite, silicon, lead,
power pack or battery, leads with alligator clips, light

RA: Heating
RA 1.5.3The alkaline
earths
Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
Charcoal,
silicon
Phenolphthalein HS: natural gas, matches, magnesium, calcium

Not HS: phenolphthalein indicator DG 3
Gas/matches/flameheating: liquids in a test tube
Point test tubes away from people when heating.
Use tongs to hold hot test tubes and place them in a test
tube rack to cool.
Equipment: 2 test tubes and rack, Bunsen burner, tripod,
bench mat, matches, tongs, safety glasses, distilled water,
one 5 cm strip of magnesium, steel wool or emery paper,
small sample of calcium, phenolphthalein
= No safety notes required

HS = Hazardous substance as classified by NOHSC criteria
Prac
Page
Disclaimer: The Safety Notes and related Risk Assessment Sheets are provided to offer guidance only. They must not be construed to waive or modify any
legal obligation of the school to ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the
content of the Risk Assessment Sheets checked against the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the
schools laboratories. Risk Assessment Sheets must not be used in the schools laboratories until they have been checked against the schools MSDS, signed
and dated. To the maximum extent permitted by law, the Publisher disclaims all responsibility for actions taken or not taken in relation to the Safety Notes and
Risk Assessment Sheets.
2.1.1
2.1.2
2.1.3
45
45
46
Making a
supersaturated
solution
Action of heat
on compounds
Colours of
transition
metal ions in
solution
Name
YES
YES
HS/DG
Sodium
acetate
trihydrate
Wax, sodium
chloride
Sodium
chloride, 0.1 M
copper sulfate
Not HS

Not HS: solid sodium acetate trihydrate
Gas/match/flameheating solutions
HS: natural gas, matches, graphite, potassium nitrate

Not HS: waxcandle or paraffin, sodium chloride
Gas/match/flameheating solid chemicals
Beware of hot items/burn risk and flame/fire risk.
Use tongs to handle hot items. Place them on a heat-proof
surface to cool.
Do not heat spatulas for an extended length of time as
they become a burn risk unless held by tongs.
Equipment: solid samples of various ionic and covalent
compounds that do not produce toxic fumes on heating
for example wax, graphite, sodium chloride, potassium
nitrate; Bunsen burner, heat mat, metal spatulas, wooden
pegs, safety glasses, lab coats
HS: 0.1 M cobalt chloride, 0.1 M nickel sulfate,

1 M ammonia solution
Not HS: 1 M sodium chloride, 0.1 M copper sulfate
Equipment: 0.1 M solutions of CoCl2, CuSO4, NiSO4, 1 M
NH3, 1 M NaCl, 2 Pasteur pipettes, 3 test tubes, test tube
holder
Equipment
Refer to Risk
Assessment:
RA: Heating
Refer to Risk
Assessment:
RA: Heating
RA 2.1.2Action of heat
on compounds
Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.
Refer to Risk
Assessment:
RA: 2.1.1Colours of
transition metal ions in
solution
Gloves
Fume hood
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
2: Chemical change
Prac
Page
2.2.1
53
Signs of
chemical
change
Name
YES
HS/DG
Zinc, sodium
sulfate, 0.1 M
sodium
hydroxide,
0.1 M copper
sulfate
Not HS
HS: natural gas, matches, solid copper carbonate,

magnesium, dilute nitric acid, 0.1 M barium nitrate
Not HS: solid zinc, dilute sodium sulfate, 0.1 M sodium
hydroxide, 0.1 M copper sulfate
Note: 0.1 M is an appropriate concentration for these
solutions but 1 M is good for the acid so that enough
gas is produced to test.
Gas/matches/flameheating: solids in a test tube
Use tongs to hold hot test tubes and place them in a testtube rack to cool.
Use spirit thermometers rather than mercury
thermometers.
Equipment: solid copper(II) carbonate, magnesium, dilute
nitric acid, splint, matches, Bunsen burner, test-tube
holder, test-tube rack, dilute sodium hydroxide,
Equipment
Use tongs to handle hot items. Place them on a heat-proof
surface to cool.
Not suitable for disposal via the sewer.
Recycle the sodium acetate or dispose of it as special
waste via a waste disposal company.
Do not store or use sodium acetate near potassium nitrate
as it reacts violently.
Equipment: heating apparatus, solid sodium acetate
trihydrate, 100 mL conical flask, spatula, balance, 10 mL
measuring cylinder, stirring rod, access to scale, eyedropper
Refer to Risk
Assessment:
RA: Heating
RA 2.2.1Signs of
chemical change
Gloves
Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.

Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
2: Chemical change
Prac
Page
2.2.2
2.3.1
2.3.2
54
60
60
Precipitation of
unknowns
Decomposition
reactions
Light
stickschemiluminescence
Name
YES
YES
HS/DG
Sodium iodide,
sodium
chloride,
Not HS
HS: 0.1 M solutions of sodium nitrate, silver nitrate, lead

nitrate, calcium nitrate and barium nitrate
Not HS: 0.1 M solutions of sodium iodide, sodium
HS: natural gas, matches, solid copper(II) sulfate, solid

copper(II) carbonate
Gas/matches/flameheating: solids in a test tube
Use tongs to hold hot test tubes and place them in a testtube rack to cool.
Equipment: heat mat, Bunsen burner, 2 test tubes, 2
spatulas, solid hydrated copper(II) sulfate, solid copper(II)
carbonate
Equipment: 2 250 mL beakers, ice, hot tap water, 2 light

sticks (from disposal store)
Refer to the light stick safety instructions for proper use

and disposal.
The chemicals are enclosed in a sealed container and do
not pose a risk to the students when used according to
instructions.
Equipment
thermometer, dilute barium nitrate, dilute sodium sulfate,
dilute copper(II) sulfate, solid zinc, 5 test tubes (1 with
stopper), lab coat, safety glasses
Refer to Risk
Assessment:
RA 2.3.2Precipitation of
Refer to Risk
Assessment:
RA: Heating
RA 2.3.1Decomposition
reactions
Gloves
Heat-proof mat
Tongs
Tie back long hair
Wash hands
Wipe benches.
Lab coat
Recommended safety
requirements
2: Chemical change
Prac
Page
2.3.3
2.4.1
61
68
Common
indicators
Electroplating
Name
TECH
NaOH,
HCl,
litmus,
methyl
orange,
methyl
red
YES
HS/DG
0.1 M sodium
hydroxide,
0.1 M
hydrochloric
acid, universal
indicator,
methyl orange
soln, methyl
red soln,
bromothymol
blue soln
Copper
metal/wire
sodium
sulfate, 0.1 M
sodium
carbonate
Not HS
Refer to Risk
Assessment:
RA 2.3.3Electroplating
Gloves
Tie back long hair
Wash hands
Wipe benches.
Gloves can be provided
Wash hands
Wipe benches.
Lab Tech refer to Risk
Assessment:
RA 2.4.1 Common
indicators
Not HS: 0.1 M sodium hydroxide, 0.1 M hydrochloric acid,

liquid red and blue litmus, methyl orange, methyl red DG
3, bromothymol blue, phenolphthalein DG 3, universal
indicator DG 3
Indicators stain; gloves can be provided.
< 10% HCl and < 0.5% NaOH are not classified as
hazardous by NOHSC. However, protective clothing and
glasses must be worn. Wash affected area immediately if
contact occurs.
Flammable liquidsDG 3 should not be stored or used
near ignition sources.
Equipment: 0.1 M solutions of sodium hydroxide and
hydrochloric acid, distilled water, 3 test tubes, test-tube
unknowns
Gloves
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
HS: 2 M nitric acid, 1 M zinc sulfate

Not HS: copper metal/wire
Equipment: 6 V DC power source, 250 mL beaker, 2
insulated wires with crocodile clips on one end, 1 very thin
7 x 4 cm strip of copper metal (coiled copper wire can also
be used), 1 stainless steel electrode, sandpaper, tongs,
washbottle of distilled water, 1 M zinc sulfate solution, 2 M
nitric acid, lab coat, safety glasses, gloves
Equipment
chloride, sodium sulfate, sodium carbonate
Equipment: unknown 0.1 M solutions labelled A, B, C, D,
E. These are (not in order) sodium iodide, sodium
chloride, sodium sulfate, sodium carbonate and sodium
nitrate; 0.1 M solutions of silver, lead, calcium and barium
nitrate; 4 semi-micro test tubes; eye-droppers; safety
glasses; disposable gloves
2: Chemical change
Prac
Page
2.4.2
2.4.3
69
69
Universal
indicator
Natural
indicators
Name
TECH
HCl,
NaOH
TECH
NaOH,
HCl
HS/DG
0.1 M
hydrochloric
acid, 0.1 M
sodium
hydroxide
0.1 M sodium
hydroxide,
0.1 M
hydrochloric
acid
Not HS
Not HS: 0.1 M hydrochloric acid, 0.1 M sodium hydroxide,

universal indicator DG 3
Note: <10% HCl and < 0.5% sodium hydroxide are not
classified as hazardous by NOHSC. However, protective
clothing and glasses must be worn. Wash affected area

Not HS: 0.1 M sodium hydroxide, 0.1 M hydrochloric acid
Gas/matches/flameboiling liquids
Use tongs or heat-proof gloves to handle hot items. Place
them on a heat-proof surface to cool.
Note: <10% HCl and < 0.5% sodium hydroxide are not
classified as hazardous by NOHSC. However, protective
clothing and glasses must be worn. Wash affected area
Indicators staingloves can be provided.
Use plants that are not allergenic or toxic.
Equipment: 0.1 M hydrochloric acid, 0.1 M sodium
hydroxide, distilled water, pink or red flower petals,
beetroot juice, tea bag, 3 100 mL beakers, filter paper
cut into strips, Bunsen burner, heat mat, tripod, gauze,
matches, 3 test tubes, test-tube rack, Pasteur pipettes, lab
coat, safety glasses
rack, 3 100 mL beakers, liquid red and blue litmus,

universal indicator, methyl orange, methyl red,
bromothymol blue, phenolphthalein, lab coat, safety
glasses
Equipment

Tie back long hair
Wash hands
Wipe benches.
Lab Tech refer to Risk
Lab Tech refer to

Risk Assessment:
RA: Preparing dilute
acids and bases
Refer to Risk
Assessment:
RA: Heating
Heat-proof mat
Heat-proof gloves or tongs
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
2: Chemical change
Prac
Page
2.4.4
2.4.5
70
70
Acids and
metals
Testing
household
solutions
Name
YES
DG 3
HS/DG
Aluminium,
zinc, iron, tin,
0.1 M
hydrochloric
acid, 0.1 M
sulfuric acid,
Nonhazardous
household
solutions
Not HS
Equipment: 5 test tubes with stoppers, test-tube rack,
HS: matches, magnesium

Not HS: aluminium, zinc, iron, tin, 0.1 M hydrochloric acid,
0.1 M sulfuric acid, 0.1 M acetic acid
Matches/flameignition of hydrogen (pop test)
Not HS: liquid universal indicator DG 3, household

solutions including orange juice, soft drink, fresh and sour
milk, vinegar. Solids may be used if dissolved in water
first.
Assess the hazards of the household chemicals selected
and provide appropriate safety precautions if hazardous
substances are chosen.
Universal indicator is a flammable liquid and should not be
stored or used near ignition sources.
Equipment: 2 test tubes, test-tube rack, Pasteur pipettes,
2 watch glasses, blue and red litmus paper, liquid
universal indicator, distilled water, safety glasses, lab
coat, a variety of household solutions including orange
juice, soft drink, fresh and sour milk, vinegar. Solids may
be used if dissolved in water first.
Equipment
Universal indicator is a flammable liquid and should not be
stored or used near ignition sources.
Equipment: 0.1 M hydrochloric acid, 1.0 M sodium
hydroxide, distilled water, Pasteur pipette, 10 mL
measuring cylinder, waterproof texta, 14 large test tubes,
universal indicator, lab coat, safety glasses
Refer to Risk
Assessment:
RA: Heating
RA 2.4.5Acids and
metals

Wash hands
Wipe benches.
Assessment:
RA: Preparing dilute
acids and bases
Recommended safety
requirements
2: Chemical change
Prac
Page
2.4.6
71
Acids and
metal
carbonates
Name
YES
HS/DG
Sodium
hydrogen
carbonate,
lithium
carbonate,
ammonium
carbonate,
0.1 M
hydrochloric
acid
0.1 M acetic
acid
Not HS
Refer to Risk
Assessment:
RA: Heating
RA 2.4.6Acids and
metal carbonates
Gloves
Wash hands
Wipe benches.
Tie back long hair

Wash hands
Wipe benches.
Recommended safety
requirements
DG = Dangerous good
HS: matches, limewater, solid sodium carbonate, 1 M

nitric acid
Not HS: solid: sodium hydrogen carbonate, lithium
carbonate, ammonium carbonate; 1 M solutions of nitric
and hydrochloric acids
Matches/flame: testing for carbon dioxide
Equipment: 4 test tubes, test-tube rack, stopper, 100 mL
beaker, matches, limewater, solid samples of sodium
hydrogen carbonate, lithium carbonate, sodium carbonate,
ammonium carbonate, spatula, 1.0 M solutions of nitric
and hydrochloric acids, lab coat, safety glasses
Equipment
matches, 100 mL beaker, small pieces of aluminium,
magnesium, zinc, iron and tin, 1.0 M solutions of
hydrochloric, sulfuric and acetic acids, lab coat, safety
glasses
2: Chemical change

Prac
Page
3.1.2
3.1.3
3.1.4
Fibre optics
Teacher
demo
3.2.1
81
81
82
89
HS/DG
Not HS
Instruct students on correct use and care of light boxes

and power supplies.
Gas/matches/flameheating: bending a glass rod

Use tongs to hold hot items and place them on a heatproof mat to cool. Glass retains heat for a long time;
consider providing a prepared bent glass rod.
Laser light can damage eyes; ensure that it is not pointed
towards people.
Ensure water is contained and floors do not become a
slip hazard.
A darkened room will assist this exercise.
Equipment: a container with a hole, trough, light source,
e.g. torch, glass rod
Equipment: lined paper, rectangular glass/Perspex block,

a pin, a cork
Equipment: rectangular glass/Perspex block

and power supplies.
Ensure the voltage selected is suitable for the globe
tolerance in your light boxes.
Equipment: a light box and single slit slide, 12 V power
source, sheet of paper, ruler, polar graph paper (or
protractor or Mathomat), semicircular slab of Perspex
Equipment
Refer to Risk
Assessment:
RA: Heating
Heat-proof mat
Tongs
Tie back long hair.
Recommended safety
requirements
3: Light
Lenses and a
light box
Measuring
apparent
depth
Apparent
depth
Measuring
angles of
refraction
3.1.1
80
Name
Prac
Page
3.2.2
3.2.3
3.2.4
90
91
91
How
telescopes
and
microscopes
work
Images in a
concave lens
Images in a
convex lens
Name
YES
YES
HS/DG
Wax candle
Wax candle
Not HS
Equipment: 2 convex lenses, one thin (e.g. focal length 25

cm), one thick (e.g. focal length 5 cm), cardboard,
scissors, tracing paper or other translucent material (e.g.
thin plastic from a shopping bag), lamp, small object to
view
HS: matches
Not HS: Wax candle
Matches/flameburning a candle as a light source
Minimise fire riskuse a globe as a light source if
possible.
Equipment: a concave lens, card or screen, candle or light
globe and power source
HS: matches
Not HS: Wax candle
Matches/flame: burning a candle as a light source
Minimise fire risk: use a globe as a light source if possible.
Equipment: a convex lens, white card or screen, plasticine
or lens holder, metre ruler, candle or small globe with
power supply
Equipment
Equipment: a light box, multiple slit slide, 12 V power
supply, light box lenses set, sheet of paper
Refer to Risk
Assessment:
RA: Heating
Lab coat
Heat-proof mat
Tie back long hair.
Refer to Risk
Assessment:
RA: Heating
Lab coat
Heat-proof mat
Tie back long hair.
Recommended safety
requirements
3: Light
Prac
Page
3.3.1
3.3.2
3.3.3
98
98
99
Seeing things
in a different
light
Mixing
coloured light
Dispersion
splitting
white light
Name
HS/DG
Not HS
Recommended safety
requirements
DG = Dangerous good

and power supplies.
Equipment: light box and power supply, a variety of
coloured slides, a variety of coloured cards

and power supplies.
Equipment: light box and power supply, a variety of
coloured slides, white paper

and power supplies.
Equipment: triangular glass or Perspex prism, light box
and power supply, slide with single slit, white paper
Equipment
3: Light

Prac
Page
3: Light
4.1.1
4.1.2
111
111
A balloon
universe
Using a
spectroscope
Name
HS/DG
Not HS
Recommended safety
requirements
DG = Dangerous good
Equipment: balloon and a pen for marking dots on the

balloon
Do not aim the spectroscope, or look directly, at the sun.

Equipment: spectroscope
Equipment

Prac
Page
5.1.1
5.1.2
5.1.3
5.2.1
5.2.2
5.3.1
5.3.2
5.4.1
127
128
129
135
136
142
143
150
Modelling
Locating the
epicentre
Slinky springs
Colliding
plates
Plates that
separate
Future Earth
Convection
currents
The planet
Splatter
Name
YES
HS/DG
Not HS
Protect the bench with a mat when cutting the plasticine
Equipment: compass, ruler, Homework Book 5.6 Locating

the epicentre
Minimise tangles in the spring and instruct students on the

appropriate use of this equipment.
Equipment: slinky spring, dense smaller diameter slinky,
sheet of paper or cardboard, tape, string
Equipment: a stack of about 30 A4 pages (recycle: use

scrap paper), textbook
Equipment: A3 sheet of paper, coloured pencils or

highlighters, scissors, sticky tape, pegs
Equipment: map of tectonic plates (a copy is available

from Homework Book 5.2), A4 sheet of paper, 6 overhead
transparencies, 1 sheet of tracing paper, overhead
transparency pen or marker, sticky tape
HS: natural gas, matches, potassium permanganate

Gas/matches/flameheating: liquids
Use a hot plate if possible.
Beware of flames, fire risk. Remove flammable items
from vicinity.
Equipment: large (500 mL or 1000 mL) beaker, potassium
permanganate, tweezers, hot plate or Bunsen burner,
bench mat, tripod, gauze mat, plastic bag, ice
Equipment: Homework book 5.1 or an A4 photocopy of

the map in Figure 5.1.9
Equipment
Refer to Risk
Assessment:
RA: Heating
RA 5.1.2Convection
currents
Tie back long hair
Wash hands
Wipe benches.
Recommended safety
requirements
Prac
Page
5.4.2
151
Shaping
volcanoes
faults and
folds
Name
YES
HS/DG
Sand, flour,
blue metal
screenings,
candles
Not HS
Refer to Risk
Assessment:
RA: Heating
Heat-proof mat
Tie back long hair.
Recommended safety
requirements
DG = Dangerous good
HS: matches
Not HS: fine sand, coarse sand, flour, fine blue metal
screenings, candles (old stumps will do)
Matches/flameburning a candle
Using washable trays under the graph paper will contain
the fine solids and assist in the clean-up.
Equipment: funnel, retort stand, bosshead and clamp, 1
sheet of graph paper, ruler with millimetre markings;
materials such as fine sand, coarse sand, flour, fine blue
metal screenings, candles (old stumps will do); matches,
protractor, access to a scientific calculator
Equipment
with the hacksaw. Provide instructions on the appropriate
use of the hacksaw.
Using plasticine on washable trays or mats may assist in
the clean up.
Equipment: plasticine in 4 colours, a rolling pin, fine wire
or a hacksaw blade

Prac
Page
6.1.1
6.1.2
6.2.1
6.2.2
161
162
172
173
Observing
decomposition
Testing for
H2O
A tree
producer
Exploring
endothermy
Name
YES
HS/DG
Methylated
spirits, salt
water, sucrose
Food dye
Not HS
Soil presents a potential pathogen risk. Do not use soil

that has had recent manure or organic content additions.
Soil can be discarded onto the school gardens or via the
school waste system.
Note: Live wood roaches and crickets can be obtained
from pet stores specialising in reptiles.
Equipment: large beaker half-filled with garden soil, dead
cockroach or other large insect, cling wrap
HS: Cobalt chloride paper, anhydrous copper(II) sulfate,

2 M acetic acid
Not HS: methylated spirits DG 3, salt water, sucrose
solution
Equipment: cobalt chloride paper, anhydrous copper(II)
sulphate, watch-glass, eye-dropper, spatula, paper towels,
various liquids (e.g. tap water, methylated spirits, salt
water, sucrose solution, strong or 2 M acetic acid),
unknown X solution (choose solutions from those listed)
Adhere to school safety procedures for students operating

within the school grounds. Instruct students to select
easily accessible plants, and not to climb or damage trees
or shrubs. Avoid toxic or allergenic plants.
Equipment: access to a tree, graph paper (1 cm square)
Check glass tubing for sharp edges and damagerisk of

cuts.
Food dye stainsensure spills are wiped up immediately.
Equipment: food colouring, water, ruler, 500 mL conical
flask, rubber stopper with one hole into which a glass tube
has been inserted, large beaker, retort stand with a clamp
Equipment
Lab coat
Wash hands
Wipe benches.
Refer to Risk
Assessment: RA: 6.2.1
Testing for H2O
Gloves
Fume cupboard
Wash hands
Wipe benches.

Gloves can be provided.
Wash hands
Wipe benches.
Recommended safety
requirements
6: Ecosystems
Prac
Page
6.2.3
6.3.1
6.3.2
6.3.3
173
185
185
186
Peanut power
Observing
osmosis
Solar ponds
Testing for
CO2
Name
YES
YES
HS/DG
Salt water
Not HS

Gas/matches/flameheating: ignite peanut and heat
water.
Beware of hot itemsflames and burn risk.
Use tongs to handle hot items. Allow hot items to cool on
a heat-proof surface.
thermometers.
To minimise stab wounds, provide the cork/pin preassembled. (They can be reused.) Instruct students to
Not HS: salt water

Equipment: 3 x 10 cm lengths of dialysis tubing, 3 large
beakers, distilled water, salt water of two different
concentrations

thermometers.
Tins could be provided already painted.
Equipment: 2 clean tins (e.g. old tins that contained tuna),
waterproof black and white paints, thermometer
HS: limewater
The stopper eliminates the possibility of limewater
spraying in students eyes. A second hole in the stopper is
required to allow pressure equalisation.
Use straws as disposable mouthpieces.
Only breathe out. Breathe slowly.
Equipment: conical flask, rubber stopper with a glass tube
inserted, 100 mL measuring cylinder, limewater
Equipment
Refer to Risk
Assessment:
RA: Heating
Fume hood
Heat-proof mat
Tongs
Tie back long hair
Wash hands.
Lab coat
Wash hands
Wipe benches.
Lab coat
Refer to Risk
Assessment:
RA 6.2.3 Testing for
CO2
Gloves
Wash hands
Wipe benches.
Recommended safety
requirements
6: Ecosystems
Prac
Page
Prac
Name
HS/DG
Not HS
Wipe bench.
Recommended safety
requirements
DG = Dangerous good
Equipment
take care when placing the peanut on
the pin.
Beware of peanut allergies. Consider omitting peanuts
and substituting with other nuts or foods, e.g. corn chips.
(Students in other classes may be allergicresidues in
the air or on benches may be a problem.)
Equipment: a variety of oily nuts (such as peanuts,
macadamia, cashews, pecan or walnuts), cork, large
needle, heat-proof mat, tripod, gauze mat and matches,
test tube, 10 mL measuring cylinder, retort stand,
bosshead and clamp, thermometer, timer, water
6: Ecosystems

Page
7.1.1
7.1.2
7.1.3
195
196
197
Anaerobic
respiration
Energy
production in
respiration
A product of
respiration
Name
YES
YES
YES
HS/DG
Glucose
solution,
yeast
suspension,
paraffin oil
Pea seeds
Not HS
HS: natural gas, matches, limewater

Not HS: 10% glucose solution, 10% yeast suspension,
paraffin oil
Gas/matches/flame: boil liquids
Beware of flame/fire/burn/scald risk.
Cool hot items on a heat-proof mat.
Yeasts used for food production present a minimal
potential pathogen risk. However, cultures can become
infected with bacteria. Treat all cultures as if they contain
pathogens. Prepare fresh yeast/sugar cultures for use in

Gas/matches/flameboiling of water
Boil water: use Bunsen burners, hot plates or kettles
Beware of boiling water and hot equipment.
thermometers.
Boiled seeds could be provided to reduce risks.
Equipment: 2 wide-mouth thermos flasks, 2
thermometers, cotton wool, germinating pea seeds,
boiling water, mild disinfectant
HS: limewater, sodium hydroxide solution > 0.3 M

(suggested concentration 0.5 M; this may be able to be
further decreased)
This could be performed as a demonstration.
Equipment: flasks and glassware as shown in Figure
7.1.12, filter pump, sodium hydroxide solution, limewater,
several insects or earthworms
Equipment
Refer to Risk
Assessment:
RA: Heating
RA 7.1.3Anaerobic
respiration
Lab coat/glasses
Heat-proof mat
Heat-proof gloves
Tie back long hair
Wash hands.
Refer to Risk
Assessment:
RA: Heating
Lab coat/glasses
Heat-proof mat
Tongs/heat-proof gloves
may be required
Tie back long hair.
Refer to Risk
Assessment:
RA 7.1.1A product of
respiration
Lab coat/glasses
Wash hands
Wipe bench.
Recommended safety
requirements
Prac
Page
7.2.1
7.3.1
205
211
A product of
photosynthesis
Inhaled and
exhaled air
Name
YES
YES
HS/DG
Sodium
hydrogen
carbonate
Not HS

Not HS: sodium hydrogen carbonate solution (0.5%)
Match/flameigniting of hydrogen gas
Hydrogen gas is produced by the reaction. Ignition
produces a characteristic pop.
Note: It is often difficult to collect enough hydrogen to
successfully produce the pop. Using smaller test tubes
may help. Ensure the experiment is set up in a position
where there is plenty of light and where it will not need to
be moved.
HS: limewater
Can be performed as a demonstration.
Inhale and exhale gently.
Use a disposable straw as a disposable mouthpiece.
If the equipment is to be used by more than one person,
use a new straw for each person.
Equipment: flasks and glassware as shown in Figure
7.2.17, limewater
Equipment
class. Sterilise used cultures by adding bleach for a few
hours prior to discarding via the sewer with plenty of
water.
thermometers.
Equipment: 2 wide-mouth thermos flasks, 2
thermometers, cotton wool, glassware as shown in Figure
7.1.15, 10% glucose solution, 10% yeast suspension
(prepared by adding dried yeast to cooled, boiled water),
limewater, paraffin oil
Refer to Risk
Assessment:
RA: Heating
Tie back long hair
Wash hands
Wipe benches.
Refer to Risk
Assessment:
RA 7.2.1Inhaled and
exhaled air
Lab coat/glasses
Wash hands
Wipe bench.
Wipe bench.
Recommended safety
requirements
Prac
Page
7.3.2
7.4.1
212
216
Leaves under
the
microscope
Green leaves
and
photosynthesis
Name
TECH
Iodine
TECH
Iodine,
ethanol,
methylated
spirits
HS/DG
Methylene
blue stain,
iodine
solution, 4%
sodium
thiosulfate
Iodine
solution,
plants
Not HS
Not HS: iodine solution, 4% sodium thiosulfate

Instruct students on the safe use of the razor blade (or
provide prepared leaf slices).
Dispose of slides in a glass or sharps bin.
Equipment: microscope, light source if needed,
microscope slides and cover slips, eyedropper, tweezers,
razor blade, stain (e.g. methylene blue or iodine), fleshy
leaves (e.g. rhubarb, agapanthus, water hyacinth)
Not HS: ethanol/methylated spiritsDG 3 flammable

liquid, iodine solution
Ethanol is highly flammable. At no stage should the test
tube containing ethanol be placed near any flame. Use hot
plates rather than flame.
Beware of hot items and equipment; use tongs or heatproof gloves to handle hot items. Boil ethanol in a fume
cupboard or ensure there is excellent ventilation.
Do not use plants that are known allergens.
Equipment: potted plant with variegated leaves, potted
plant of the same species with completely green leaves
(suitable plant types include Coleus and Geranium), 3
beakers of boiling water (these should be heated using an
electric hot plate), 2 large test tubes containing ethanol or
methylated spirits, iodine solution, forceps, scissors, 2
watch-glasses or 2 glass Petri dishes, safety goggles
Equipment: 2 600 mL beakers, 2 glass funnels, 2 test

tubes, 0.5% sodium hydrogen carbonate solution, 2
pieces of actively growing Elodea (Canadian pond weed),
light source, wooden splint, safety goggles
Equipment
Refer to Risk
Assessment:
RA 7.4.1Stomata and
chloroplasts
Lab coat
Wash hands
Wipe bench.
Refer to Risk
Assessment:
RA: Heating
RA 7.3.2Green leaves
and photosynthesis
Tongs
Fume cupboard
Recommended safety
requirements
Prac
Page
DG = Dangerous good

8.1.2
Sound
Teacher frequency
demo
threshold
8.2.1
225
233
HS/DG
4% sodium
hypochlorite
Sugar
solutions, salt
solutions
Not HS
Cuts, sores or broken skin should be covered.

Gloves may be worn.
Warning: Scalpels are extremely sharp. Instruct students
on the safe use of scalpels. When cutting, always draw
the scalpel AWAY from your hands and body.
Protect bench area with newspaper.
Sterilise used dissecting equipment in disinfectant or
diluted bleach. Consider washable plastic dissection
boards. Wipe down benches.
Equipment: frequency generator with loudspeaker
The solutions are to be tasted. Use food salt and sugar.

Prepare the solutions hygienically into appropriate
containers and surroundings, not lab glassware.
Handling of food/eating/tasting should occur outside the
lab environment, under controlled hygienic conditions.
Consider a room swap for this prac. Students must have
individual cups, bottled rinsing water and waste jars.
Students should discard waste via the sewer with plenty of
water and wash or discard the jars.
Equipment: 12 new small paper cups, 23 mL each of
solutions of sugar of varying concentrations (0.001%,
0.005%, 0.01%, 0.05%, 0.1%, 0.5%), 23 mL each of
solutions of salt (0.001%, 0.005%, 0.01%, 0.05%, 0.1%,
0.5%), waste jar for rinsings, bottled water for rinsing
mouth
Equipment

Gloves may be worn
Wash hands
Disinfect bench and
equipment.
Wash hands
Wipe benches.
Recommended safety
requirements
Brain
dissection
Sweet and
salty
8.1.1
225
Name
Prac
Page
8.2.2
234
Eat your brain
Name
HS/DG
Food dye
Not HS
Handling/eating of food should occur outside the lab

environment, under controlled hygienic conditions.
Consider a room swap for this prac. If food is to be eaten,
ensure it is handled hygienically.
Check students for diabetes, allergies or reactions.
Provide the food dye diluted to a minimum effective
concentration.
Equipment
Dispose of waste daily or freeze and dispose of when all
dissections are completed. Dispose of waste as normal
food waste.
4% sodium hypochlorite (household bleach) is not
classified as hazardous by NOHSC. However: S23Do
not breathe fumes/vapour/spray; S24/25Avoid contact
with skin and eyes; S36/37/39Wear protective clothing,
gloves and eye/face protection.
Preserving brains: Fresh brains deteriorate rapidly.
Providing frozen brains over comes the availability
problem. Partially frozen brains provide students with a
firmer object to cutthey retain integrity of the structures
for a period of time.
Another method of preserving brains: Immerse fresh
brains in a concentrated salt solution at 4C. Change the
solution, increasing the concentration a number of times
over 2448 hours.
Preserved brains can be kept for months immersed in the
saturated salt solution at 4 C (freezer). (Generally they
do not freeze solid and are suitable for immediate use.)
Equipment: partly frozen lambs brain, dissection board,
scalpel, dissecting scissors, newspapers, disinfectant
Recommended safety
requirements
Prac
Page
8.2.3
8.3.1
8.4.1
8.4.2
235
247
253
253
Human
behaviour
Animal
behaviour
A plant tropism
Brain wars: the

Stroop effect
Name
YES
HS/DG
Paraffin wax
Not HS
Do not stare directly at bright lights. Being in a well-lit

room or looking out a window on a bright day will produce
the desired effect.
Equipment: a person to act as the subject, a pencil
Insects should be treated with respect. They can be

released to the garden afterwards.
Equipment: an earwig, slater or snail, a drinking straw, a
plastic Petri dish
HS: matches
Not HS: paraffin wax
Matches/flame/burning candle: fire risk
Hot wax: burn risk
Para film may provide a suitable alternative to paraffin
wax to seal the test tube. This will replace the use of
flames and prevent dripping wax.
Equipment: 6 shoots of the plant Tradescantia (commonly
known as wandering jew), 6 test tubes, melted paraffin
wax, water, a darkened area and a well-lit area to place
plants
Equipment: Figure 8.2.18, a stopwatch
Equipment
Equipment: unpeeled orange, assorted lollies (e.g. 1
banana, 3 jubes, 1 marshmallow, 3 snakes (different
colours), 1 spearmint leaf, 2 sultanas, food dye (four
colours), toothpicks, cotton buds, plastic knife, newspaper
Wash hands
Wipe bench.
Refer to Risk
Assessment:
RA: Heating
Heat-proof mat
Tie back long hair.
Recommended safety
requirements
Prac
Page
DG = Dangerous good

9.1.1
9.1.2
9.1.3
265
266
266
Flower
dissection
Examining
spores
Asexual
reproduction in
plants
Name
HS/DG
Not HS
Lab coat
Wash hands
Wipe benches.
Lab coat
Wash hands
Wipe benches.
Recommended safety
requirements
DG = Dangerous good
Instruct students on the safe use of the dissecting

equipment.
Protect benches and provide a dissecting board or
washable cutting board.
Select low allergenic flowers. Ask students about allergies
and asthma.
Equipment: dissecting instruments, large flower, hand lens
Instruct students on the care and use of the microscope.

Equipment: stereomicroscope, fern leaf with visible
spores, tweezers, filter paper
Protect benches and provide a washable cutting board.

Instruct students on the safe use of the knife.
Choose non toxic/allergenic plants.
Equipment: an onion and a potato with eyes, knife
Note: Many other things could be substituted for the onion
and potatofor example strawberry runners, Chinese
willow stem cuttings or orchid bulbs.
Equipment
9: Reproduction

Prac
Page
10.1.1
10.1.2
10.1.3
10.1.4
294
295
295
296
Forensic
anthropometry
Collecting teeth
impressions
Collecting and
identifying
fingerprints
Make your own

Identikit
Name
HS/DG
Dental
impression
wax, calcium
sulfate,
plaster of
Paris,
detergent,
salt
Not HS
Equipment: string, metre ruler or tape measure, pencil and

calculator, access to a model human skeleton
Not HS: dental impression wax, calcium sulfate, plaster of

Paris (check the MSDS of the plaster used and confirm
the hazard status), liquid detergent, salt
Do not make impressions of students teeth as this poses
a hygiene risk.
Plaster of Paris poses a mechanical irritant risk on contact
with eyes. Do not inhale dust.
Using washable trays under areas where the plaster is
used may assist in the clean-up. Ensure work areas are
wiped clean at the end of the prac.
Mixing the plaster in a flexible/disposable container (e.g.
ice-cream container) will allow solid residues to be easily
removed and the container will be reusable.
Allow excess plaster to set and discard it via the school
waste system. Do not flush it down the sink.
Equipment: dental impression wax, plaster of Paris,
disposable cups, paddle-pop sticks, newspaper, liquid
detergent, salt, access to human skeleton or animal skulls
Use non-toxic ink.

Equipment: blank paper, ink pad
Instruct students on safe use of equipment.

Equipment: digital camera with computer connection,
printer, paper and cardboard, scissors or Stanley knife,
sticky tape, tripod (optional)
Equipment
Lab coat
Wash hands
Wipe benches.
Lab coat
Wash hands
Wipe benches.
Recommended safety
requirements
10: Forensics
Prac
Page
10.2.1
10.2.2
10.2.3
10.3.1
10.3.2
304
304
305
314
314
Fibre analysis
Comparing
fingerprints
Forging a
photograph
Chromatography
catches a
criminal
Writing
impressions
Name
YES
HS/DG
Ethanol
Not HS
Instruct students on use and care of microscopes. Warn

students that incorrect focusing techniques may result in
broken cover slips/slides. Handle broken slides carefully
and avoid sharp areas. Discard used slides into a glass or
sharps bin.
Equipment: sticky tape, hairbrush, white paper, monocular
and stereo microscopes, 2 microscope slides, pencil,
samples of natural (animal and vegetable) as well as
HS: graphite powder

Equipment: clean microscope slides, small soft bristle
brushes or puff-brushes, graphite powder, sticky tape,
paper
Equipment: computer, digital camera, a classmate, image

manipulation software (Adobe Photoshop, Microsoft
Photodraw etc.)
Not HS: ethanol DG 3

Flammable liquid: ethanol may be substituted with salt
solution (0.1 M).
Use water-based pens.
Equipment: a ransom note written with an unknown brand
of felt pen, several different black felt pens including the
one that wrote the note, the name of each suspect
attached, gas jars, scissors, paper, ethanol
Burn risk: do not touch the lamp, it can become very hot.
Equipment: 2 pieces of paper, pen, lamp
Equipment

RA 10.3.1Comparing
fingerprints
Wash hands
Wipe benches.

RA 10.2.2Chromatography
catches a criminal
Wash hands.
Recommended safety
requirements
10: Forensics
Prac
Page
10.3.3
315
Collecting foot
impressions
Name
HS/DG
Plaster of
Paris, salt
Not HS
Not HS: plaster of Paris, salt

If you wish to perform this in the lab, provide tubs of soil
for the impressions.
Soil presents a potential pathogen risk. Do not use soil
that has had recent manure or organic content additions.
Soil can be discarded onto the school gardens or via the
school waste system.
Plaster of Paris poses a mechanical irritant risk on contact
with eyes. Do not inhale dust.
Using washable trays or newspaper under areas where
the plaster is used may assist in the clean-up. Ensure
work areas are wiped cleaned at the end of the prac.
Mixing the plaster in a flexible/disposable container (e.g.
ice-cream container) will allow solid residues to be easily
removed and the container will be reusable.
Allow excess plaster to set and discard it via the school
waste system. Do not flush it down the sink.
Providing a container of water (small bucket) to wash the
finished plaster shoe prints will minimise soil in the lab
pipes. The water can be discarded on the garden.
Equipment: Plaster of Paris, a 5-cm-wide cardboard strip,
water, paddle-pop sticks, salt, plastic disposable cups,
stapler, shoes
Equipment
man-made fibres. (Optional: a digital camera or camera
phone. You can take pictures of what you see by holding
the camera lens steady against the eyepiece and
adjusting its position until you see a clear picture.)
Lab coat
Wash hands
Wipe benches.
Recommended safety
requirements
10: Forensics
Prac
Page
10.4.1
10.4.2
322
322
Injury physics
stab wounds
Making and
examining
blood drips
Name
HS/DG
Equipment

Gloves optional

RA: Heating
Lab coat
Wash hands
Wipe benches.
Recommended safety
requirements
10: Forensics
DG = Dangerous good
Use balances that have a suitable sensitivity range and

hardiness. They are likely to be accidentally extended
beyond their limits.
Instruct students on safe methods of performing this prac.
Be aware of the risk of stab injuries.
Equipment: a piece of meat with skin (e.g. a leg of lamb or
pork), various sharp and blunt knives, various other sharp
objects like nails, knitting needles etc., electronic scales,
plastic cling-wrap or sheeting, gloves, safety glasses
Starch, red
ink, brown
Not HS: starch, red ink, brown food colouring
food colouring
Heating water: fire/scald risk
Non-toxic red food dye can be substituted for red ink.
Use a soluble starch such as potato starch.
Ensure the dripping of blood is a controlled exercise and
that the surrounding area is well protected from stray
droplets (newspaper is ideal).
Equipment: 100 mL of hot water, starch, red ink (e.g. for a
stamp pad), brown food colouring, butchers paper, metre
ruler, electronic balance, 250 mL beaker, dropper bottle,
spatula, small funnel, heating apparatus
Not HS

Prac
Page
10: Forensics
Chemicals used
Acetic acid glacial
Acetic acid >1.7 M
Acetic acid <1.7 M
Agar
Aluminiummetal
Ammonia 30%
Ammonia 1 M
Ammonium
carbonatesolid
Barium chloride
solid
Barium nitrate
solid
Barium nitrate
0.1 M
YES
YES
no
no
no
YES
YES
no
YES
YES
YES
5.1 Oxidising agent

6.1 Toxic
5.1 Oxidising agent

6.1 Toxic
6.1 Toxic
NA
8 Corrosive
8 Corrosive
NA
NA
8 Corrosive
8 Corrosive
8 Corrosive
3 Flammable liquid
Dangerous good
Harmful
Oxidising
Harmful
Oxidising
Toxic
Irritant
Toxic
Corrosive
Dangerous for the
environment
Harmful
Corrosive
Hazard category
MSDS issue
2.2.1
2.3.2 Stock2.2.1
1.3.1
2.4.6
2.1.1
Stock2.1.1
1.2.1, 1.2.2, 1.4.1,

2.4.5
1.4.2
2.4.5
6.2.1
Stock2.4.5, 6.2.1
Reqd for prac
Substances used
HS*
(Hazardous classification according to NOHSC criteria, check information against your suppliers current MSDS)
Chemicals used
Bromothymol
bluesolid
Bromothymol blue
indicator
Calciummetal
Calcium nitrate
0.1 M
Calcium sulfate
solid
CaSO4 (plaster of
Paris)
Carbonsolid
Charcoalsolid
Cobalt chloride
solid
Cobalt chloride
0.1 M
no
no
YES
YES
no
YES
no
YES
YES
9 Misc
9 Misc
4.2 Liable to
spontaneous
combustion
Toxic
Dangerous for the
Toxic
Dangerous for the
environment
Irritant
NA
NA
Irritant
Oxidising
Irritant
Highly flammable
Hazard category
5.1 Oxidising agent
4.3 Dangerous
when wet
NA
NA
Dangerous good
MSDS issue
2.1.1, 6.2.1
Stock2.1.1, 6.2.1
1.5.4
1.2.2
10.1.3, 10.3.3
2.3.2
1.2.2, 1.4.1, 1.5.3
2.4.1
Stock2.4.1
Reqd for prac
Substances used
HS*
Chemicals used
Copper
carbonatesolid
Copper(l)
chloridesolid
Copper(l) chloride
0.1 M
Copper(ll) sulfate
anhydroussolid
Copper(ll) sulfate
solid
Copper(ll) sulfate
<0.4 M (10%)
Ethanolliquid
YES
YES
no
YES
YES
no
no
Dangerous for the

environment
Harmful
Irritant
Dangerous for the
environment
Harmful
Irritant
Dangerous for the
environment
Harmful
Harmful
Irritant
Hazard category
environment
MSDS issue
7.3.2, 10.2.2
2.1.1, 2.2.1
1.4.2, 2.3.1,
Stock2.1.1, 2.2.2
6.2.1
1.3.1
Stock1.3.1
2.2.1, 2.3.1
1.2.1, 1.4.3, 1.4.5,

2.3.3
Reqd for prac
3 Flammable liquid
9 Miscellaneous
9 Miscellaneous
9 Miscellaneous
N/A
8 Corrosive
NA
Coppermetal/wire NA
no
Dangerous good
Substances used
Cobalt chloride
paper
HS*
Chemicals used
Food dyes (non

toxic)
Graphitesolid
Hydrochloric acid
concliquid
Hydrochloric acid
0.12 M
dilute 0.142.7 M
(0.5% to less than
10%)
Iodinesolid
Iodineindicator
solution
Ironmetal
Leadmetal
no
YES
YES
no
YES
no
no
YES
NA
NA
9 Misc
8 Corrosive
NA
8 Corrosive
NA
NA
Dangerous good
Toxic
Dangerous for the

environment
Harmful
Corrosive
Dangerous for the
environment
Corrosive
Irritant
Hazard category
MSDS issue
1.2.1, 1.2.2, 1.4.1,

1.5.4
1.2.2, 1.4.1, 1.4.5,

2.4.5
7.3.2, 7.4.1
1.2.2, Stock7.3.2,
7.4.1
1.1.1, 1.4.5, 1.5.2

Teacher demo,
2.4.1, 2.4.2, 2.4.3,
2.4.5, 2.4.6
Stock
1.5.4, 2.1.2, 10.3.1
6.1.1, 8.2.2, 10.4.1
Reqd for prac
Substances used
alternative
methylated spirits
HS*
Chemicals used
Lead nitratesolid
Lead nitrate >0.5%
Limewater
(saturated solution
of calcium
hydroxide)
Lithiummetal
Lithium
carbonatesolid
Litmussolid
Litmus solution
Magnesium ribbon
Marble chipssolid
calcium carbonate
Methyl orange
solid
YES
YES
YES
YES
no
YES
no
YES
no
YES
6 1 Toxic
NA
4.1 Flammable
solid
NA
NA
NA
4.3 Dangerous
when wet
NA
5.1 Oxidising agent

6 1 Toxic
5.1 Oxidising agent

6 1 Toxic
Dangerous good
Toxic
Irritant
Irritant
Highly flammable
Irritant
Corrosive
Irritant
Toxic
Toxic
Hazard category
MSDS issue
Stock2.4.1
1.1.1
1.2.2, 1.4.1, 1.4.5,

1.5.3, 2.2.1, 2.4.5
2.4.1
Stock2.4.1
2.4.6
1.5.2
Teacher Demo
1.1.1, 2.4.6, 6.2.3,

7.1.1, 7.1.3, 7.2.1
1.5.1, 2.3.2
1.4.2, Stock1.5.1,
2.3.2
Reqd for prac
Substances used
HS*
Chemicals used
Methyl redsolid
Methyl red
solution
Methylated spirits 3 Flammable liquid

liquid
Methylene blue
solid
Methylene blue
stain
Nickel sulfate
solid
Hazard cut-offs
unavailable
Nitric acid conc >

= 20%liquid
Nitric acid >0.8 M

conc <4 M
> = 5% conc <20%
YES
no
no
YES
no
YES
YES
YES
Corrosive
Oxidising
Very corrosive
Harmful
Irritant
Dangerous for the
environment
Harmful
Harmful
Hazard category
MSDS issue
2.3.3, 2.4.6
Stock
2.1.1
7.4.1
Stock7.4.1
6.2.1, 7.3.2
2.4.1
Stock2.4.1
2.4.1
Reqd for prac
8 Corrosive
8 Corrosive
NA
NA
NA
3 Flammable liquid
NA
6 1 Toxic
Methyl orange
solution
no
Dangerous good
Substances used
HS*
Chemicals used
Nitric acid >0.16 M

conc <0.8 M
>1% conc <5%
Paraffin oilliquid
Phenolphthalein
indicator
Phenolphthalein
solid
Plaster of Paris
(calcium sulfate)
solid
Potassium
bromidesolid
Potassium
bromidesolution
Potassium
chloridesolid
Potassium
fluoridesolution
> 3% conc < 25%
YES
no
no
no
no
YES
YES
no
YES
6.1 Toxic
NA
NA
NA
NA
NA
3 Flammable liquid
NA
8 Corrosive
Dangerous good
Harmful
Irritant
Irritant
Highly flammable
Irritant
Hazard category
MSDS issue
1.5.1
1.3.1, 1.5.1
1.5.1
Stock1.5.1
10.1.3, 10.3.3
Stock1.5.2
Teacher demo,
1.5.3, 2.4.1
1.5.2 Teacher
demo, 1.5.3, 2.4.1
7.1.3
2.2.1
Reqd for prac
Substances used
HS*
Chemicals used
Potassium
fluoridesolid
Potassium iodide
solid
Potassium nitrate
solid
Potassium
permanganate
solid
Siliconsolid
Silver nitratesolid
Silver nitrate
solution 0.1 M
Sodium acetate
trihydratesolid
Sodium
carbonatesolid
YES
no
YES
YES
no
YES
no
no
YES
NA
8 Corrosive
5.1 Oxidising agent
NA
5.1 Oxidising agent
5.1 Oxidising agent
NA
6.1 Toxic
Dangerous good
Irritant
Dangerous for the

environment
Corrosive
Dangerous for the
environment
Harmful
Oxidising
Dangerous for the
environment
Harmful
Irritant
Oxidising
Toxic
Hazard category
MSDS issue
2.4.6, Stock2.3.2
2.1.3
1.4.3, 2.3.2
1.4.2 Stock1.4.3,
2.3.2
1.2.2, 1.5.4
5.1.2
2.1.2
Stock1.5.1
Stock1.5.1
Reqd for prac
Substances used
HS*
Chemicals used
Sodium carbonate
0.1 M
Sodium chloride
solid
Sodium chloride
solution / salt water
Sodium hydrogen
carbonatesolid
Sodium
hydroxidesolid
Sodium hydroxide
0.1 M
Sodium hydroxide
0.331 M
Sodium
hypochlorite 4%
(household bleach)
no
no
no
no
YES
no
YES
no
NA
8 Corrosive
8 Corrosive
8 Corrosive
NA
NA
NA
NA
Dangerous good
Corrosive
Corrosive
Hazard category
MSDS issue
8.2.1
7.1.1
1.5.2 Teacher
demo, 2.2.1, 2.4.1,
2.4.2, 2.4.3
Stock1.5.1, 2.2.1,
2.4.1, 2.4.2, 2.4.3
2.4.6, 7.3.1
1.3.1, 2.1.1, 2.1.2,

2.3.2, 6.2.1, 6.3.2,
8.1.1
10.1.3, 10.3.3
Stock1.3.1, 2.1.1,
2.1.2, 2.3.2, 6.2.1,
6.3.2, 8.1.1
2.3.2
Reqd for prac
Substances used
HS*
Chemicals used
Sodium iodide
solid
Sodiummetal
Sodium nitrate
solid
Hazard cut-off
unavailable
Sodium sulfate
solid
Sodium sulfate 0.1

M
Sodium
thiosulphate
anhydsolid
Sodium thiosulfate
4%
(iodine spill cleanup)
Starchsolid
Steel woolsolid
no
YES
YES
no
no
no
no
no
no
NA
NA
NA
NA
NA
NA
5.1 Oxidising agent
4.3 Dangerous
when wet
NA
Dangerous good
Harmful
Oxidising
Corrosive
Hazard category
MSDS issue
1.2.2
10.4.1
1.2.2, 1.4.2, 1.4.3,

7.4.1
Stock1.2.2, 1.4.2,
1.4.3, 7.4.1
2.2.1, 2.3.2
Stock2.2.1, 2.3.2
2.3.2
1.5.2 Teacher
demo
2.3.2
Reqd for prac
Substances used
HS*
Chemicals used
Sugar/sugar
solutions
Sulfursolid
Sulfuric acid
(conc)liquid
Sulfuric acid <0.5 M 8 Corrosive
Tinmetal
Tin chloridesolid
Universal
indicatorsolution
Wax/candlesolid
Wax (dental
impression wax)
Zincmetal
Zinc sulfatesolid
no
no
YES
no
no
YES
no
no
no
no
YES
Irritant
Irritant
Very corrosive
Irritant
Hazard category
MSDS issue
Stock2.3.3
1.2.2, 1.4.1, 2.2.1,

2.4.5,
10.1.3
2.1.2, 3.2.2, 3.2.3,

5.4.2, 8.3.1
2.4.1, 2.4.3, 2.4.4
1.4.2
1.2.2, 1.4.1, 2.4.5
2.4.5
Stock2.4.5
1.2.2, 1.4.1
6.2.1, 7.1.3, 8.1.1
1.3.1
Reqd for prac
9 Misc
NA
NA
NA
3 Flammable liquid
NA
NA
8 Corrosive
4.1 Flammable
solid
NA
NA
Strontium
chloridesolid
YES
Dangerous good
Substances used
HS*
Chemicals used
Zinc sulfate 1 M
YES
9 Misc
Dangerous good
Irritant
Hazard category
MSDS issue
2.3.3
Reqd for prac
* HS = Hazardous substance as classified by NOHSC criteria.
Substances used
HS*
CH3COOH
NH4OH
BaCl2.2H2O
Ca(NO3)24H
Acetic acid
1M
Ammonia solution
1M
Barium chloride
0.1 M
Bromothymol blue
stain/ indicator)
Calcium nitrate
0.1 M
236.14
244.23
35.05
60.05
Molecular weight
Wear lab coat, glasses and gloves.

Dissolve 23.6 g of calcium nitrate Ca(NO3)24H2O in distilled water.
Make up to 1 L with distilled water.
Wear lab coat, glasses and gloves to protect from staining. Use a fume
hood.
Often used as an indicator at 0.04%. Dissolve 0.4 g of bromothymol
blue in 200 mL of ethanol. Make up to 1 L with distilled water. Filter the
solution.
Yellow pH 6.0; Blue pH 7.6.

Dissolve 24.4 g of barium chloride BaCl2.2H2O in distilled water.
Wear lab coat, glasses and gloves and use a fume hood.
Add 56 mL of 15 M (~29%) ammonia solution to about 800 mL of
distilled water.
Add 58 mL of glacial acetic acid (~18 M) to distilled water.
Method
(Review MSDS for each chemical prior to preparing any solution;
assess risks and take appropriate safety precautionswear lab coat,
safety glasses and gloves)
Recipes
2O
Formula
Chemical
CaSO4
CoCl2. 6H2O
CuCl2.2H2O
CuSO4.5H2O
HCl
Calcium sulfate
(plaster of Paris)
Cobalt chloride
0.1 M
Copper(II) chloride
0.1 M
(cupric chloride)
Copper sulfate
0.1 M
Hydrochloric acid
2M
36.46
249.68
170.48
237.93
136.14
Molecular weight
Supplied as 12 M (36%):
Dissolve 172 mL 12 M (36%) conc. hydrochloric acid in approximately
700 mL distilled water. Make up to 1 L with distilled water.

Dissolve 25.0 g of copper(II) sulfate CuSO4.5H2O in distilled water
containing 15 mL of 0.1 M sulfuric acid.
Dissolve 17.1 g of copper(II) chloride CuCl2.2H2O in distilled water.


Dissolve 23.8 g of cobalt chloride CoCl2.6H2O in distilled water.
This is often used when a suspension is required, or for making plaster

moulds. Calcium sulfate has a low solubility (0.2 g/100 mL). For plaster
of Paris, follow the instructions on the pack. Add enough water to
make a viscous paste. Use before it hardens.
Method
Recipes
Formula
Chemical
HCl
I2 / KI
Hydrochloric acid
1M
Iodine indicator
solution
(a starch indicator)
N/A
36.46
Molecular weight
An instant blue/black colour change indicates the presence of starch or

cellulose.
A brown colour indicates dextrin, an intermediate between starch and
glucose.
Wear lab coat, glasses and gloves and use a fume hood. Dissolve 15
g of potassium iodide in ~800 mL of distilled water. Add 3 g of iodine.
Iodine has a low solubility. Prepare at least 24 hours in advance. A few
more crystals of potassium iodide may help.
Potassium iodide is light sensitive and deteriorates with age. Use
brown bottles for storage. Test solution prior to use.
Iodine spills can be decolourised with sodium thiosulphate solution 40
g/L.
Method
Recipes
Formula
Chemical
Dissolve 0.1 g methyl orange in 20 mL of ethanol.
Make up to 100 mL with distilled water.
pH range: red <2.8 yellow >4.6
Add 1 g of litmus powder to distilled water; heat until boiling. Make up

to 100 mL. Cool and filter.
pH range: red <5 blue >8

Limewater is a saturated solution of calcium hydroxide.
Add excess calcium hydroxide ~25 g/L to distilled water and stir. Allow
to settle; decant supernatant to class sets for use.
Test old stocks for effectiveness prior to use.
Dropper bottles are better than stull bottles. If there is any excess
calcium hydroxide in the decanted solution it will mix in when a stull
bottle is inverted, giving a cloudy solution before the test begins.
Calcium scale can be removed from containers by an acid wash.

Dissolve 33.1 g of lead nitrate Pb(NO3)2 in distilled water.
74.09
Methyl orange
indicator
Ca(OH)2
Limewater
(saturated calcium
hydroxide)
331.23
Pb(NO3)2
Lead nitrate
0.1 M
Method
Recipes
Molecular weight
Litmus indicator
1% aqueous solution
Formula
Chemical
NiSO4.6H2O
HNO3
KBr
Methylene blue stain
Nickel sulfate
0.1 M
Nitric acid
1M
Phenolphthalein
indicator
Potassium bromide
0.1 M
119.00
63.01
262.88
Molecular weight

Dissolve 11.9 g of potassium bromide KBr in distilled water.
Dissolve 0.1 g phenolphthalein in 30 mL of ethanol.
Make up to 100 mL with distilled water.
pH range: colourless <8.4 pink >10.0
Dissolve 64 mL 16 M (70%) conc. nitric acid in approximately 700 mL
distilled water. Make up to 1 L with distilled water.

Dissolve 26.3 g of nickel sulfate NiSO4.6H2O in distilled water.
Wear lab coat, glasses and gloves to protect from staining. Use a fume
hood.
Used as a stain at concentrations of 0.1% to 0.3%. Dissolve 0.10.3 g
methylene blue in 10 mL of 95% ethanol. Make up to 100 mL with
distilled water.
Method
Recipes
Formula
Chemical
84.01
286.1
KF
KI
AgNO3
NaHCO3
Na2CO3.10H2O
Potassium fluoride
0.1 M
Potassium iodide
0.1 M
Silver nitrate
0.1 M
Sodium bicarbonate
0.1 M
(sodium hydrogen
carbonate)
Sodium carbonate
0.1 M
Dissolve 28.6 g of sodium carbonate Na2CO3 in distilled water.

Make up to 1 L with distilled water. Use plastic stoppers.
Dissolve 8.4 g of sodium bicarbonate NaHCO3.10H2O in distilled

water.

Dissolve 17.0 g of silver nitrate solution AgNO3 in distilled water.
Silver nitrate is light sensitive. Store in a brown bottle.
Silver nitrate stains can be decolourised with sodium thiosulfate 4%.
Dissolve 16.6 g of potassium iodide KI in distilled water.

Potassium iodide is light sensitive. Store in a brown bottle.

Dissolve 5.8 g of potassium fluoride KF in distilled water.
Dissolve 7.5 g of potassium chloride KCl in distilled water.

169.87
166.02
58.1
74.55
KCl
Potassium chloride
0.1 M
Method
Recipes
Molecular weight
Formula
Chemical
NaOH
NaI
NaNO3
Na2SO4.7H2O 268.1
Na2S2O3
Sodium hydroxide
0.5 M
Sodium iodide
0.1 M
Sodium nitrate
0.1 M
Sodium sulfate
0.1 M
Sodium thiosulfate
4%
Dissolve 40 g of sodium thiosulfate Na2S2O3 anhyd in distilled water.

Decolourises iodine/potassium permanganate. Treat spill/glassware
with solution. Leave for a few minutes. Wipe up and clean area with
water. Residues can be flushed to the sewer.
Dissolve 26.8 g of sodium sulfate Na2SO4.7H2O in distilled water.


Dissolve 8.5 g of sodium iodide NaNO3 in distilled water.
Dissolve 15.0 g of sodium iodide NaI in distilled water.

Corrosivewear lab coat, glasses and gloves.

Dissolve 20 g of sodium hydroxide in distilled water in a heat-proof
container. (This is an exothermic reaction and a substantial amount of
heat is generated.)
Dissolve 58.5 g of NaCl in distilled water.

158.13
84.99
149.89
40.0
58.5
NaCl
Sodium chloride
1M
Method
Recipes
Molecular weight
Formula
Chemical
ZnSO4.7H2O
Zinc sulfate
0.1 M

Dissolve 28.8 g of zinc sulfate ZnSO4.7H2O in distilled water.
287.54
Heat is generated by this reaction. Use heat-proof containers. Slowly
add 55.6 mL 18 M (98%) conc. sulfuric acid to approximately 700 mL
cooled distilled water. A cool water bath will also help cool the solution.
Stir the solution continuously.
H2SO4
Sulfuric acid
1M
98.08
Dissolve 26.7 g of strontium chloride SrCl2.6H20 in distilled water.

266.60
SrCl2.6H20
Method
Strontium chloride
0.1 M
Molecular weight
Use a soluble starch such as potato starch. Mix some starch with
distilled water to give a solution. Concentration is not critical.
Formula
Recipes
Starch solution
Chemical
Technicians checklist: Agar preparation and waste decontamination
What you need: Agar, distilled water, electronic balance, spatula, microwave, 500 mL Schott bottles, sterile disposable Petri
dishes, Bunsen burner, heat-proof mat, matches, 70% ethanol or other disinfectant, heat-proof glove or hot hands, autoclave or
pressure
What to do
1 Prepare agar:
- Weigh ~15 g nutrient agar into 500 mL Schott bottle (or the quantity recommended for your product).
- Nutrient agar contains beef extract 3 g, peptone 5 g, agar 15 g, and is an excellent agar for a range of bacteria and fungi.
- Add 500 mL of distilled water (do not add a stirrer bar as this is to be microwaved).
- Mix the contents well and cap the bottle loosely.
- Schott bottles are used as they are designed to withstand the temperature and pressures of sterilisation.
- Note: A standard agar plate contains ~20 mL of agar; 500 mL should give 20 to 25 agar plates.
2 Dissolve agar:
- Microwave the agar solution in the Schott bottle until it is completely dissolved.
- The cap must be loose, to prevent pressure build up and explosion.
- Suggested times: ~4 minutes on high, then check, mix contents well. (Use heat-proof gloves to handle the bottle. Beware of
hot items and scald risk. Tighten the cap when mixing the bottle.)
- Loosen the cap and microwave an extra 2 minutes, repeating this procedure until the agar is completely dissolved.
3 Prepare the autoclave/pressure cooker:
- Check vents, seal rings and valves for damage.
- Add water according to the operating instructions.
- Ensure you are familiar with the operation of this equipment, as the use of heat and pressure provides an explosion risk.
4 Sterilisation conditions:
- Sterilisation occurs when items have reached and maintain 121C for 15 minutes. An autoclave set for 121C for 15 minutes
will not usually have achieved conditions necessary for sterilisation. Extra time must be allowed. The time required will depend
on the volumes and nature of the items to be sterilised. Fifteen minutes commencing from the time a pressure cooker has
begun to vent steam time is a good guide.
- Agar and other microbial growth media deteriorate with extended exposure to sterilisation temperatures and pressures, so
allow the minimum time necessary.
- During decontamination of waste, err on the side of safety and extend times to ensure sterilisation conditions are met.
5 Sterilise the agar:

- Place the Schott bottles, containing thoroughly mixed and dissolved agar, evenly within your sterilisation equipment. If the
agar is not dissolved it tends to boil over during sterilisation and is prone to producing an inconsistent concentration of agar.
- (Use heat-proof gloves to handle the bottle, and beware of hot items and scald risk. Tighten the cap when mixing the bottle
contents.)
- Ensure the caps are loose.
- Operate your equipment so that the agar reaches and is maintained at 121C for 15 minutes.
- Allow the equipment to cool and slowly equalise in pressure over 15 to 30 minutes. A rapid decrease in pressure causes the
agar to boil over.
- When the equipment has equalised in pressure, tighten the caps using heat-proof gloves to handle the bottles. Beware of hot
items and scald risk.
- Allow bottles to cool slightly then place in a water bath 4550C. (A sink with a thermometer is fine, but keep an eye on the
temperatureagar starts setting at ~4045C.)
- Ensure the water level of the water bath covers the level of the agar in the bottle so that areas of the agar do not cool at a
different rate and set.
- Alternatively, allow the bottles to set. These can be stored at 4C for six months. When agar plates are required, microwave
the bottles of agar (with loose caps) until liquefied and dispense the agar according to the method below.
6 Prepare the dispensing area:
- Agar should be dispensed in a sterile area using sterile techniques into sterile Petri dishes.
- Disinfect the area with 70 per cent ethanol or other disinfectant.
- Wear a clean lab coat and sterile gloves, or disinfect gloves with 70 per cent ethanol.
- A Bunsen burner set to a blue flame provides a sterile zone around it. This is the area in which to pour the agar into the
plates. (Beware of fire risk if you are using ethanol.)
- Remove the required number of sterile Petri dishes from the sleeves.
- Arrange the Petri dishes according to personal preference. Most people find small stacks of plates easy to work with (e.g. five
stacks of five per 500 mL bottle).
7 Dispense the agar:

- Cool the agar to 4550C and mix thoroughly. Allow bubbles to rise before pouring it into the plates. (Pouring hot agar results
in a lot of condensation on the lids of the Petri dishes and they will need to be dried prior to use.)
- Open the bottle of agar within the sterile zone of the Bunsen burner, flame the mouth of the bottle, open the Petri dish lid, pour
~20 mL of agar into the Petri dish and replace the lid. Working from the bottom to the top of a stack of Petri dishes is effective.
Gently swirl each dish to distribute any bubbles to the sides.
- Place the stack to one side to set.
- Repeat the procedure until the bottle is empty.
8 Packaging and storage of agar plates:
- Allow the agar plates to completely set prior to moving.
- Plates can be replaced into their plastic sleeves, sealed and stored at 4C for six months.
- Remember to record the date of the batch. Incubate a sample plate as a test for sterility and quality control.
- Store inverted (agar-side up) to minimise moisture on the agar.
- Remove excess moisture on sterile agar plates/lids prior to use. Invert plates and quickly flick the moisture away, alternatively
incubate them overnight.
9 Inoculation of plates and incubation of microbes:
- Incubation of microbes presents a potential pathogen risk.
- Agar plates should not be inoculated with human samples, or from areas such as the bathrooms or from soil.
- Inoculated agar plates should be taped shut and not be opened after this time.
- If sterile swabs are not available, use cotton buds dipped in freshly boiled and cooled water.
- Incubate at no higher than 35C (to limit human pathogens).
- Treat all used Petri dishes as if they contain a pathogen.
- To assist in keeping class sets together and minimising odours, try placing plates in a sealed plastic container for incubation.
Open in plastic containers in the fume hood prior to class to minimise odour.
- Ensure hands are washed after handling inoculated plates.
- Sodium hypochlorite 4% (household bleach) is not classified as hazardous by NOHSC. However, note: S23Do not breathe
fumes/vapour/spray; S24/25Avoid contact with skin and eyes; S36/37/39Wear protective clothing, gloves and eye/face
protection.
- An alternative method for sterilisation/decontamination is to use sodium hypochlorite 4% (household bleach) to sterilise small
items such as microscope slides or dissecting equipment. Ensure bleach solutions are made fresh and items are soaked for at
least an hour.
11 Waste decontamination and disposal:

- Used agar plates should be sterilised by autoclaving or in a pressure cooker at 121C124C for at least 20 minutes. Allow
extra time for temperature and pressure build up.
- Contain the plates in an open autoclave or oven bag. Remember, agar will liquefy, making a huge mess if it is not in a bag.
- Ensure the bags are open. Sterilisation requires steam penetration and closed bags may mean adequate
temperature/pressure is not achieved. Avoid creating situations where air pockets may limit steam penetration.
- Sterilised plates can be discarded via normal school waste. Do not use biohazard bags as this can create disposal issues if
other staff are not aware sterilisation has been performed.
- Once items have been successfully sterilised they are not a biohazard risk.
10 Microbe identification:
- Bacteria appear in ~ 1 to 2 days. Often smooth shiny discrete colonies appear. Creeping colonies are often pseudomonas,
which is a motile bacterium (a bacillus with a flagella). (Pseudomonas is often found in inoculations taken from moist
environments.)
- Yeast colonies look similar to bacteria colonies.
- Fungi and moulds appear in ~3 to 4 days, as furry colonies, bluish/grey (often penicillium) or black (often aspergillus).

Science Dimension 3 Course Answer

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Science Dimension 3 Course Answer

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Contents

Answers to coursebook questions

a The electron is the smallest.

a Atomic number = number of protons in an atom = number of electrons in an

4 For the atom

U, atomic number = 92, mass number = 238

12 a H2O2 hydrogen peroxide

Answers to coursebook questions

SO2: 1 sulfur and 2 oxygens

Answers to coursebook questions

H2S: 2 hydrogens and 1 sulfur

Fe: 26p+, 26e, 30n

Ni: 28p+, 28e, 31n

Cu: 29p+, 29e, 35n

Au: 79p+, 79e, 118n

Answers to coursebook questions

6 The rows in the periodic table are called periods.

False: Horizontal rows in the periodic table are periods.

Answers to coursebook questions

22 Diagrammatic answer required

a 2, 8, 7: Group VII, Period 3

Answers to coursebook questions

20 a An atom in Period 2, Group VI would be: 2,6.

Answers to coursebook questions

An atom with eight protons = 8

2,6, most likely ionic charge, 2

Answers to coursebook questions

Answers to coursebook questions

22 a Solids: four, ignoring metalloids (P, Si, Se, I)

a Melting point of 98C: Na

Answers to coursebook questions

Closely related to potassium: Ca

11 a Diamond: gems, drill tips and saws, abrasives

In Period 5: Y, Zr, Nb, Mo, Tc, Ru, Rh, Pd, Ag, Cd

14 Carbon is basically a non-metal but does conduct electricity as graphite. It could

20C, gases: F, Cl, liquid: Br, solid: I

Hydrogen and silicon: SiH4

Answers to coursebook questions

21 a Br2 + H2S S + 2HBr

2 Diagrammatic answer required

a Halogens: Group VII

Answers to coursebook questions

Cl: 17p+, 17e, 18n

Au: 79p+, 79e, 119n

Answers to coursebook questions

Answers to coursebook questions

a Cu+ and Cu2+

8 Ionic bonding is the electrostatic attraction between oppositely charged ions.

Answers to coursebook questions

a instant coffee in water, sugar in a cup of coffee, salt in a saucepan of vegetables

Answers to coursebook questions

5 Precipitation, gas produced, change in temperature, colour change, metal depositing

Yes, a precipitate has formed.

7 The reaction may be very slow.

9 Dissolution is when a substance breaks apart in solution. Precipitation is when a

A lump of calcium reacted with a solution of hydrochloric acid (HCl) and

Answers to coursebook questions

20 The missing product is most likely to be MgCl2, making the equation:

zinc + silver nitrate zinc nitrate + silver

calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide +

Answers to coursebook questions

a Mg(OH)2(s) MgO(s) + H2O(g)

5 Carbon dioxide is produced.