Answers 8A Food, Glorious Food!

Answers
8A Food, glorious
4 It contains fat.
5 a iodine solution b It will go a blue–black colour.
food! 8Aa(10)
1 growth and repair, energy, health
2 a protein, carbohydrates, (sugar), fats, vitamin B1
8Aa Advertising food b 12 g c 25 – (2 + 15 + 6) = 2 g
Pupil’s Book page 7 3 to keep your intestines healthy/stop constipation
1 a Children were being persuaded to eat unhealthy foods after 4 a fat, protein, sugar
seeing them advertised on TV. b Drop iodine solution onto bar and look for blue/black colour;
b They showed one group of children some adverts for foods rub bar onto a piece of paper and hold it up to the light to
and another group of children adverts for toys. They then look for a greasy mark.
offered all the children some food and watched to see what c The fat per 100 g should be 8 and not 6.
they ate. d nuts
c evidence for e It implies the bar contains lots of fibre when in fact it contains
2 a Children today do less exercise; food today is more fattening. hardly any.
b Pupils own responses should include an indication of a fair test.
3 High levels of fat – although pupils are not expected to know 8Aa(11)
this yet. ‘Fattening things’, ‘things that are bad for you’, etc. are 1 A food allergy is a strong immediate reaction; a food intolerance
appropriate answers. is a longer-term feeling of being unwell.
2 a substances made by the body which stick to proteins
Pages 8–9 b proteins – Antibodies only stick to proteins and in the test the
1 what you eat second antibody can stick to the first.
2 a protein, carbohydrate, fat, fibre, vitamins, minerals 3 It’s quicker.
b 66.1 g 4 a If the blood were left there the second lot of antibodies would
4 a carbohydrates, fats, proteins, vitamins and minerals all stick to the antibodies in the blood, whether they were
b fibre and water attached to the food or not.
c fibre for healthy intestines; water as a solvent/to fill up cells/ b All the wells would go red.
to keep cool c The enzyme that makes the red colour would still be in all the
5 starch wells.
6 a fizzy drink, chocolate 5 Boris shows an intolerance to peanuts and salmon and should
b starch be advised to cut these things out of his diet and see if that
makes a difference to his wellbeing.
Differentiated Classwork and Homework Activity Pack 6 a Any two from: fibre, water, vitamins, minerals, sugar, starch,
8Aa(1) fat.
1 nutrition information tables b They don’t contain proteins.
2 a 9.2 g b 4 g
3 growth and repair, energy, health 8Ab Keeping it balanced
4 vitamins and minerals Pupil’s Book pages 10–11
5 constipation 1 Eating a wide variety of foods (so that we get all the things we
6 starch need). Some pupils may mention the ‘food pyramid’ in their
7 iodine solution explanation.
2 a carbohydrates
8Aa(8) b Any two sensible answers, e.g. bread, rice, pasta, potatoes.
1 a true c Any two sensible answers, e.g. sweets, cakes, fizzy drinks.
b false – Meat contains a lot of protein. 3 storage of energy, heat insulation
c false – Iodine solution can be used to test for starch. 4 a 5.15 g b 3.25 g c 19.2 g
d false – Any two nutrients from: carbohydrate; sugar; starch; 5 a 760 kJ
fat; protein; vitamins; minerals. b The bread goes blue/black, but the butter does not.
e false – It is very important to have a balanced diet. 6 a Any two sensible answers, e.g. meat, fish, eggs, cheese, beans,
2 protein ‘is needed for’ growth and repair milk.
sugar ‘is a type of’ carbohydrate b for growth and repair
water ‘is needed for’ health 7 a 50 g b 4667 g
fibre ‘is needed for’ healthy intestines 8 wholemeal bread
vitamins ‘are needed for’ health 9 Any sensible answer based on an understanding of a balanced
Note that other permutations are possible (e.g. water ‘is not a’ diet.
nutrient).
Page 12
8Aa(9) 1 It contains a wide variety of carbohydrates, proteins, fats,
1 carbohydrates, fats, minerals, vitamins vitamins and minerals (and fibre in the whole rice).
2 what someone usually eats 2 a eating too much fat/sugar b eating too little c eating too little
3 a 2.6 g b 58 g c starch d (58 – 1) × 2 = 114 g e vitamins and protein
minerals f expected answer is ‘to move’
© Pearson Education Limited 2008 Exploring Science edition 333
Z01_TTPG_5453_ANSWERS_5p.indd 333 12/9/08 13:23:01

8A Answers
3 Fat is needed in the body as a raw material and to form a layer 8Ab(8)
under the skin that helps to keep you warm. You may become ill 1 eating a wide range of different foods, with more foods that
if you don’t have any fat in your diet. contain starch and only a small amount containing sugars, fats
4 Pupils’ own responses (e.g. Yes, so that people might eat more and oils
healthily; Not because the advertisers are entitled to free speech 2 a The Pasta Special; any sensible consideration of the range of
and people should take responsibility for themselves). foods and the different food components present
5 Pupils’ own respones (e.g. This was a good idea because it tries b Both could go with fruit (salad) to make up for the fact that
to get the fashion industry to stop using very thin models and they do not have much in the way of vitamins. Accept sensible
making people worry about their weight too much and so make suggestions along those lines.
themselves ill; This is a bad idea because it prevents fashion
designers creating the sort of look that they want). 8Ab(9)
1 carbohydrates, fat
Page 13 2 The postman uses up more energy by walking around.
1 a Too much fat or sugar in the diet will make you fat and this 3 a He eats too much.
puts you at risk of developing type II diabetes. b heart disease/diabetes or other sensible idea
b The glucose goes into the blood, insulin is produced but the c cut down on the amount he eats and cut down on the things
cells don’t respond to it and so glucose stays in the blood. Or that contain the most fat and sugar (e.g. sweets, chocolate, ice
the glucose goes into the blood, very little insulin is produced cream, cake)
and so only a small amount of glucose is taken into the cells. d exercise
2 They can cause blood glucose levels to rise quickly. e He doesn’t eat enough food.
3 There is so much glucose in the blood that it gets into the urine/ f vitamins, protein (and a wide range of minerals)
the body puts it in the urine to get rid of it. g He may become ill/get kwashiorkor.
4 A fault with the pancreas was the cause of diabetes.
8Ab(10)
Differentiated Classwork and Homework Activity Pack 1 a one fact from the sources, e.g. They studied more than 14 000
8Ab(1) people for nearly 20 years and found that overweight people
starch (carbohydrate) – provide energy – bread, potatoes with the highest salt intake were 61% more likely to die from
sugar (carbohydrate) – provide energy – cakes, sweets a stroke or heart attack
proteins – to help us grow and repair our bodies – fish, eggs, nuts b one opinion from the sources, e.g. Most of us consume too
fats – for warmth and energy – butter, oil much salt
vitamins and minerals – to keep our bodies healthy – fruit and c one claim from the sources, e.g. Now it’s an easy way to help
vegetables keep your heart healthy.
2 Any sensible answer backed up by a good reason, e.g. New
8Ab(2) Scientist because they are experts at writing about science and
1 a Too are not trying to please any one group of people.
Too Missing 3 No, some of the clippings suggest that salt may cause health
Too little much
Problem much a
food of a problems when combined with other factors but one clipping
food nutrient
nutrient also points out how important salt is.
anorexia ✔ 4 a The diets investigated were not compared to another group
heart disease ✔ of people eating an ordinary American diet that had the usual
kwashiorkor ✔ levels of salt.
obesity ✔ b No, the investigation as stated seems to suggest that both low
salt intake and the kind of diet lowers blood pressure.
starvation ✔
c Any sensible answer but the use of a control diet (normal
b Any two from: on a ‘diet’, cannot afford food, crops failed. American) in the investigation is the expected answer.
2 a Milk is a good source of fat; rice is a good source of starch;
chicken is a good source of protein; fruit and vegetables are a 8Ab(11)
good source of vitamins and minerals. 1 filtration
b vitamins (There’s plenty of calcium in cheese and iron in the 2 a 87 g
meat.) b There is also water in the food.
3 58%
8Ab(3) 4 1794 kJ/100 g
1 a Insulin controls the blood sugar levels. 5 bomb calorimeter
b Diabetes is caused by too much sugar in the blood. 6 1848 kJ/100 g
c Diabetes/too much sugar is caused by a malfunctioning 7 a higher
pancreas. b The fibre will also burn and release energy but humans
d Diabetes can be detected using ants. cannot digest this.
2 a insulin made in pancreas 8 so they can keep a watch on how much energy their food
b insulin made in pancreas and cells take glucose out of blood contains and not eat foods containing more energy than they
will use (which will make them fat)
8Ab(7)
1 a carbohydrate; for energy 8Ac You’ve got guts
b protein; for growth and repair
c vitamins/minerals/fibre/water; for health Pupil’s Book pages 14–15
2 a fat b to store energy/for insulation 1 digestion
3 a water b sugar c turns to fat (which makes you fat)/causes 2 begins at mouth and ends at anus
tooth decay 3 absorbs water
4 a no b There are not very many vegetables/the food does not 4 a gullet/food pipe, stomach, small intestine, large intestine,
contain all the vitamins you need. rectum, anus
334 Exploring Science edition © Pearson Education Limited 2008

Answers 8A
b by muscles contracting (peristalsis) compared differently (e.g. the spaghetti might have been
c 24–48 hours cooked for longer in one trial).
d Liver is the expected answer. b Use more than 10 volunteers to work out the average (mean)
5 a starch/carbohydrate GI numbers.
b vitamin C, glucose, water 7 If glucose is released into the blood more slowly, they have
c water enough insulin to cope with its quick removal.
d They have to be broken down into smaller molecules. 8 so that they can have a steady supply of glucose entering the
6 a small intestine blood rather than a spike
b They break down large insoluble food molecules into small,
soluble molecules. 8Ad Break down
7 a glucose/sucrose/sugars
Pupil’s Book pages 16–17
b starch
1 a carbohydrate or starch b glucose
8 a by providing ‘good’ bacteria that help stop the ‘bad’ bacteria
2 a age of people, fitness of people, what they ate, what they did
causing problems
in terms of exercise, work, etc., medicines
c Pupils’ suggestions could involve testing the numbers/ratio
b Ask people whether they felt better taking the supplement.
of bad bacteria versus good bacteria in the guts of those
Point out to pupils that this would be done as a test in which
who drink Actimel or a bacteria-free yoghurt. Or finding out
some people took the supplement and others did not.
whether people who drink Actimel have less incidences of
3 pH 1–2
diarrhoea, etc. than those who don’t drink Actimel.
4 a 37 °C (body temperature) b proteins
5 They are absorbed through the wall of the small intestine.
Differentiated Classwork and Homework Activity Pack
6 a It shows that large molecules are split into smaller ones; it
8Ac(1)
shows that the enzymes don’t get used up; it shows that
1 Large molecules such as starch, fats and proteins need to be
enzymes change shape as they work.
broken up into smaller soluble molecules by…enzymes; Saliva
b It doesn’t show that the enzyme works on a specific molecule.
helps to make the food moist so that it is easy to…swallow; The
7 a It shows that large molecules are split into smaller ones; it
food is churned up and mixed with acid in the…stomach; Food
shows that the enzymes don’t get used up; it shows that the
that we cannot digest has water removed in the…large intestine;
enzyme works on a specific molecule.
When food is broken down it is taken into the body through the
b It doesn’t show that enzymes change shape as they work.
wall of the…small inestine.
8 Each enzyme only works on one particular type of molecule
2 Drawing should show five squares.
and there are many different types of molecules and so many
different types of enzymes are needed.
8Ac(5)
1 correct labelling
2 aF bB cG dE eA fD gC
8Ad(1)
3 to break down large food molecules into small molecules that
1 a DJ labelled at mouth, stomach, small intestine
can be absorbed by the small intestine
b P labelled at stomach and small intestine
c S labelled at mouth, small intestine
8Ac(6)
2 Place found
1 Relevant linking phrases such as: Swallowing is when food
passes down the gullet; Strong acid is found in the stomach; Substance inside Visking outside Visking
small molecules are absorbed by the small intestine; Water is tubing tubing
removed from undigested food in the large intestine; Faeces starch ✔
are stored in the rectum; Elimination (or egestion) of faeces enzymes ✔
happens in the anus; Contracting muscles push food along the glucose ✔ ✔
gut.
2 a The five smallest ‘molecules’ circled. 8Ad(7)
b They will fit through the gaps in the model small intestine 1 stomach – churns the food up/digests proteins; small intestine
wall. – digests foods and absorbs them
c water 2 i mouth; ii gullet; iii stomach; iv small intestine; vi large
d They must be broken down by enzymes to form small, soluble intestine; vi rectum; vii anus
molecules, which can be absorbed by the small intestine. 3 Digestion starts in the mouth. During digestion, digestive juices
3 any one of: making useful substances; keeping harmful bacteria are added to the food. These contain enzymes that break the
numbers down; helping to digest some foods food down into smaller pieces.
8Ac(7) 8Ad(8)
1 Starch is the expected answer. 1 a carbohydrate/starch b fat c protein
2 The glucose is easily absorbed by the small intestine (and 2 ‘yes’ and an explanation of balanced diet, or ‘no’ and an
doesn’t need to be broken down). explanation of the lack of different sorts of vitamins – there are
3 The large carbohydrate molecules are broken down by enzymes other possible answers
into glucose, which is then absorbed by the small intestine. 3 mouth, gullet/food pipe, stomach, small intestine, large
4 Some carbohydrates are bigger than others, or more difficult intestine, rectum, anus
for enzymes to break down (they may be ‘protected’ by other 4 a mouth
substances or highly twisted shapes). b small intestine – more different enzymes are found there
5 41 c mouth – bread; gullet – bread; stomach – ham; small
6 a Any one of: the foods may be slightly different (e.g. different intestine – ham, bread, butter
types of white bread will have different components); the d glucose
trials are done on human volunteers and each person’s body e pH 1–2 – that’s the pH of the stomach
will digest things slightly differently; the foods may have been f 37 °C – that’s the temperature of the human body

8A Answers
8Ad(9) d natural
1 starch e light, traditional style, finest, handmade
2 a The starch had all turned into sugar. 2 Pupils could include: ‘wholegrain goodness’, ‘keeps the gut
b enzyme healthy’, ‘naturally inspired’.
3 The vertical axis should be something like ‘The length of time it
took for no black colour to be formed’. Differentiated Classwork and Homework Activity Pack
4 a 65 °C 8Ae(1)
b The heat destroyed the enzyme (in fact the enzyme’s shape 1 Across: 3 small intestine 5 digested 6 respiration. Down: 1
is changed making it unable to do its job) or the enzyme blood vessel 2 circulatory 4 heart
could not work very fast at high temperatures. (This is a 2 1 Enzymes turn starch into glucose; 2 Glucose is absorbed;
simplification; in actual fact it is a population of enzymes, 3 Glucose enters a capillary; 4 Glucose goes into a vein; 5
some of which are working and others of which are not. At Glucose is carried in the bloodstream; 6 Glucose comes out
higher temperatures, less enzyme molecules are working.) of blood in the tissue fluid in a leg muscle; 7 Cell takes in the
5 a 35 °C glucose; 8 Glucose is respired to release energy.
b This is the closest temperature to body temperature.
8Ae(2)
8Ad(11) 1 a fat – amber, saturated fat – amber, salt – amber, sugar – green
1 a a suspension of one liquid mixed in with another b fat – amber, saturated fat – amber, salt – red, sugar – green
b bile c fat – green, saturated fat – green, salt – amber, sugar – green
c It increases the surface area over which ‘fat-digesting’ d fat – amber, saturated fat – red, salt – amber, sugar – green
enzymes can work. 2 a fat – 17.4 g (amber), saturated fat – 14.5 g (red), salt – 0.6 g
2 a Drawing to show large protein being split by enzymes into (amber), sugar – 2 g (green)
peptides and then further split by different enzymes into b fat – 9.6 g (amber), saturated fat – 3.7 g (amber), salt – 1 g
amino acids. (amber), sugar – 2.7 g (green)
b Different proteins contain different amino acids, some of c fat – 10.6 g (amber), saturated fat – 7.3 g (red), salt – 0.26 g
which are essential in our diets. If we only eat protein from (green), sugar – 53.4 g (red)
one source we may not get all of the essential amino acids.
3 a sucrase 8Ae(3)
b Suggestions might include looking it up on the internet. 1 a carbohydrate or sugar circled
4 fatty acids and glycerol b respiration
5 a The amylase from the salivary glands has stopped working c 8545 kJ
due to the acid conditions encountered in the stomach. d to make new substances
b Pepsin works at pH 1–2 (the pH of the stomach) but the bile e could be ‘low salt’ or ‘high fibre’ or just ‘healthy’ or ‘good for
neutralises the acid in the small intestine and so an enzyme you’
that works at a more neutral pH is needed. 2 a blood vessels (or capillaries, veins, arteries) and heart labelled
6 37 °C (human body temperature) and pH 7 (because conditions b line from small intestine to liver to heart to arm inside the
in the small intestine are neutral) blood vessels
8Ae In the blood 8Ae(4)

Across: 3 carbohydrate 5 glucose 13 excretion 14 respiration
19 mineral 20 fibre 22 vitamin 23 small intestine 24 kilojoule.
1 a eat less fat (or do more exercise)
Down: 1 saliva 2 digestion 4 rectum 6 stomach 7 protein
b to avoid health problems like heart disease
8 gullet 9 sugar 10 water 11 capillary 12 fat 13 enzyme
2 a taken in
15 egestion 16 artery 17 ingestion 18 balanced 21 villi.
b its wall is thin and it has villi to create a large surface area
3 The expected answer is that arteries take blood away from the
8Ae(5)
heart and veins carry it back.
2 Villi increase the surface area; walls are thin.
4 the heart and blood vessels
3 a blood
5 Enzymes turn starch into glucose – Glucose is absorbed –
b respiration
Glucose enters a capillary – Glucose goes into a vein – Glucose
c energy
goes to liver – Glucose is pumped through the heart – Glucose
d It flows out of the capillaries in the tissue fluid.
is carried in the bloodstream to other parts of the body
– Glucose comes out of blood in the tissue fluid in a leg muscle
8Ae(6)
– Cell takes in the glucose – Glucose is respired to release energy.
1 a amino acids b muscle (cells)
6 a glucose b respiration
2 a fatty acids (and glycerol) b cell membranes
7 a People take a greater interest in their health/don’t have time
3 a glucose and oxygen b in the blood
to see a doctor to get test done/prefer the anonymity of a
4 a carbon dioxide and water b Carbon dioxide is carried by the
home test rather than going to a doctor.
blood to the lungs where it is breathed out.
b Results aren’t necessarily that accurate/causes people to panic
5 Various possibilities but the expected answer involves using
if the result comes back bad/lulls people into a false sense of
radioactive carbon only in the protein component of a rat’s
security if the test comes back OK.
diet. The radioactivity should be found in the body (muscles for
instance) and not in the breathed out air.
Page 20
1 a Pupils should comment on making the packaging attractive,
8Ae(7)
easy to get the product out, resealable or recyclable.
1 0.0125 m
b Pupils should select words such as ‘organic’, ‘low fat’, ‘no salt’,
2 0.5 m2 (or 0.51 or 0.512)
‘proven to reduce cholesterol’, ‘healthy choice’ or ‘calcium’.
3 10 m2
c scientific evidence to back up the idea
4 3 000 m2

Answers 8B
5 38 000 m or 38 km b The peas are dead and so not respiring and so not producing
Pupils will need to rearrange the equation into the form: h = heat.
surface area/(2πr) 2 a pink
6 The digested food cannot be absorbed very well and so the b Tube 1 pink; Tube 2 yellow; Tube 3 pink
person does not get enough food for growth and repair into the c Tube 1
body. (The disease can often be halted by eating a gluten-free d Limewater goes cloudy when carbon dioxide is added and so
diet and is often called ‘gluten intolerance’.) could be used to show respiration but it is also alkaline and
will kill the pond snails.
8B Going for gold 8Ba(8)

1 same mass/amount of peas, same variety of peas, same soaking
time for peas, same size of vacuum flask, same amount of
8Ba Going for gold sterilisation
Pupil’s Book page 21 3 a Flask A at 36 hours does not fit the curve.
1 a Expected answers are: physiotherapist, sports scientist, b Whoever was recording the temperature misread the
dietician, engineer. thermometer; the thermometer was taken out of the
b Ideas might include: physiotherapist – muscles, skeleton apparatus in order to read it.
and bones; sports scientist – breathing rates, pulse rates, 4 The peas were respiring.
circulatory system; dietician – digestive system, cells; engineer 5 The peas were dead so could not respire and release heat/
– forces, energy. energy.
2 Ideas might include: wheelchair, running shoes, footballs, sports 6 Read from pupil’s curve – should be about 25 °C.
shirts. 7 33 °C – The temperature has stopped rising at the end of the
3 Lots of carbohydrates for energy and/or lots of proteins to keep experiment.
muscles strong. 8 The vacuum flasks are better at keeping the heat in, and less
likely to allow temperature changes of the room to affect the
Pages 22–23 temperature of the peas.
1 To make new substances and to release energy using respiration 9 using a temperature probe and datalogger
(including heat). 10 a It is produced by a reaction between glucose and oxygen.
2 The carbohydrates are as sugars in solution so can be quickly b Respiration is much more controlled.
absorbed and used.
3 Air is needed to keep a candle burning and to keep animals 8Bb Round and round
alive. Pupil’s Book pages 24–25
4 Not all the air was used up by the candle or the mouse. 1 a the smallest blood vessels
5 a digestive system b They have thin walls with tiny gaps in.
b breathing system 2 that capillaries exist
c circulatory system 3 through reading Harvey’s book (or through reading a paper in a
6 a oxygen + glucose carbon dioxide + water journal)
b oxygen + glucose carbon dioxide + water 4 a small intestine capillary in small intestine vein
c Both use oxygen, produce carbon dioxide, produce water and right side of heart lungs left side of heart artery
release energy. capillary in leg muscle leg muscle cell
d Respiration occurs more slowly/respiration is a series of b lungs left side of heart artery capillary in leg
reactions/respiration is controlled; accept that in respiration muscle leg muscle cell
the cells don’t catch fire. 5 a the left side
e light b because it has to be more powerful to pump blood around
7 a X because the peas are respiring, which produces heat. the whole body (not just to the lungs)
b X because the peas are respiring, which produces carbon c stop blood flowing the wrong way through the heart
dioxide. 6 a My pulse rate is 70 beats per minute.
b the number of times the heart beats in a minute
Differentiated Classwork and Homework Activity Pack 7 a capillaries
8Ba(1) b tissue fluid
1 a drawn in candle with no flame c They are too large to pass through the tiny gaps in the
b Candles need air to burn. capillary walls.
c The snail will die.
2 a Water level drawn in higher than in diagram on left. Page 26
b Burning only uses up a part of the air. 1 b volume of blood × pulse rate = volume of blood per minute
3 a reactants: glucose, oxygen; products: carbon dioxide, water volume of blood per minute × 60 = volume of blood per hour
b energy volume of blood per hour × 24 = volume of blood per day
The total should be of the order of 8 000 000 cm3 or 8000
8Ba(6) litres – far more than the body could make/use each day
1 a Heat is produced by respiration. given the water intake.
b The carbon dioxide we breathe out is made by respiration. 2 His religious views were not shared by important people and so
c Respiration happens in all living cells. his science was also ignored.
2 glucose 3 a The drawing only has two chambers (in fairness, later da Vinci
3 The sparrow uses up the oxygen and dies when oxygen runs drawings showed four).
out. The sparrow produces carbon dioxide, which poisons it. b He assumed that Galen was correct. And Galen assumed that
people had the same heart structure as fish.
8Ba(7)
1 a The peas are respiring and respiration produces heat.

8B Answers
Differentiated Classwork and Homework Activity Pack 2 Blood was pumped from the heart around the body, then
8Bb(1) returned to the heart to be re-circulated; there are valves in
1 a circulatory system veins that allow blood to flow in one direction only.
b heart 3 veins, blood, one
c label on diagram 4 a He predicted that capillaries must exist.
d blood b At the time microscopes were not generally available.
e to make sure all your tissues get glucose and oxygen 5 capillaries
f one other part labelled (e.g. blood vessel)
2 theory, theory, prediction 8Bb(8)
3 a pulse rate 1 a AEGB; DFHC
b Any one from: same person used; some method of measuring b B
pulse rate; person sitting in same position in same sort of c CDFH
chair; person completely at rest. d ABEG
e It needs to pump more powerfully to get blood to go around
8Bb(2) the rest of the body.
1 a and b 2 Galen: One type of blood is made in the liver and 2 a B
feeds the organs. Some… 5 Harvey: Blood flows around b tissue fluid
the body in a continuous circuit, pumped by the heart. 1 c plasma
Erasistratus: Half the heart contains blood and the other half d any one from: carbon dioxide; glucose; food
contains air. 4 Servetus: Blood goes from the heart, through the e oxygen
lungs and back to the heart again. 3 Vesalius: If I put water or 3 a vena cava b pulmonary artery c aorta d pulmonary vein;
blood into a heart and try to encourage it… e right atrium/auricle f left atrium/auricle g right ventricle
2 Theories change when new evidence is found that does not h left ventricle
support an existing theory.
3 Any one from: the scientist may have other views that people find 8Bb(9)
unacceptable; the theory is completely different to an existing 2 a 5000 cm3
theory; the scientist may not be good at telling others about a theory. b 16000 cm3 (N.B. the amount of blood pumped out of the
heart is not the same as the amount of blood supplied to the
8Bb(5) heart muscle.)
1 system, blood, blood, glucose, heart, veins 3 a circulatory system
b 70.4 cm3/beat
8Bb(6) c 100 cm3/beat
1 129–200; Galen; arteries carried blood not air; measured pulse 4 a 550%
rates to aid diagnosis; thought there were invisible holes between b The muscles need more oxygen and food/sugar for respiration.
right and left sides of heart through which blood flowed; thought 5 a 400%
the veins and arteries formed two separate systems, in which b to cool down the blood
blood flowed backwards and forwards; thought that blood was
made in the liver; thought that blood was used in organs; assumed 8Bb(10)
that the internal anatomy of animals was the same as humans. 1 It is part of the haemoglobin molecule which is used to carry
1213–1288; Ibn al-Nafis; wall between right and left sides of oxygen.
heart was solid; blood flowed from right to left side of heart via 2 shape – large surface area for oxygen absorption and allows all
lungs; coronary arteries carry blood to cardiac muscle. haemoglobin molecules to be near the surface of the cell; no
1452–1519; Leonardo da Vinci; his dissections and drawings nucleus – more room for haemoglobin molecules; haemoglobin
described the heart in great detail, eventually showing it had – to carry oxygen; flexible – to fit through the smallest capillaries
four chambers and valves. 3 a 7.5 µm
1511–1553; Michael Servetus; blood flows from the heart to b to fit through very small capillaries
the lungs and back to the heart; the change in colour in blood c 5 000 000 000
happens in the lungs. 4 a haemoglobin molecule with oxygen attached
1515–1559; Realdo Colombo; suggested the heart was a pump. 5 liver (or spleen)
1514–1564; Vesalius; dissected human bodies to establish the 6 to carry soluble substances (e.g. carbon dioxide waste, glucose,
internal anatomy. other food molecules)
1533–1619; Girolamo Fabrici; showed valves in veins.
1578–1657; William Harvey; observed that the heart receives 8Bb(11)
and expels blood during each cycle; found valves in veins and 1 a person who studies plants
demonstrated that they prevented blood from flowing the wrong 2 a digitalis b foxglove leaves
way; identified that the heart pumped blood; developed the first 3 poor heart function
complete theory of the circulation of blood. 4 Two from: swollen limbs, weak heartbeart or pulse, shortness of
1741–1799; William Withering; identified extract of foxglove breath (due to lungs filling with fluid).
leaves as a cure for dropsy. 5 He systematically tested each herb in the recipe on his patients
2 Harvey used a ligature tied around an arm, which caused to see which one worked.
the veins to become exposed. He demonstrated that if you 6 It makes it beat more forcefully.
push on the skin between two valves with one finger to push 7 severe headaches, sickness, diarrhoea and even death
blood along the vein past the valve, the blood will flow past it. 8 He gradually increased the dose until there were side effects. He
However, when you remove this finger the blood will not flow then gave a dose which was less than this.
back into the empty vein below it. 9 a digitoxin
b A sensible suggestion such as: it is a purified form of the
8Bb(7) active ingredient so less likely to have side effects caused by
1 He would only say something was a fact if he could prove it in other things in the mixture; it is cheaper to make rather than
his experiments… crushing up lots of flowers.

Answers 8B
8Bc Into thin air 8Bc(2)

1 a capillary
Pupil’s Book page 27 b tissue fluid
1 a Exercises that are fast enough to make the body work hard, c oxygen and glucose (and water/plasma)
but slow enough to allow you to take in enough oxygen to d aerobic respiration
completely break down glucose in aerobic respiration. e diagram completed as for diagram A on page 28
b any three from walking, jogging, cycling, swimming 2 Large amounts stop aerobic respiration happening. – carbon
2 a Blood vessels supplying the heart get blocked up. Tissues dioxide
can’t get glucose and oxygen and so cells start to die. It stops one of the important reactions in aerobic respiration.
b so that the heart pumps less strongly, which means that it – hydrogen cyanide
needs less glucose and oxygen, which means that it is less It stops red blood cells carrying oxygen. – carbon monoxide
likely to run out of these things despite poor supply
c Beta blockers slow the heart and make it pump less strongly 8Bc(3)
and so even less blood gets to fingers and toes (through the 1 a glucose lactic acid
narrowed blood vessels leading to the skin). b glucose – reactant; lactic acid – product
c when doing hard exercise; when sprinting; when holding
Page 28 your breath for a very long time; when there is lots carbon
1 in the plasma monoxide in the blood
2 An increased breathing rate helps to get more oxygen into the 2 flowchart along these lines: hard exercise anaerobic
blood and so provide more oxygen for cells to use in aerobic respiration lactic acid builds up cramp
respiration. An increased breathing rate also helps to get more
carbon dioxide out of the blood and so ensure that this gas does
hard anaerobic lactic acid
not stop aerobic respiration in the cells. ➔ ➔ ➔ cramp
exercise respiration build up
3 bright red
4 Advantage for meat packers in that it makes their products look
appetising and fresh. Disadvantage for people packing the meat 3 remaining perfectly still while holding his breath; breathing in
who may be exposed to carbon monoxide. Disadvantage for pure oxygen for 20 minutes before holding his breath
consumers because the colour may be hiding the fact that the
meat is old or has started to degrade. 8Bc(5)
5 The gas needs to be concentrated to work/it spreads out too 1 Condition Cause Symptoms Treatment
much in the open air.
hypercapnea lung disease breathing very breathing in
(too much quickly 100% oxygen
Page 29
carbon
1 Increased breathing rate – to take in oxygen faster and excrete
dioxide in the
carbon dioxide faster. Breathe deeper – to exchange more blood)
gas with each breath. Increased heart rate – to pump blood carbon breathing in parts of the breathing in
containing glucose and oxygen to the respiring cells faster and monoxide poisonous skin go bright 100% oxygen
to take waste carbon dioxide away faster. poisoning gas red due to
2 without/not requiring oxygen (air) the poison
3 Any two from: aerobic respiration uses oxygen, anaerobic sticking to red
respiration does not; aerobic respiration releases more energy blood cells and
turning them
than anaerobic respiration; aerobic respiration produces carbon
bright red
dioxide and water, anaerobic respiration produces lactic acid.
hydrogen breathing in skin goes injecting a
4 Not all of the energy is released from a glucose molecule.
cyanide poisonous pink due to chemical
5 a the amount of oxygen required to break down the lactic acid poisoning gas high oxygen that sticks to
in the muscles concentration the poison
b to speed up the breaking down of lactic acid in blood and makes it
6 a Breathes deeply/breathes pure oxygen/remains very still. All harmless
these are appropriate answers. In fact he remains very still blue-baby too many the skin turns in severe
and breathes pure oxygen for 20 minutes beforehand. syndrome chemicals a bluish colour cases a blood
b remains very still called nitrates since the transfusion
in drinking blood cells (extra blood)
7 He wants to increase the amount of oxygen in his blood
water break apart is given
for respiration before he starts, and wants to reduce its and cannot
consumption during his breath-holding (movement requires carry oxygen
extra energy, which requires respiration, which uses up oxygen).
2 Hydrogen cyanide and carbon monoxide poisoning. Pupils may
Differentiated Classwork and Homework Activity Pack have included blue-baby syndrome if they make the reasoned
8Bc(1) point that someone could have been giving the baby water
1 walking, jogging containing excess nitrates on purpose.
2 emphysema – Lungs cannot take much oxygen out of the air.
– People feel short of breath and very tired. 8Bc(6)
heart disease – Blood vessels get blocked up. – Cells may die, 2 a It increased.
and people may have heart attacks. b Running needs more energy, which is supplied by increased
frostbite – Blood vessels become narrow when it is very cold. respiration, which requires more oxygen, so breathing rate
– Cells may die, and people may lose fingers or toes. increases.
3 the number of breaths you take in 1 minute 3 a Bhavesh
b His breathing rate did not increase as much as Michael’s/His
breathing rate returned to normal faster than Michael’s did.

8B Answers
8Bc(7) 8Bd(3)
1 Running needs more energy, which is supplied by increased 1 Clockwise from top: high oxygen because the blood has just
respiration, which requires more oxygen and glucose, which gone through the lungs and picked up oxygen; high oxygen
is found in the blood, so the heart rate increases to pump the because the blood is returning from the lungs where it picked
blood faster. up oxygen; high oxygen because the blood is still in an artery
2 a 12 × 400 = 4800 cm3/min and has not been through any capillaries yet; low oxygen
b 30 × 900 = 27 000 cm3/min because the blood has just been through capillaries where
c 27 000 – 4800 = 22 200 cm3/min more tissue fluid has leaked out taking oxygen to be used up by the
d More oxygen is needed as respiration is happening faster. cells for aerobic respiration.
3 a (20/100) × 4800 = 960 cm3 2 Parts that might be labelled include: heart, blood vessel, artery,
b (4/100) × 960 = 38.4 cm3 vein, ventricles, atria.
c (20/100) × 27 000 = 5400 cm3 3 Blood vessels on the left are shaded one colour and those on
(4/100) × 5400 = 216 cm3 the right are shaded another colour, with a key given. A better
4 a It increased it. answer would show the blood vessels on the left as bright red,
b Aerobic respiration was happening faster so more energy was and those on the right as dark red. The best answer would
released, some of this would be as heat. show a gradual change in colour as the blood goes through the
capillary networks.
8Bc(8)
1 The blue colour is caused by the blood not getting enough 8Bd(4)
oxygen. The blood in these babies does not get enough oxygen 1 capillaries
because the artery taking blood to the lungs (where oxygen is 2 a round blood cells drawn in the capillaries
added) is narrowed and so less blood flows to the lungs, and b Dark red colour used to shade blood cells nearest the arrow
what blood is oxygenated returns to the left atrium where it showing blood going to the air sac, bright red colour used to
mixes with deoxygenated blood due to the hole in the heart. shade blood cells nearest arrow showing blood leaving the air
2 It takes more effort to push the blood through the narrowed sac. A better answer would show a gradual change in colour
opening of the artery leading to the lungs. as the blood goes through the capillary.
3 Many of the cells do not get enough oxygen and so use 3 a labelled arrow from inside air sac into capillary
anaerobic respiration, which produces lactic acid. b labelled arrow from capillary into air sac
4 The cells are not getting enough oxygen and so the breathing c gas exchange
rate is increased to try to get more oxygen into the blood. d plasma
8Bd Exchange rates 8Bd(5)

1 severe blow to head, disease, electric shock, great excess of
alcohol, heroin overdose
1 a the movement of air into and out of the lungs
2 The brain doesn’t get enough oxygen and so its cells start to die.
b muscles changing the size of your lungs
3 by keeping a supply of air getting into the lungs
2 a to get rid of b carbon dioxide
4 mouth-to-mouth resuscitation
3 a the uptake of oxygen and removal of carbon dioxide in the
5 Make the windpipe as wide as possible.
lungs
6 Too strong a breath can damage the delicate parts of lungs,
b in the alveoli/air sacs
especially in a young child.
c large surface area, good blood supply, alveoli and capillaries
7 The adult’s mouth is placed to cover both the mouth and nose.
have thin walls
8 anaphylactic shock (most commonly caused by an allergic
4 a carried on red blood cells
reaction to bee stings or peanuts)
b dissolved in the blood/plasma
5 a bright red b dark red
8Bd(6)
c lack of oxygen due to lung problem
1 Correct labelling. Refer to picture A on page 30 of the Pupil’s
6 Carbon monoxide stops some red blood cells carrying oxygen;
Book.
mucus coats surfaces inside lung reducing surface area; alveoli
2 Across: 2 ribs 6 carbon dioxide 9 heart 10 inhaling 11 lung.
break down due to smoke irritation reducing surface area.
Down: 1 air sac 2 respiration 3 blood vessel 4 windpipe
(Some pupils may mention lung cancer as that also reduces
5 diaphragm 7 oxygen 8 exhaling.
surface area.)
3 clue such as: increases the surface area of the lungs
7 a slide Y because the alveoli have broken down and formed
larger ‘holes’
8Bd(7)
b higher because they have less surface area in their lungs for
1 a A – windpipe/trachea; B – rib; C – air sacs (accept alveoli); D
gas exchange and so need to breathe quicker to get enough
– bronchus; E – lung; F – diaphragm
oxygen (It’s slightly subtler than this in that the brain detects
b Air sacs have thin walls and are supplied by capillaries.
lowered oxygen levels and makes the person feel ‘out of
c They sweep up the mucus that is made in the bronchioles
breath’ and so breathing rate is increased.)
that has trapped the dirt. The mucus is swept up to the back
8 Yes because it helps them know about the damage that’s being
of the throat where it is swallowed.
caused inside them even if they can’t feel it. (There are other
2 a drawing P b They move up and outwards. c muscles
answers.)
d It moves up.
3 a picking up of oxygen by the blood and getting rid of carbon
dioxide in the lungs
8Bd(1)
b any two from: large surface area; good blood supply; alveoli
1 Correct labelling. Refer to picture A on page 30 of the Pupil’s Book.
and capillaries have thin walls
2 a oxygen b glucose c carbon dioxide
4 a ventilation b respiration c breathing d respiration
3 They have a large surface area.
4 The person may get less oxygen in the blood.

Answers 8C
8Bd(8) 8Be(6)
1 Hairs in nose, mucus traps dirt and microbes in nose, chemical Animals only: Oxygen is taken to the cells in the blood. Glucose
in mucus kills microbes, mucus in airways traps microbes, cilia is taken to the cells in the blood. Glucose is obtained from food.
clear mucus out of airways. Carbon dioxide is taken away in the blood.
2 a larynx b laryngitis c inflammation of larynx, sore throat, loss Plants only: Glucose is made by photosynthesis. Glucose is made
of voice in palisade cells.
3 because more mucus is produced that needs to be cleared from All other statements apply to both.
the system
4 infection of the pleural membranes – They no longer move over 8Be(7)
each other easily. Across: 1 water 7 carbon dioxide 8 energy 9 higher 10 glucose.
5 a Muscles in walls of bronchial tubes contract and narrow the Down: 2 breathing 3 respire 4 limewater 5 longer 6 oxygen.
tubes.
b They contain a drug that relaxes the muscles so the tubes 8Be(8)
widen. 1 b The higher the temperature the faster the operculum flaps.
6 Cells in part of the lung grow and divide uncontrollably forming c You can easily see the line going upwards.
a lump. Cancerous cells may spread to other parts of the body 2 a fish type, fish size, fish age, fish health, water mineral content,
forming secondary growths. water temperature, light, size of bowl, volume of water,
starting oxygen content of water
8Be Respiration detection b all of the above apart from water temperature
3 Yes – it is easy to count gill openings and you can’t have half a
gill opening.
1 normal air/the air you breathe in
4 a 101 at 10 °C
2 a candle X
b stopclock paused for a while, or lost count and counted too
b The candle is not burning as well as the other – it is running
many
out of oxygen.
5 Do the same experiment with more fish.
3 Nitrogen is not used by the body.
6 a The warmer the temperature the more the fish flaps its
4 Some of the oxygen is used by the body in aerobic respiration.
operculum in order to pass more water over the gills. The
5 Carbon dioxide is produced during respiration and this is
higher the temperature of the water, the less oxygen is
excreted in exhaled air.
dissolved in it and so the more water the fish has to push
6 The body is kept warm as heat is released in respiration; air is
across its gills to get the oxygen it needs.
warmed as it passes out of the body.
b The higher water temperatures cause the fish stress. The
7 Dirt is filtered out of the air breathed in by hairs in the nose;
flapping of the operculum is a stress response.
mucus lining the air passages also traps dirt.
8 a two suitable pie charts – one for inhaled and one for exhaled
8Be(9)
air
1 20 cm3
b It is easier to make comparisons between the relative
2 The percentage of carbon dioxide in normal air is too small to
amounts of gases.
register.
c Pie charts can’t show that exhaled air is cleaner, warmer and
3 Normal air column: 100, 79, 79, 20, 0. Exhaled air column: 100,
contains ‘more water vapour’.
84, 80, 16, 4.
9 They have a large surface area and good blood supply.
4 16%
10 Through the gills – it moves (diffuses) from the blood into the
5 4%
water.
6 79%
11 It reduces the amount of oxygen dissolved in the water so fish
8 Aerobic respiration uses up oxygen and produces carbon
die.
dioxide, which is removed via the lungs.
12 a yellow
9 The volume of oxygen will be greater because there is less
b Hydrogencarbonate goes yellow with increasing carbon
surface area for oxygen to be absorbed efficiently.
dioxide/exhaled air contains more carbon dioxide.
10 water vapour
13 It has allowed the fish populations to continue living.
8C Doctors and
Page 34
1 a The more red blood cells you have, the more oxygen your
blood can carry and so the more oxygen gets to the tissues for
respiration.
b high altitude diseases
2 The steroids can be abused by others, like athletes.
3 a Drugs would be more expensive to make. 8Ca Superbugs
b none – although if they are paying for their own treatment it Pupil’s Book page 35
may cost them more 1 so that trends can be seen and action can be taken to change
c They are more likely to be caught. the trends if needs be
2 a 2003/2004
Differentiated Classwork and Homework Activity Pack b ‘Yes’ because there is now a downward trend. Or ‘no’ because
8Be(1) three points does not provided enough data to be so confident.
1 a inhaled air 3 a The numbers of deaths from MRSA are rising.
b exhaled air b Graph B. It paints a better picture!
c diffusion 4 a It is very difficult to treat/get rid of.
d gills b newspapers (The term was first applied to bacteria that could
2 nitrogen, 21%, take, 4 %, put, into, water, warmer, warm resist antibiotics sprayed onto fields – part of the genetic
modification debate in the mid-1980s.)

8C Answers
c pupils’ own views (e.g. ‘yes’ because it describes a bug that is 2 a C. difficile
hard to destroy, just like a super hero, or ‘no’ because a bug is b Whereas the MRSA case numbers go down, C. difficile ones
a specific type of insect in science) do not.
3 The number of C. difficile cases suddenly goes up quickly
Page 36 between 2003 and 2004 because more cases are being
1 a sensitivity b excretion c nutrition reported.
2 MRS GREN (although other mnemonics are quite possible) 4 a bed linen b should include regular changes of linen and
3 any two from: move, sense things, respire, grow, excrete, use gowns
food 5 They are too low.
4 bacterium
5 table comparing microbes in terms of size and what life 8Ca(6)
processes they can carry out 1 a Thiomargarita namibiensis – 1 mm; yeast – 0.005 mm;
Escherichia coli – 0.002 mm; Vibrio cholerae – 0.0015 mm;
Page 37 Ebola virus – 0.0014 mm; retrovirus – 0.0001 mm; adenovirus
1 protoctists and plants – 0.00007 mm
2 Most scientists do not consider viruses to be living things. b It is giant compared with other bacteria.
3 a protein coat and a strand of genes 2 a See page 29 of the Pupil’s Book. b flagellum c It is incapable
4 a the production of new virus particles inside a living cell of doing any of the seven life processes. d replication
b The virus cannot make copies of itself (reproduce) using
itself or using other viruses. Only another living cell can make 8Ca(7)
copies of a virus. (It’s a passive process and not an active 1 a Antoni van Leeuwenhoek
one.) b any sensible suggestion – ‘They were moving’ is the expected
5 a nucleus b cytoplasm, cell membrane answer.
6 Yeast cells have a nucleus and bacteria do not, yeast cells have 2 a Euglena is the expected answer.
cell walls made mainly of chitin and bacterial cell walls are b many-celled
made of glycoprotein. c Giant kelp or seaweed is the expected answer.
7 a The cells have certain features that clearly identify them as 3 a Protoctists do not have cells grouped into tissues.
being in one kingdom. It is difficult to tell a yeast cell and a b ‘Protoctists have nuclei, bacteria do not’, is the expected answer.
large bacterium apart by looking at its outside. 4 a nucleus, mitochondria, cell membrane, cytoplasm
b microscope b chloroplasts, cell wall, vacuole
c can move, has a specific region to detect light
Differentiated Classwork and Homework Activity Pack 5 They share features of both plants and animals.
8Ca(1)
1 movement, reproduction, sensitivity, growth, respiration, 8Cb Microbes in action
excretion, nutrition
2 a viruses, bacteria, yeasts b viruses, bacteria, yeasts
1 Any three from the photo: bread, wine, beer, yeast extract.
2 to get more air into it so the yeast cells have enough oxygen for
8Ca(2)
aerobic respiration
1 Labels should show the differences in cell wall structure,
3 glucose + oxygen carbon dioxide + water
structure of genetic material and cytoplasm contents.
4 a respiration that does not need oxygen b fermentation
2 a protoctist
5 the number of organisms of the same type in a certain place
b It is a single cell that can move (so it’s a microbe) but has a
6 a They were dividing/budding. b Something became a limiting
chloroplast (so it’s a protoctist because there are no plants
factor (e.g. the glucose supply ran out).
that are microbes).
7 fermentation or anaerobic respiration
c clockwise from left – vacuoles, flagellum, nucleus, cell wall
8 Diagram showing one yeast cell budding, and that bud then
forming another bud, or one yeast cell budding twice.
8Ca(3)
1 a yeasts, bacteria, viruses all circled
b elephants, humans, daffodils, earthworms, yeasts, bacteria,
8Cb(1)
viruses
1 bread, cheese, yoghurt
c any one of the seven life processes
2 yeasts
2 a i Coccus ii Salmonella iii Streptococcus iv Spirillum
3 a oxygen b carbon dioxide
b It should be shaped like a large comma with a ‘tail’
4 damp, lots of sugar, warm temperature
(flagellum) coming out of it.
8Cb(6)
8Ca(4)
1 a bacterium b yeast c virus
bud nucleus
2 a virus b yeast divides
into two
3 a organism b micro-organism c microscope d movement,
reproduction, sensitivity, growth, respiration, excretion, nucleus
nutrition e all except reproduction f reproduction g They

contain genes.
cytoplasm
8Ca(5)
1 a 2003/2004 (also accept 2004/2005)
b The trend is reversed, and MRSA case numbers go down
because there is less dirt for them to live in.

Answers 8C
8Cb(7) 3 by looking for symptoms like vomiting, stomach pain, diarrhoea

1 a flour, sugar and water (and yeast) (NB: sugar is not 4 an increase in body temperature above 37 °C
usually added, a simplification has been made here to aid 5 a disease that can be spread from person to person or from
understanding. See Background information.) animal to person
b folding and squashing the dough 6 a Cold, flu, chickenpox, measles are expected answers.
c To get air trapped inside it. The yeast cells use the oxygen in b TB (tuberculosis) is the expected answer.
their respiration. 7 Overcrowding means that there is not enough space/time for
2 It cuts the dough into loaf-sized pieces. sewage to be disposed of properly.
3 a fungus b (aerobic) respiration c glucose + oxygen 8 Ideas could include regular washing of hands/using alcohol gel
carbon dioxide + water by both staff and visitors, regular cleaning of floors, thorough
4 yeasts grow and respire faster in the warmth cleaning of equipment, regular changing of/washing of sheets,
5 divider and moulder regular changing of/washing of hospital staff uniforms.
6 a in an oven b They are killed. 9 If it does not keep getting ill, it is more likely to survive and
7 e.g. cheese, Marmite®, Quorn®, yoghurt, vinegar, beer, wine reproduce.
10 a E – impetigo (as shown by the scabs); F – measles (as
8Cb(8) shown by the greater concentration of spots on the face); G
1 a 139, 66, 168, 111 b bar chart plotted – chickenpox (as shown by the greater concentration of spots
2 baker’s yeast on the chest) (NB: Obviously these photos have been chosen
3 a They would all increase apart from the yeast. to show classic symptoms and a doctor will need to examine
b The yeast produces carbon dioxide when kept in the warm the rashes more carefully before giving a diagnosis.)
place before baking. The yeast is killed during baking and so b Pupils should suggest a specific example of how each person
the dough rises no further. The others all contain a substance got the disease but in general terms the answers are: E
that releases carbon dioxide when it is heated. – touch, F – air/droplets, G – air/droplets.
4 Compare the means to the results and see if they are close to
each other. If they are close, this is indicative of reliable results. Page 42
5 a baking powder 1 Neighbours share the same air but don’t necessarily get cholera.
b Baking powder was the best of the agents that relied on 2 Cholera was spread by something in the water.
heat to produce carbon dioxide. The yeast would not have a 3 a a scientific idea that can be tested
chance to produce carbon dioxide by respiration before being b There were many deaths from cholera around the Broad
killed by the heat of the oven. Street water pump and few around other pumps.
6 a raising agent 4 Farr allowed Snow to have all the data that he collected.
b to make sure that it is the raising agent that is having the
effect and not something else Differentiated Classwork and Homework Activity Pack
8Cc(1)
8Cb(9) 1 virus: influenza, chickenpox, measles; bacteria: syphilis, cholera,
1 a when yeast use anaerobic respiration food poisoning, impetigo, TB; fungus: thrush, athletes’ foot
b glucose carbon dioxide + ethanol (or alcohol) 2 touch – any one from: athlete’s foot, chickenpox, impetigo; air
2 budding – any one from: TB, influenza, measles, chickenpox; water – any
3 a 4000 b 250 one from: cholera, food poisoning
4 a 1500 b 5050
5 1000 cells per day 8Cc(2)
6 a It would be less. b It would be greater. 1 Theory – paragraph 2, sentence 3; test – paragraph 4,
7 a The food/sugar started to run out. b limiting factor sentence 2; prediction – paragraph 4, sentence 1; observations
8 any sensible suggestion (sugar was all used up, ethanol – paragraph 4, sentence 3.
poisoned them) 2 Pupils’ own response but may include: saving millions of
people’s lives, how better to set up emergency camps in war-
8Cb(10) torn parts of the world, cause of overpopulation.
1 lag: 0–3; log: 4–8, 9 or 10; stationary: 10–11; death: 11–14
2 a The death rate is the same as the reproduction rate. 8Cc(4)
b amount of food (sugar) (not oxygen if they are fermenting) Depending on the sources of information used, the descriptions of
3 ethanol (alcohol) the symptoms may be very detailed and only the ‘classic’ symptoms
4 a stationary and death b log are listed here. It is worth noting that the symptoms of a disease
5 a It increases it. b better medicine, sanitation, food, etc. often change over the course of its duration and with its severity.
c contraception, (epidemic) diseases, drought, famine, natural
chickenpox – air; cholera: bacterium – water; common cold (sore
disaster, legal restrictions, etc.
throat, runny nose): virus – air (although some evidence suggests
d There will be so many people that food will start to run out,
that it might be contagious – see Background information);
we will be overcrowded, etc.
diphtheria: bacterium; mumps: virus – air; polio: virus; rubella
6 a To stop China becoming overcrowded and running out of
(fever, slight rash): virus; scarlet fever (fever, bright red rash covering
resources for its population.
whole body, tongue has a white coating with red spots); whooping
cough or pertussis: bacterium – any sensible answers.
8Cc Under attack
Pupil’s Book pages 40–41 8Cc(5)
1 any two from: runny nose, sore throat, slight increase in 1 impetigo, syphilis, common cold, food poisoning, tuberculosis,
temperature athlete’s foot, chickenpox, influenza, measles, cholera
2 a Athlete’s foot or thrush are expected answers. b Flu, measles, 2 a common cold b through the air (extra credit should be given
chicken pox, colds are the expected range of answers. for mentioning droplets) c any two from: animals, food, sex,
c Food poisoning, impetigo, syphilis, tuberculosis (TB) are the touch, water
expected range of answers.

8C Answers
3 The word is ‘infected’. 8Cd Stopping the spread

4 a influenza b tuberculosis
Pupil’s Book pages 43
8Cc(6) 1 The sewers removed the sewage so less likelihood of people
a false – Viruses are not living things. coming into contact with it and catching diseases from it.
b true; B explains corrected A. 2 The list might include: cooking, pasteurised milk, disinfectants,
c true washing with soap and shampoo, chlorine in drinking water,
d true; D explains C. antiseptics found in toothpaste and deodorant.
e true 3 disinfectants and antiseptics/soap
f true; F does not explain E. 4 Pupils’ own responses. Good idea – it stops people catching TB.
g false – Yeast make alcohol by anaerobic respiration. Bad idea – kills bacteria that are good for your intestines.
h false – Beer is made from barley (or wine is made from grapes);
Corrected H does not explain corrected G. Pages 44
1 so that microbes don’t get into the body
8Cc(7) 2 a a sticky substance b It traps microbes. c trachea (windpipe),
1 Central Africa and Central and South America nose
2 high temperature, muscle aches, headaches, bleeding gums and 3 a They stick to microbes making it easier for them to be
intestines, vomiting engulfed by white blood cells; make the microbes get stuck
3 a that yellow fever was spread by mosquitoes b Yellow fever together; make the microbes burst open.
occurred when there were more mosquitoes around. Because b The antibodies need to be specially made by white blood cells
the disease caused bleeding, he thought that it was carried in to attach to each different sort of microbe, which takes time
people’s blood. Mosquitoes have proboscises for sucking up to do.
blood and so Finlay thought that this could transfer the organism 4 They will only attach to a certain kind of microbe and no others.
causing the disease. c proboscis
4 a There were no mosquitoes to carry the disease. b No, Page 45
because exposing people to deadly diseases is not allowed. 1 New viruses are made by the infected T4 lymphocyte, which
5 The disease is caused by something smaller than a bacterium (a then burst out of the cell and infect other T4 lymphocytes.
virus). 2 HIV destroys T4 lymphocytes, which are vital for destroying
6 Ideas might include: using insecticide, draining still lakes and microbes in the body. If the numbers of these lymphocytes fall,
ponds, covering any collected water stored in jars or butts, etc. the body is no longer able to fight off a bacterial infection.
3 Possible answers: Africa has remote regions where people
8Cc(8) don’t get newspapers/radio/TV/education to warn them about
1 virus the dangers of having unprotected sex; government officials
2 from the Ebola river along the shores of which the disease was tell people they can be cured by things that are not effective;
first discovered government/people can’t afford cost of the medicines.
3 The disease causes a fever, muscle aching, very bad diarrhoea, a 4 Expected answer is: HIV is found in people who have AIDS
rash, and eventually bleeding inside and outside the body. (using microscopic examination – although that is not the way
4 by touch (NB: There are in fact four different strains of the virus the virus is detected).
and some appear to be able to spread in the air.) 5 Ideas might include: doctors, teachers, government officials, drug
5 a World Health Organisation b look after the infected people, company representatives.
give medicines to help counteract the symptoms until the body
can fight off the disease c wear protective clothing, e.g. gloves, Differentiated Classwork and Homework Activity Pack
face masks d Sensible suggestions: avoid touching infected 8Cd(1)
people; not to bury their dead in the same way; avoid touching 1 adding chlorine to water, cooking, pasteurisation, using soap
blood, urine, faeces, saliva or vomit; call a doctor immediately 2 a disinfectant b pasteurisation c adding chlorine to water
they suspect someone has the disease. d cooking food well
6 pupils’ own responses but their advert scripts must warn people 3 drawing showing round colonies of bacteria in the area of the
of the dangers of Ebola and advise them on how to avoid thumb print only
getting it
8Cd(2)
8Cc(9) 1 Microbes are stopped from getting into cuts by scabs. A sticky
1 a an organism that carries a disease-causing microbe b an substance that traps microbes is called mucus. Mucus is made
organism that lives on and feeds off another living organism in the nose and windpipe. White blood cells destroy microbes.
2 The Plasmodium destroys the liver cells. Antibodies can stick to microbes. Bacteria in the stomach are
3 a Any hot country is a sensible answer, but especially one from: killed by acid.
Africa, Middle East, Central and South America, South-East 2 a The parts of the drawing that should be labelled are: cilia,
Asia and China. b No, the mosquito vectors do not live in this mucus, ciliated epithelial cell, bacteria/um. b cilia sweep away
country – it is too cold. bacteria so that they don’t infect us; or mucus traps bacteria so
4 People do not start to feel unwell until the Plasmodium cells that they don’t infect us; or ciliated epithelial cells sweep away
burst out of the red blood cells. This will only happen 7–10 days bacteria so that they don’t infect us.
after infection.
5 A sensible answer might include one of the following points: the 8Cd(3)
insecticide will kill off more than just the mosquitoes, affecting 1 a Human Immunodeficiency Virus b Acquired Immune
the local food webs; the insecticide may become concentrated Deficiency Syndrome
as it is carried through a food chain, thus harming other wildlife. 2 b paragraph 3, sentence 3 c paragraph 4, sentence 2
6 A hotter climate in the UK may mean that the vectors for tropical d paragraph 5, sentence 2 e paragraph 5, sentence 1
diseases may be able to survive here. 3 doctor – to diagnose people/give people medicines to help
them; African government official – to organise ‘safe sex’

Answers 8C
campaign, or ask other countries for help; head of drugs 3 a because it seemed to kill off an unseen organism that caused
company – to give African countries the drugs at a cheaper rate; disease in cattle b It counteracts ‘sepsis’.
teacher – to educate people about AIDS and HIV and how to 4 a the microbes causing sepsis b They are too small to see with
avoid it; UK government official – to provide money/people/ the naked eye.
medicines to help 5 Can people be stopped getting sepsis using carbolic acid?
The carbolic acid kills microbes which cause sepsis.
8Cd(6) Do surgery using instruments soaked in carbolic acid.
freezing – cold – stops microbes growing; canning – baked beans Predict that patients will not get sepsis.
and peas – heat – kills microbes; pickling – pickled onions/gherkins Patients did not get sepsis.
– acid – kills microbes; drying – soup – dryness – stops microbes The carbolic acid kills the microbes that cause sepsis.
growing; pasteurisation – milk – heat – kills microbes; salting Report findings to British Medical Association.
– ham – salt – kills microbes.
8Ce Beating infections
8Cd(7)
Pupil’s Book page 46
A chemical in your tears kills microbes. Your nose produces mucus
1 You cannot get a disease.
which traps microbes. Cells in your windpipe also produce mucus.
2 Graph should be a similar shape and time duration as per the
Ciliated epithelial cells sweep the mucus to the top of your gullet
graph on page 46.
to be swallowed. Skin covers your whole body. It stops microbes
3 a Antibodies from the original infection remain in the blood
getting in. If you get a cut, a scab forms. White blood cells destroy
ready to fight the virus should it re-enter the body. b Yes.
microbes. Your stomach contains acid that kills microbes.
Antibodies are specific for certain microbes and different
antibodies are required to tackle chickenpox and measles
8Cd(8)
viruses. c by having a vaccination
1 a salting, pickling, canning and pasteurisation b Expected
answers are: salting – ham, pickling – pickled onions/gherkins;
Page 47
canning – baked beans, peas; pasteurisation – milk.
1 medicines that kill/harm bacteria
2 frozen peas
2 a that a certain type of mould produced a chemical that harmed
3 a heating milk to 70 °C for 15 seconds b Pasteurisation does not
bacteria b Bacteria would not grow in a certain area around the
kill off all the bacteria.
growing mould.
4 To stop their food going off. A better answer will involve mention
3 It is not affected by the antibiotic.
of the fact that most of the other processes were not invented at
4 Antibiotics only work against bacteria.
the time.
5 a to find ways of controlling bacteria that have become resistant
5 The pH is too low for them to survive.
to old antibiotics
6 warm temperature, moisture and a pH that is not too acidic
b sensible suggestion, such as: making sure it really does
kill MRSA, finding out how to get the antibiotic out of the
8Cd(9)
bacterium cheaply, testing it on animals/humans to make
1 A – eye; B – nose; C – trachea/windpipe; D – stomach
sure that it is safe, working out how to make the antibiotic in
2 nose (B), trachea/windpipe (C), platelets (F), skin (G)
large amounts
3 eye (A), stomach (D), white blood cells (E)
4 a Mucus and hairs trap microbes. b Acid kills off swallowed
Page 48
microbes.
1 The rate of TB cases was falling at the same rate before and after
5 to stop microbes entering through the cut
the vaccine was introduced. (It’s worth remembering that uptake
6 Platelets is the expected answer.
of BCG immunisation was gradual and is now about 75%.)
7 a A microbe/bacterium is being engulfed by a white blood cell.
2 a H, L b None of the discs would have a ring around them.
Higher-attaining pupils will point out that it is covered in anti-
3 a to stop animals getting diseases which might affect the quality
bodies that help to mark it out for white blood cells to attack.
of their meat/milk/eggs, etc.
b The microbes/bacteria have been stuck together by antibodies.
b Bacteria build up resistance to these antibiotics (and can then
c Antibodies have caused the microbe/bacterium to burst open.
pass this on to other bacteria).
8 They need to be specially made to fit onto the microbe and this
takes time.
9 a trachea/windpipe or nose b ‘X’ produces mucus. ‘Y’ has cilia
8Ce(1)
which sweep the mucus up to the top of the gullet. c ciliated
1 antibody – substance made by the body to help destroy
epithelial cell
microbes; immune – when you can’t get a certain disease;
vaccine – substance in an injection used to stop you getting a
8Cd(10)
disease; immunisation – when you are treated so that you won’t
1 a Antoni van Leeuwenhoek b microbiology
get a certain disease
2 a by being created by the food or drink b spontaneous
2 a bacterial meningitis, diphtheria, measles, mumps, polio,
generation c Both would have become cloudy.
rubella, tetanus, whooping cough b by having the disease
3 The broth in both flasks was in contact with the air.
3 Labels from left to right: Jack is given an injection containing a
4 a yeast b bacteria
vaccine. Jack’s body makes antibodies against the vaccine. The
5 a Bacteria might be in the bottles at bottling. b pasteurisation
vaccine particles are destroyed. Some antibodies remain in your
c milk
blood.
8Cd(11)
8Ce(2)
1 a rotting flesh/wounds infected with bacteria b flesh oxidising
1 ticks for impetigo, TB
in the air c microbes ‘fermenting’ the flesh
2 a cutting off a limb b Wounds became heavily infected with
bacteria. c Modern medicine prevents infections like this.

8D Answers
2a&b 8Ce(7)
1 making someone immune to a disease
Number Across Down Clue Answer 2 a graph b 1940s c Deaths suddenly decrease.
a medicine that can 3 a They need to be specially made to fit the outside shapes
6 ✔ kill some kinds of antibiotic covering a microbe. b Chickenpox microbes have different
microbes
outside shapes to measles microbes. c Antibodies against the
a medicine used virus stay in the blood ready to attack any further chickenpox
8 ✔ to reduce your aspirin
viruses. d Antibody should be same overall shape as the one
temperature
in the question but with a V-shaped end, not square. e The
a microbe that
antibodies help to protect the baby from microbes (until its own
10 ✔ cannot be killed with virus
antibiotics immune system is working properly).
a scientific idea that
3 ✔ theory 8Ce(8)
can be tested
a substance used to 1 a 132 000 b a general decline in deaths from infectious
2 ✔ medicine diseases c at least four points, for example: better hygiene/
treat illnesses
a type of bacteria that antibiotics/vaccines/free health care d 1946–56 e any one
4 ✔ MRSA from: vaccines introduced; antibiotics introduced; NHS created
is very difficult to kill
observations that show (July 4, 1948) f First and Second World Wars (resources
7 ✔ that a theory is right or evidence stretched/less able to treat people in the field). There was also
wrong the ‘Spanish flu’ pandemic of 1918.
5 ✔ the first antibiotic penicillin 2 a The numbers were reduced. b 1970s (actually 1974) because
the man who it was soon after this that the number of cases rose again. There
1 ✔ Fleming
discovered antibiotics were two major epidemics: 1977–79, 1981–83.
the organism in which 3 a Decreased, disease is now treatable thanks to antibiotics.
9 ✔ antibiotics were first mould b decreased, awareness campaigns, decrease in number of
found people carrying the disease, wider availability of condoms
8Ce(4) 8Ce(9)
Top graph, labels left to right: You are infected with a microbe. 1 a to allow him to have a greater chance of recovering from the
Antibodies against the microbe start to be made. You feel ill. The disease when he was fit and healthy b spots filled with pus
microbes are all destroyed. You feel better. Some antibodies remain covering his body
in your blood. Bottom graph, labels left to right: Some antibodies 2 a Having cowpox stopped people from getting smallpox. b Milk
are already in your blood. You are infected with a microbe. Your maids who got cowpox never got smallpox.
body makes antibodies very quickly. The microbes are very quickly 3 He had had cowpox and became immune to both it and
destroyed. smallpox.
4 a Something that causes the body to become immune to a
8Ce(5) disease. b The first vaccine was made using cowpox pus and
Some possible answers are given below, although these are not the the Latin for cow is vacca.
only valid responses: 5 They did not get smallpox and so their faces remained free of
1 that is too small to see with the naked eye./and viruses are the terrible scarring.
thought of as microbes but cannot carry out the seven life 6 No, it’s too dangerous. Today, new drugs and techniques have
processes. to undergo years of other tests before they can be tried on
2 because lots of microbes can be spread by sneezing./to stop humans.
microbes or diseases spreading.
3 because diseases like cholera can be spread in dirty water./ 8Ce(10)
however in some countries people have no choice. Albert Calmette, tuberculosis, 1923; Jonas Salk, polio, 1952; Louis
4 because keeping the food cool does not kill bacteria./and even a Pasteur, rabies, 1885; Margaret Pittman, whooping cough, 1995;
freezer does not keep food fresh for longer than a few months. Max Theiler, yellow fever ,1937
5 that are caused by viruses./but are not serious.
8D The way of the

6 to kill bacteria in it./to stop the spread of tuberculosis.
7 to make beer./but some of them cause problems like thrush.
8 and this helps to stop microbes getting into our bodies./
therefore you don’t lose all your blood.
9 because microbes or dust get stuck to it./and so do tears./and
mucus in the trachea is moved upwards by cilia.
dodo
10 to stop us getting diseases./such as viruses and bacteria. 8Da Dead as a dodo
8Ce(6)
Pupil’s Book
1 The antibody shapes need to fit with the corresponding
Page 49
complementary shapes on the microbes.
1 Suggestions might include: humans/other introduced animals
2 a measles b antibodies c vaccine
hunted/ate it, humans destroyed its habitat, other animals ate
3 antibiotic – killing bacteria; aspirin – reducing temperature;
its eggs.
travel sickness tablet – stopping motion sickness; sore throat
2 They are made from bones from different animals and so you
sweet – soothing a sore throat (some may contain antibacterial
can’t be sure that all the bones are from the same-sized bird.
substances too)
3 for it
4 to make the best use of each other’s skills

Answers 8D
Pages 50–51 2 Across: 3 conifer, 5 flowers, 7 reproduction, 8 leaves.

1 camouflaged to blend into background, armoured for protection Down: 1 moss, 2 spores, 4 fruit, 6 cone
2 a thick fur b they might overheat
3 The rocks formed by huge eruptions can be seen across much of 8Da(8)
India today. 1 a crustacean b mollusc c amphibian d bird e fish f insect
4 The remains of a 180 km-wide crater caused by an impact 65 g echinoderm h mammal i arthropod j reptile k arachnid
million years ago have been found near Mexico. 2 classification
5 It does not explain why so many sea animals/plants died out at
the same time. 8Da(9)
6 Saurischia 1 photosynthesis
7 a volcano, meteorite impact, disease, mammals eating eggs 2 a warm and tropical
b volcano, meteorite c The volcanoes spewed out lava b The layer from 42 million years ago contains fossils of the
containing iridium which formed the band, the meteorite same plants that live in the area today. The area today is
shattered and formed iridium-rich dust that settled in a band on warm and tropical.
the ground. 3 a ferns b spores
4 a It became colder and wetter.
Pages 52–53 b colder because no palms are found in the 38-million-year-
1 Their fossils are in rocks that are over 65 million years old but old layer; palms grow in warm places; wetter because lots
not in rocks younger than 65 million years old. of moss fossils are in the 23-million-year-old layer and moss
2 We only have small pieces of the plant fossils and not whole plants only grow where it is wet
plants. 5 a It became warmer and drier.
3 a carry water b They don’t have xylem. b warmer because palms live in the area today; drier because
4 They have leaves with a cuticle that don’t lose much water, roots there are no moss fossils in the 10-million-year-old layer
to take water from deep underground and xylem vessels to take c One of: they have roots to find and take water out of the soil,
water to any part of the plant that needs water. they have leaves with a coating that stops them losing too
5 flowering plants much water
6 The volcanos caused acid rain which killed many plants or 6 the 42-million-year-old layer
caused global warming made it too hot for many plants to 7 The layer is made of rock that forms when lava sets hard;
survive (they lost too much water). The meterorite impact would the volcano nearby might be a new one; most layers of rock
have made it very dark, blocking the sunlight so many plants don’t contain fossils (it’s mainly sedimentary rocks which were
couldn’t photosynthesise enough to survive. They could also covered with water that contain fossils).
have been killed by temperature change.
7 Moss plants can only live in very damp places and flowering 8Da(10)
plants need a drier environment. As the moss is deeper, the 1 a 23 400 – 20 000 = 3400 cm3
environment must have been wet and then got drier later on. but the model was at one fifth the size, so volume of life-size
bird = 3400 × 5; = 17 000 cm3
Differentiated Classwork and Homework Activity Pack mass = density × volume; = 0.73 × 17 000; = 12 410 g; =
8Da(1) 12.41 kg
1 65 million years ago and mass = density × volume; = 0.94 × 17 000; = 15 980 g;
2 a The volcanoes produced gases that caused the world to get = 15.98 kg
too hot. so the range is 12.4–16.0 kg
b You can find 65-million-year-old rocks made by volcanoes all b mass = density × volume; = 0.73 × (5940 × 5); = 21 681 g; =
over India. 21.68 kg
3 explain all the evidence, make predictions and mass = density × volume; = 0.94 × (5940 × 5); =
4 They are used to work out what extinct animals looked like. 27 918 g; = 27.92 kg
5 dinosaur – reptile; frog – amphibian; pheasant – bird; dog so the range is 21.7–27.9 kg
– mammal; shark – fish c Yes it does.
2 a 12 kg b Yes it does. This is the mass predicted for the thin
8Da(2) bird so it is likely that the bird was thin. c Use more data from
1 A hot, dry area becomes very cold and stays that way. A fall of many more different birds to plot more points on the graph.
rocks stops light getting to an area. A wet area gets very hot and d 1.6 kg.
stays that way. 3 a This would make the skeleton heavier than it should be,
2 A – Z; B – Z, Y, X; C – Z, Y; D – X making the mass of the bird heavier.
3 uses spores to reproduce and has roots – fern; has needle- b This would make the skeleton lighter than it should be,
shaped leaves – conifer; makes seeds found in fruits – flowering making the mass of the bird lighter.
plant; has no roots and very thin leaves – moss c Match up all the bones that are the same and only take the
4 leaves best ones of each type.
8Da(6) 8Db Detective work

1 A – Triceratops; B – Iguanodon; C – Stegosaurus; D –
Pupil’s Book
Brachiosaurus; E – Tyrannosaurus rex; F – Camarasaurus
Pages 54–55
2 pupils’ own groups (e.g. based on number of legs it walked on,
1 a brachiopods and crinoids b crinoid
shape of a certain bone, length of neck)
c There are more crinoid fossils in the photo.
2 2300
8Da(7)
3 a tree beating
1 top row left to right: flowering plant, conifer, flowering plant,
b pitfall trap (or Tullgren funnel)
flowering plant
4 Both methods take samples of creatures from water.
bottom row left to right: fern, conifer, moss, fern

8D Answers
5 It disappeared from fossils 80 million years ago. 3 Coral are adapted to live at a certain temperature and global
6 In fossils not all organisms become fossilised (some are too warming is making the oceans too hot.
soft and rot away very quickly) so you can’t see the whole 4 Cacti are adapted to take in as much water as possible. If you
community. Some organisms fossilise better than others so their over-water them they take in too much water, which is harmful.
populations may appear to be bigger than other populations 5 to spot changes as they start to occur and find their causes
when in fact they are not. before it is too late to save a habitat/the organisms in a habitat
Differentiated Classwork and Homework Activity Pack Page 57

8Db(1) 1 sensible suggestion, e.g. temperature went down making it too
1 community – the different organisms in a habitat; distribution cold for them to live
– the pattern of where organisms are found; pond dipping 2 It was dry (and hot).
– using a net to take samples from water; population – the 3 The carbon dioxide level comes down (because plants use up
number of individuals of an organism; quadrat – a square used carbon dioxide in photosynthesis).
to count samples of plants; sample – a small part of something 4 Looking at ice cores and looking at rocks to gather data for
big; sweepnet – used to collect animals from tall grass; tree computer modelling.
beating – getting small animals out of trees 5 Pupil’s own suggestions (e.g. Is my home town in more danger
2 a She may just have been lucky and caught the only water of flooding due to global warming?)
boatmen in the pond.
b take more samples Differentiated Classwork and Homework Activity Pack
8Dc(1)
8Db(7) 1 thermometer – measures temperature; pH meter – measures
1 a pike, perch, minnow, water fleas, freshwater shrimps, water how acidic or alkaline the soil is; anemometer – measures wind
boatmen, pond snail, frog, diving beetle, water lily, duckweed, speed; rain gauge – measures amount of rainfall
water milfoil, bull rushes 2 a e.g. cactus b Its population would decrease because it is
b Organism Population adapated to living in dry conditions.
3 a e.g. coral
freshwater shrimp 15
b It may die out because it is adapted to living in colder conditions.
frog 1
4 Give a talk; make and show a poster; write a paper.
minnow 24
perch 3 8Dc(2)
pike 1 1 computer modelling
2 a E b up to 30 000 years old c to examine the gases trapped
c correctly plotted bar chart d pond dipping
in the cores, which tells them the proportions of the gases that
e unevenly – only at the edges of the pond
were in the atmosphere in the last 30 000 years
3 Would Cardiff flood if the Earth’s temperature increased by 5 °C?
8Db(8)
How far will sea levels rise if all the ice at the poles melts?
1 45%
2 Take several samples and calculate the average cover.
8Dc(5)
3 a correctly plotted bar chart b C c E d Its numbers decrease.
1 a Ideas might include: gills to take oxygen from water, fins to swim.
e Its numbers increase.
b Gills cannot take oxygen from air; fins cannot walk on land.
2 a to keep the aquarium warm so the fish are at the temperature
8Db(9)
they would be in the sea
1 Graph should have a title, labelled axes with units, suitable
b to provide light for the water weeds to photosynthesise
scales, points accurately plotted, curves of best fit drawn (not
3 a thermometer
dot to dot) and labelled A and B.
b It makes sure that the fish stay at the correct temperature
2 a It grows better further away from the tree.
without a person having to switch the heater on and off.
b Suggestions might include: more light, more moisture,
different pH.
8Dc(6)
c Use a meter to measure one of these physical environmental
It is suggested that, if you are marking this piece of work, 20% of
factors in each quadrat.
the marks are for adaptations for finding food and water, 20% of
3 a It grows better closer to the tree.
the marks are for moving, 20% of the marks are for adaptations for
b Suggestions might include: more light, more moisture,
coping with the weather, and the remaining 40% of the marks are
different pH.
for question 2.
4 uneven – If they were even the plants would be in
approximately the same numbers in each quadrat.
8Dc(7)
5 a Plant A reading at 6 metres falls below the curve.
1 ermine
b Take several samples and calculate averages. Do transects
a Fur acts as camouflage so that it can creep up on prey/avoid
from more than one tree.
predators. b The population will go down because there will be
6 Repeat the measurements (and calculate means).
no snow and its white fur will stand out. c thermometer
cactus
8Dc Physical environmental factors a It does not rain very much in the desert so when it does the
Pupil’s Book cactus needs to absorb as much water as possible and quickly.
Page 56 b The population will go down because if the cactus takes in
1 any two physical environmental factors (e.g. light, temperature) too much water it damages itself. c rain gauge
2 Sensible suggestion such as: People don’t have to remember to
take readings; people don’t have to go into dangerous regions to
take readings; people don’t have to waste time taking readings;
there is less human error in writing down readings.

Answers 8D
fairy shrimp 2 When the (population) of snowshoe hares is large, the lynx
a The enzymes allow it to digest food in its alkaline habitat. have (lots) to eat. The lynx reproduce (successfully) and their
b The population will go down because the enzymes will not population (increases). When there are not many snowshoe
work properly in acidic conditions and the shrimps will starve. hares, some of the lynxes will (starve).
c pH meter 3 a arrow from lettuce to caterpillar and from caterpillar to
2 Computers mean that a person does not have to check pieces of hedgehog, arrow from hedgehog to fox
equipment every day to take readings/computers make it much b lettuce
easier to manipulate large volumes of data. c slug, caterpillar
d lettuce/food
8Dc(8)
1 respiration 8Dd(4)
2 photosynthesis 1 fox
3 burning fossil fuels and forests (note that clearing forests also grass
contributes to the build-up of carbon dioxide as there are then
fewer trees to absorb carbon dioxide and give out oxygen)
4 a in the winter rabbit field
b Highs are caused when there is not much photosynthesis
happening – many trees have lost their leaves, and wheat
even evergreens will photosynthesise less in the colder
temperatures and shorter daylight hours. Plants are still 2 a wheat b rabbit or field mouse c rabbit, field mouse, fox or
respiring, so they are giving out more carbon dioxide than grass snake
they take in. The lows happen in summer when growth rates 3 a decrease b They would have less food.
are highest, so large amounts of carbon dioxide are being 4 a decrease b More would be eaten by the foxes.
absorbed for photosynthesis. Some pupils may have written 5 wheat
an alternative answer or extended the answer above by saying 6 Any three of: food (wheat), space, shelter, a mate, oxygen.
that the effect can be exacerbated by more fossil fuels being
burnt in winter to provide heating for homes and offices. 8Dd(5)
5 It is summer in the southern hemisphere when it is winter in the 1 6
northern hemisphere, so the highs and lows are reversed. 2 a Leaves block out the light/tree takes all the water from the
6 Carbon dioxide levels are increasing. ground/leaves stop rain falling on the ground under the tree.
7 The lines for oxygen should be reflections of the carbon dioxide b competition
lines, i.e. high in summer and lower in winter. The overall trend 3 a near the stream b They like to live in damp places. The centre
is slightly downwards. of the lawn is too dry. c uneven distribution
4 daisies, dandelions, thistles, oak tree, moss, fox, rabbit and grass
8Dd Living factors 5 a fox b rabbit
6 under the logs
Pupil’s Book
Pages 58–59 8Dd(6)
1 a any pond organism 1 a fox b rabbit c 180 d 12 e 1996 f During this time, and the
b For an animal, any two of: food, space, shelter, a mate, previous year, the number of rabbits had fallen so there was less
oxygen. For a plant, any two of: light, carbon dioxide, space, for the foxes to eat. Some of them may have starved. g disease
mineral salts. (unlikely that this huge population drop is due solely to foxes)
2 a organism with even distribution (e.g. squirrel) h They all died through starvation/they moved to another place
b organism with uneven distribution (e.g. earthworm – not because there was no food.
found in trees) 2 a migration b a behaviour that is not automatic and has to be
3 a The drier the soil, the fewer the earthworms. learned by the animal
b wet woodland 3 a sparrowhawk b how to hunt effectively or how to fly c They
c It would decrease. need the same resources (which may be in limited supply).
4 a The predator is the lynx and the prey is the hare. d They both eat mayfly larvae. e There would be fewer mayfly
b e.g. fewer lynxes, more food to eat larvae (because that’s what they eat). There would be fewer
c e.g. disease, starvation, natural death, being eaten water fleas, pond snails and lesser water boatmen because the
5 a voles, rabbits and hedgehogs sticklebacks, greater water boatmen, dragonfly larvae and great
b grass aphid spider thrush sparrowhawk diving beetles now eat more of these things because there are
c grass = producer; aphid = consumer, herbivore; spider fewer mayfly larvae.
= consumer, carnivore; thrush = consumer, carnivore;
sparrowhawk = consumer, carnivore, top predator 8Dd(7)
d consumer and omnivore 1 a Take equal volumes of water and see which produced the
6 a fewer slugs because the hedgehogs would eat more, (accept most growth when spread on agar plates.
more slugs if the increase in available lettuce is explained). b Put an oxygen sensor, attached to a datalogger, into each part
b fewer slugs because there are fewer lettuces of the river.
c fewer slugs because more would be eaten by the thrushes c B (Accept C if correct explanation of eutrophication given in d.)
d Bacteria in the sewage would use the oxygen during
Differentiated Classwork and Homework Activity Pack respiration.
8Dd(1) 2 It will increase the population of plants.
1 a minnow, perch, pondweed, water lily, frog 3 a A b It is above where sewage and fertilisers drain into the
b Any three of: food, space, shelter, a mate, oxygen. river.
c Any three of: light, carbon dioxide, space, mineral salts. 4 a A b Most oxygen in the water here.
5 Animals move from place to place, plants don’t.

8D Answers
8De Pyramids and poisons Any pesticide in the plankton gets into the fish.
DDT builds up inside the fish.
Pupil’s Book Many wild birds, such as osprey and heron, eat fish.
Pages 60–61 DDT can alter the behaviour of birds, sometimes preventing them
1 to release energy so that they can move, etc. building proper nests.
2 Pupils might choose a food chain from the food web on the *DDT may cause wild birds to become infertile.
previous page. *DDT can cause birds to lay eggs with thinner shells. As a result
3 a Bars do not need to be proportional. more eggs are likely to be broken.
b Feeding relationship Organisms *In large amounts DDT can be poisonous to birds.
top predator grass snake The populations of many wild birds have decreased over the last 30
consumer grasshopper, frog, grass years.
snake *The starred statements can go in any order.
producer grass
primary consumer grasshopper 8De(3)
1 to kill organisms that harm the plants being grown
secondary consumer frog
2 insects/ants, aphids, blackfly, whitefly, caterpillars and mites
tertiary consumer grass snake
3 fish and bees
herbivore grasshopper
4 a lettuces: more because fewer are eaten by insect pests;
carnivore frog, grass snake rabbits: no change or more because there is more lettuce to
eat; fox: no change
4 Many fleas can live and feed on a single rabbit.
b rose bushes: would look healthier as no aphids feeding off
5 a They cause population decline of endangered wandering
them; aphids: killed so far fewer; ladybirds: numbers decrease
albatrosses.
as fewer aphids to eat
b It increased the populations of rats and rabbits.
c pondweed: no change; tadpoles: no change; sticklebacks:
c The cats killed the rats and rabbits.
some may die as Zymac is poisonous
6 a It may go down because there is less to eat.
5 a the direction in which energy flows in a food chain
b It may go down because the thrushes have no slugs to eat
b There is less energy as you go along a food web because
and so have to eat more spiders.
animals lose it (in their activities and in waste).
7 a an organism that destroys crops (e.g. caterpillar)
6 Avoid getting it on the skin (wear gloves) or breathing it in (wear
b a chemical that kills pests (e.g. DDT)
face mask/spray in direction of wind). Wash hands after use.
8 Farmers used DDT, which passed up the food chain. The
sparrowhawks got all the DDT from the birds that they ate which
8De(4)
made them lay eggs with weak shells. The shells broke when
1 to kill insects that may eat the crop, thus reducing the amount of
the birds tried to sit on them, killing them.
money that can be made
9 Pesticides had killed all the birds so they no longer sang in
2 any three insects, although the expected ones will be from the
spring when new chicks were being born.
food web: caterpillar, ladybird, aphid, bee, ant, butterfly
3 They will decrease as they have less food.
Page 62
4 They will increase as there will be fewer insects to eat them.
1 a Essentially this list can be boiled down to: changes in
5 a It preserves organisms in the hedge that might otherwise die.
environment, diseases, competition from other animals,
b Less money is made because the crops growing in the
human activities. Pupils are likely to list more specific
unsprayed area would be attacked by insect pests.
examples.
c The farmer may be concerned about the environment; the
b protecting habitats, breeding programmes in zoos, changing
farmer might not be able to afford chemical pesticides; the
the law to stop hunting, etc.
farmer might be able to make more money by selling organic
2 It only takes some of the fish from a shoal so allowing the shoal
produce.
to continue, and the fish within the shoal to breed.
3 a The theory goes that if it is illegal to trade endangered animals
8De(5)
then there will be less of a market for them and so fewer will
1 a i barn owl ii wood pigeon
be hunted. There is considerable debate about how successful
b Every million grams of something contains 1 gram of
this has been.
something else (or similar explanation).
b the Convention on International Trade in Endangered Species
c migrating fish
(of Wild Fauna and Flora)
d The pyramid does not need to have actual numbers on it, nor
proportional bars.
e Because the herons eat many trout each, they get more doses
8De(1)
of DDT than a single trout does.
1 the direction energy flows in the food chain
f the direction in which energy flows in a food chain
2 respiration or waste
g Energy is lost at each step of the food chain so as you go
3 a plant plankton shellfish fish humans
along a food chain there is less and less energy available for
b from bottom: plant plankton, shellfish, fish, humans
the animals and so the populations of the animals are smaller
c The mercury was not destroyed inside the fish and people ate
and smaller.
lots of fish and so ate lots of mercury.
h water flea = primary, stickleback = secondary, trout = tertiary
4 animals that eat the plants that humans want
8De(6)
8De(2)
1 to kill pests and so increase the yield of the crop
A pesticide (DDT) is sprayed over fields of crops to kill insect pests.
2 a any from the texts but the expected answer is DDT which
Some of the pesticide is washed into lakes and rivers.
causes egg-shell thinning in birds of prey (and may cause
DDT is absorbed by tiny organisms in the water called plankton.
behavioural problems and death)
Fish eat many plankton organisms.

Answers 8E
b They have eaten animals, which have eaten pests, which have 5
contained pesticide. ladybirds
3 Any two of: organic farming, GM crops or genetically modified/
improved/engineered crops, biological control (although this aphids
term does not need to be used).
4 Advantages include: increase yield of crops, easy to apply, readily oak tree
available. Disadvantages include: harms other animals, may
harm humans, can be expensive.
6 The weather causes different organisms to have different
5 The farmer would only need to apply the pesticide once in a
amounts of water in them at different times.
growing season.
7 It drops its leaves in winter.
6 Only the first and last extracts are ‘for’ using pesticides.
8 respiration and loss in undigested food
7 Pupils’ own responses (e.g. letter because I’m not going to get
9 Because so much energy is lost going from one level to the next,
a scientific paper published, or a book or be interviewed on TV
it takes a great deal of mass to support much less mass at the
but I could get a letter published and letters in newspapers are
next level.
read by more people than an unknown website. Or I’d like to be
10 Things that might be explained include: trophic levels; why the
interviewed on TV because I can get my point across better if I
biomass decreases so rapidly; what the units mean; a calculation
am speaking than when writing things down.)
might be done to show that 99.99% of the producers, support
8 Pupils’ own responses (the two poles of opinion are likely to be:
0.01% of the other organisms.
we should use pesticides because humans are more important
than animals; we should not use pesticides because we have to
preserve our natural world for generations to come).
8E Using water
8De(7)
1 to stop them transmitting malaria to humans/to save human 8Ea Using Water
lives
2 cheaper, more effective at reducing mosquito populations
1 any five uses of water, such as drinking, making tea/coffee,
3 Many insects became resistant to DDT; build up of DDT in food
cooking food, brushing teeth, washing/showering, washing
chain; wild bird populations suffered.
dishes, etc.
4 Only very small amounts of DDT are used to kill mosquitoes
2 Diagram should include evaporation from sea, condensation to
(and applied indoors) compared to large quantities in the past.
form clouds, water from clouds falling as rain, rain running into
5 DDT may pose human health risk, affects wildlife and we should
lakes/rivers/reservoirs, water piped to homes.
be able to develop better alternatives.
3 It contains salt, and would make us ill.
6 Accept answers for or against, as long as they are accompanied
4 Sieves have holes in them that are too small for leaves and
by sensible reasoning.
sticks to go through. Filters have even smaller holes, which are
7 draining breeding grounds, less harmful pesticides, biological
too small for particles of mud to go through.
control

8De(8)
1 many things jumbled up together
1 Pests might be resistant to pesticides; farmer might want to
2 logs/wood, seaweed, containers, plastic bottles, etc.
protect useful insects.
3 It traps particles in the paper, because the particles are too big
2 snails, weevils
to go through holes in the paper.
3 Cane toads eat snails and weevils.
4 a any soluble solids, e.g. sugar, salt b any insoluble solid, e.g.
4 Cane toads also eat grasshoppers, beetles and mice, which are
sand, chalk
not pests. Their numbers would decrease.
5 a (hot) water b coffee powder/granules
5 pupils’ own responses (e.g. yes, because it would kill the pests
6 a The solid mixes with the water so that you can’t see any solid
and so allow more money to be made; no, because it would kill
grains/the liquid is transparent (or similar answer).
useful creatures that keep the numbers of other small creatures
b Solid granules are left on the bottom of the cup/the liquid is
down)
cloudy (or similar answer).
6 Suggestions might include: find a natural predator/parasite
7 a Beaker 1 contains a red, transparent liquid; 2 contains a white
of the pest; observe the effect the potential agent has on the
opaque liquid; 3 contains a white opaque liquid.
pest in the wild/are numbers reduced?; determine whether the
b beaker 1
potential agent affects any other organisms; determine whether
c It is transparent.
these other organisms are present in the farm ecosystem;
determine whether the agent will survive in the farm ecosystem.
7 The introduction of the cane toad to Australia in the 1930s was
8Ea(1)
a disaster. The 102 individuals have become 200 million. They
dissolving – when a solid splits up and mixes with a liquid to make
spread diseases and compete with native fauna for resources.
a solution
As such, they are blamed for the decline of animals such as the
filtering – separating a liquid from things that have not dissolved in it
Northern Quoll, monitor lizards and snakes.
filtrate – the liquid that goes through a filter
insoluble – something that will not dissolve in a liquid
8De(9)
mixture – different things jumbled up together
1 One large oak tree can support many thousands of small aphids.
opaque – not see-through
2 trophic level 3
residue – the solid that is left behind after filtering
3 oak tree aphid ladybird
soluble – something that will dissolve in a liquid
4 the mass of biological (living) material – or words to that effect
solute – the solid that has dissolved in a liquid to make a solution
solution – when a solid has dissolved in a liquid
solvent – a liquid can dissolve a solid to make a solution
transparent – see-through

8E Answers
8Ea(4) 8Eb(2)
Across: 2 residue 3 solvent 6 solute 8 insoluble A 2 b, B 5 c, C 8 a
Down: 1 mixture 3 solution 4 filtering 5 filtrate 6 dissolve
8 soluble 8Eb(5)
2 a goes up b chloride c nitrate d 41 e 45
8Ea(5)
1 The following circled: flour and water; sand and water; sand and 8Eb(6)
milk. 2 a increases as temperature rises b potassium chloride
2 slotted spoon: yes; water; vegetables/pasta. c potassium nitrate d answers from graph – approx. 15 °C, 24 °C,
chip basket: yes; fat; chips. 27 °C, 31 °C, 34 °C, 37 °C
rolling pin: no. 3 a Fertilisers are used to provide plants with mineral salts, such
flour sieve: yes; fine flour; lumps of flour. as nitrates, which they need for healthy growth.
3 Chips are much larger than tea leaves, so chip basket does not b LoSalt® is potassium chloride and tastes salty, but is thought
need such small holes. to be less risky than sodium chloride for people with some
4 a It traps tea leaves inside, to separate them from the tea. medical problems (e.g. heart problems) to eat.
b It has tea leaves mixed with the tea.
8Eb(7)
8Ea(6) 2 a It goes down/gets less. b It is the opposite – most solids get
1 a from the ground b no more soluble as the temperature increases.
2 a trowel, cup, pan, handkerchief b Dig a hole, use the cup to get 3 a fresh b fresh water – The graph goes down more steeply
some water out of it, pour it through the handkerchief into the (or, the solubility changes by 9.9 mg/l for fresh water as the
pan. temperature goes up from 0 to 60 °C, but only goes down by
3 Melt some snow using the camping stove and pan. 7.5 mg/l for sea water.
4 a It is salty. b Salt is dissolved in the water, so it cannot be 4 a answer from graph – should be approximately 12.8 mg/l
separated by filtering. b half of 12.8 mg/l is 6.4 mg/l, and this solubility occurs at
40 °C
8Ea(7) 5 Less oxygen would be dissolved in the warmer water, so there
1 One possible flow chart is: River water Screening (grids would be less oxygen for the fish and they may be harmed. (The
remove large objects) Settlement (chemicals added, small warmth also encourages the growth of micro-organisms that
particles stick together and sink) Filtering (small particles further deplete the oxygen supply, but pupils are not expected
filtered out by sand beds) Chemical treatment (chemicals to know this.)
added to kill micro-organisms) Storage (ready for use) 6 Heating sea water does not have as big an effect on solubility
2 a to allow time for the clumps to fall to the bottom of the tank as heating fresh water. Also, the sea has a far greater volume
b It saves the filters getting clogged up with too many particles. than rivers, so the warm water spreads out and the overall
3 to push out all the particles that have been filtered from water, temperature increase is very small apart from very close to the
which would clog up the filter bed outlet pipe (or fish can easily get away from the warm water in
4 They must be quite small, as they have not been removed by the the sea, but they might not be able to in a river).
filters.
5 To stop dirt/micro-organisms getting into them and making the 8Ec Salt of the Earth
water unsafe to drink.
6 a The water has run through small gaps in rocks to get
1 because they have different amounts of salts dissolved in them
underground, and this has filtered it. b screening, and possibly
2 Heat the water until it evaporates and leaves the salt behind.
settlement
3 a certain chemicals dissolved in the water b It stops scum
7 Sea water contains dissolved salt, which cannot be removed by
forming on water, or it stops their kettles or central heating pipes
filtering or the chemicals that kill micro-organisms.
from furring up.
4 Heat from the Sun can be used to evaporate the water from sea
8Eb Solubility water, leaving salt behind.
Pupil’s Book pages 66–67 5 a The salt comes from rocks that the river has flowed over.
1 22 g b Bits of the rocks dissolved in the water which then flowed out
2 a held together in a fixed arrangement b Particles come away to sea.
from each other and mix with particles in the solvent. 6 A possible response might consider the low pay and difficulty of
3 Salt particles are too small to be trapped by the filter paper. the task involved – hot climate, need to rake large quantities of
4 Diagram should show salt and water particles going through the salt into piles for collection, long distances to be covered due to
filter paper and larger sand particles trapped by the filter paper. size of site required – salt beds must be left to evaporate for
5 two from: type of solid, nature of solvent, temperature, volume several weeks, difficulties of walking on dry salt, how the flow of
of solvent sea water is controlled to flood the salt-beds and then let them
6 The liquid is cloudy/milky. If all the solid had dissolved the liquid dry out.
would be clear or transparent (see-through).
Differentiated Classwork and Homework Activity Pack 8Ec(1)
8Eb(1) 1 evaporates
1 salt, solute, water, solvent, dissolves, solution, 110 g 2 salt
2 Filtering only separates solids that have not dissolved. 3 samples
3 A saturated solution is … a solution where no more solid will 4 scum
dissolve. 5 common salt
If you heat a solvent … more solute will dissolve in it. 6 salt bed
If you use twice as much solvent … you can dissolve twice as 7 rock salt
much solute in it. 8 water

Answers 8E
9 brine 8Ed What’s in a solution?

10 heat
8Ec(4) 1 All the different chemicals that were dissolved in the water
1 Stand a Bunsen burner and tripod on a heat-proof mat, and put would be mixed up together.
a gauze on the tripod. Stand the evaporating basin on the gauze 2 Different substances are made of particles of different sizes so
and half-fill it with the solution to be evaporated. some travel faster than others (smaller particles move more
2 It stops the chemicals getting too hot and changing. quickly than bigger ones).
3 a hazard – spilling hot liquid; risk – burns 3 a 2 b A and B c The top blob from Y is level with the blob
hazard – chemicals spilling; risk – burns or damage to eyes made by A, and the second is level with the one made by B.
hazard – hot apparatus; risk – burns 4 a 5 b orange, yellow, purple, blue, black
b Turn the heat off before the solution has completely 5 a carotene b 3, it does not contain tartrazine c to make them
evaporated; wear eye protection; wait for apparatus to cool look more orange, so people will want to buy them
down before handling it, or use tongs.
Differentiated Classroom and Homework Activity Pack
8Ec(5) 8Ed(1)
correctly labelled diagrams Chromatography can separate … different coloured dyes in a
B, F, E, G, J (these two in either order), A, C, I, D, H mixture.
A drop of the mixture … is put onto a piece of special paper.
8Ec(7) The bottom of the paper … is put into water.
1 measuring cylinder The water … travels up the paper.
2 5 The different dyes in the mixture … travel up the paper at different
Y = depth of lather (cm)
speeds.
4 This happens because … the different dyes have different sized
3 particles.
The paper is dried … to make a chromatogram.
2 You can work out the number of different dyes in the mixture … by
1 seeing how many different colours are on the chromatogram.
0 8Ed(2)
A B C D E
Y 1 yellow, dark green, light green; mixture
3 aC bE cE dC 2 purple, dark red; mixture
4 same amount of water in each tube, same amount of soap 3 blue, purple; mixture
solution 4 yellow; pure
5 He might have shaken the tube harder than Patty did. 5 black, pink, yellow; mixture
6 dark blue, pale blue; mixture
8Ec(8)
1 What is dissolved in water depends on the rocks it has flowed 8Ed(3)
over or through, so water can be different if it has come from 1 a All the samples will have time to travel right to the top of the
different places. paper, so you won’t be able to tell the difference between
2 a Soap makes more lather and does not leave scum, and kettles them.
and central heating systems do not get ‘furred up’. b The ink from the felt pen will also move up the paper. You
b Some people do not like the taste, and you may not be won’t have a reference line left at the bottom, and the ink
getting salts that are good for your teeth and bones. may hide the dyes you are investigating.
3 shower gel, as the detergent will not form scum with hard water c The dyes will dissolve in the water in the beaker, and will not
4 boiling tubes, measuring cylinders, soap solution, test tube rack, move up the paper.
ruler d You won’t be able to make a fair comparison between the
5 same volume of water, same volume of soap solution, same manufacturer’s samples and the dye being tested, as the
concentration of soap solution, same amount of shaking same dye in two different samples may end up different
6 The samples in order of the amount of lather (starting with the distances up the chromatogram.
least) were E, A, B, D, C. As harder water produces less lather, e Permanent inks do not dissolve in water, so you will not be
this is also in order of hardness, starting with the sample with able to analyse the inks at all.
the hardest water (i.e. the one with the most ‘hardness’ f You will not be able to make a reliable comparison between
chemicals in it). the sample from the crime scene and the manufacturer’s
sample unless all the conditions are exactly the same (which
8Ec(9) would be very difficult to do). For example, both bits of paper
1 so it could make money by selling salt would have to be put into water for exactly the same amount
2 Ghandi’s salt would have been mixed with sand. of time, the samples would have to be exactly the same
3 no, because there would have been small animals and possibly distance above the surface of the water at the start, you
some pollution in the sea water would have to use the same kind of chromatography paper,
4 Mix the impure mixture with water, so the salt will dissolve in etc.
the water.
Filter the mixture. The sand will be trapped in the filter paper, 8Ed(4)
but the dissolved salt will go through the filter paper. 1 labels in correct places
Evaporate the filtrate. The water will evaporate, leaving the salt 2 a A, B and E b These inks have all got only one ‘blob’.
behind in the evaporating dish. 3 a A and E b A and B
Pupils should draw a labelled diagram illustrating each step in 4 a F b It has not moved from its original position.
the process.

8E Answers
8Ed(5) actually use up more countryside than the current cities would.
1 Paint does not dissolve in water. Many people like living in cities and would not want to move to
2 B small towns.
3 F 3 a A cargo ship has a relatively small crew. On a cruise ship there
4 C and D are a large number of passengers, and also extra crew to look
5 D after the passengers. There are therefore a lot more people
6 Test paint from a PO van to see if it matched the sample. using water, so it may be easier to have a desalination plant on
(Higher-attaining pupils may point out that manufacturer D the ship than to have storage tanks big enough to carry all the
may also make PO vans, in which case this would not prove water needed on a trip. b These places are fairly small islands,
anything.) with little space for reservoirs and a small land area to gather
7 See if there was damage to the van or any paint from the rain water. They are therefore more likely than most other places
gatepost on it. in the UK to be short of water if they only relied on rainfall. As
they are islands, they can get sea water very easily. c The south-
8Ed(6) east of England is the most heavily populated part of the UK, so
1 B has less space for reservoirs, and it is also one of the driest
2 They did not leave the evidence at the scene of the crime; their areas. Installing desalination plants may be cheaper than
DNA patterns do not match the sample (higher-attaining pupils building reservoirs in wetter areas of the country and piping the
may point out that this does not mean that they were not there, water to where it is needed in the south.
just that they did not leave anything there).
3 No. The test only shows that a person was there, not that they Page 76
committed the crime. 1 a fish, animals, bits of plants, leaves, twigs, mud, sand, etc.
4 Fingerprints are thought to be unique to individuals, and are also b It is filtered. c When a substance dissolves it breaks up into
used to identify people who have been at a crime scene. DNA very small particles, small enough to pass through the holes in a
patterns are used in a similar way. filter. d Distil the water by evaporating it and then condensing
5 a The police could just compare samples from a crime scene the steam.
with a database, rather than having to work out who the 2 a They could explain ways of saving water, why this is necessary,
suspects might be, find them and collect and analyse DNA and how this can save people money. b People could be fined
from them. if they use too much water, or their water supply could be turned
b Pupils’ own answers. Issues of crime prevention and/or off if they used too much (although this is unlikely to be done
privacy may be discussed. for health reasons). c Set targets for cutting down the amounts
of water wasted and fine them if they exceed the targets.
8Ee Still water
Differentiated Classwork and Homework Activity
8Ee(1)
1 water with nothing else in it
1 correctly labelled diagram
2 a They turn into steam/water vapour. b when a gas cools and
3 a E on/near round-bottomed flask b C in condenser
turns into a liquid
4 The mixture of ink and water is put into the flask.
3 steam
The mixture is heated.
4 The Liebig condenser has cold water around the outside of the
The water evaporates and forms steam. The ink does not
tube that the steam passes through, so the steam is more likely
evaporate.
to condense.
The steam goes into the condenser.
5 a to obtain drinking water from sea water b to obtain clean
The cold water flowing around the outside of the condenser
water from dirty water
cools the steam.
6 Energy from the Sun heats the water and makes it evaporate.
The steam condenses to form pure water.
The salt is left behind. The water vapour condenses inside the
The water runs into the beaker.
top of the still, and the pure liquid water runs down into a
collection chamber.
8Ee(2)
Opinions may vary on some of these statements.
1 a The flooding might destroy the habitats for some types of For
animals and plants, but it might also increase the habitat • It will be great for water sports – if they let us use it for that!
available for fish, water birds, etc. b They will have to leave • There will be new jobs while the dam is being built.
their homes. They might get work building the dam. c There • It’s better for the environment if all the people who work in the
might be more work in the area while the dam is being built. city live there, and they all need water.
There may be more leisure facilities (i.e. for water sports) when • The new reservoir will create new habitats for water birds.
the reservoir is completed (but swimming and boating are not • We can go fishing!
allowed on many reservoirs). d They get a more reliable water
Arguments concerned with where (rather than whether) it should
supply. No real disadvantages.
be built
2 a Advantages: less money would need to be spent on building
• The water has to be collected in places where it rains a lot.
long pipelines, there would be fewer large areas under water
• There’s plenty of land in the hills where no one lives. They can
due to the creation of large reservoirs. Disadvantages: there
pay the farmer compensation for losing their land.
would be lots of smaller reservoirs, which might end up costing
• We couldn’t have a local reservoir to collect the drinking water
more than the pipelines involved with building large ones. Each
for our town – it doesn’t rain all that much here!
new reservoir, even if very small, still affects the habitats in the
• Encouraging people to move out of cities will just result in more
local area. You might need more water treatment plants as well,
countryside being built over.
if there were more reservoirs, and this would take both land and
money. b It is already too late for this to happen for much of
the country, as it would not be possible to move the people
already living in cities into new towns. A lot of new towns might

Answers 8F
Against probably not pump as much water as water is likely to be

• They would have to build a big reservoir for our town to make absorbed more slowly than the fibres. If the pump is put into
sure it collected enough water to last through dry summers a bowl of water, the amount produced will depend on the
– and big reservoirs for all the other towns around as well. temperature (more would be produced on a warmer day, less
• It will destroy the woodland in the valley. on a cooler day).
• I’ve lived in my house for 70 years – and they want to evict me! 7 There might be different amounts of water in the soil, the
• Lakes look pretty, but reservoirs don’t look so pretty when the temperature might be different. Also, if made from local
water is low. materials, the fibres used might absorb and transport water
• We don’t need a reservoir here – the water company already more or less effectively.
takes water out of the river. 8 The pump draws water up from the ground using evaporation.
• People have been living in this valley for thousands of years, and The water coming out of the tap is clean. The benefits are that it
we’re being evicted just so people in the cities can run more is cheap, easy to make and uses recycled materials.
washing machines and dishwashers!
• The countryside around here is very flat – they would have to 8Ee(7)
build walls all around the reservoir – it would be very expensive. 1 petrol, naptha, diesel, bitumen
• We would lose some of our beautiful countryside if they built a 2 fuel oil, diesel, kerosene, petrol, calor gas
reservoir just outside the town. 3 a Both heat a liquid to turn it to a gas, and both collect the
• Our village is a community. You can’t compensate for that kind liquid when the gas condenses again. Both involve a tower
of thing with money! where the gases cool as they rise.
• There will be lots of outsiders around while the dam is being b & c Possible answers include:
built. Our pub will be too full! • The fractionating column is bigger than school lab apparatus,
• They will need to build a new road up the valley to transport the because an oil refinery would need to separate a large volume
materials to the dam. That will be even more disruption. of oil.
• The fractionating column has lots of tubes leading out of it,
8Ee(3) because it is separating a lot of different liquids whereas the
2 correctly labelled diagram school apparatus is only separating a liquid from a dissolved
3 Round-bottomed flask holds the mixture to be separated while solid (or two liquids, if pupils have seen the separation of
it is heated. water and alcohol demonstrated).
The condenser cools the steam so it condenses back to water. • The liquid going into the fractionating column is heated to a
Cold water runs in a jacket around the central tube to keep it higher temperature to make it evaporate, because some of
cool. the chemicals in crude oil have much higher boiling points
The beaker collects the pure water. than water.
4 Examples include vodka, whisky, gin, brandy, rum, vermouth,
8Ee(4) sherry, port.
1 Diagram should show particles moving more rapidly with more
escaping from the liquid.
2 Solvent evaporates in both cases, but it is collected only in
distillation. 8F Materials and
3 Diagram should show that different-coloured particles travel
different distances in the filter paper.
recycling
8Ee(5)
1 D, F, E, B, A, C
8Fa Sorted!
2 The water leaves impurities/salts behind when it evaporates Pupil’s Book page 77
from the fibres. 1 four from: glass, paper, metals (or named metals such as
3 It is likely to be used in developing countries, where people aluminium, steel/iron, copper) plastic (or named plastics such
cannot afford expensive materials. as PET)
4 a It produces pure/clean water. b It does not produce very 2 a colour (e.g. brown/green/blue/‘clear’) b type of metal (iron,
much water each day. aluminium, etc.) (allow magnetic/non-magnetic)
3 a Answers will depend on local circumstances, but should refer
8Ee(6) to matters such as whether doorstep collection takes place,
1 a roots b trunk c leaves frequency of collection, types of waste that can be recycled,
2 The fibres absorb water in the ground. The water travels up how the householder has to sort, colour of bins/boxes/sacks.
through the fibres. Heat from the sun makes it evaporate b Answers will be dependent on a, but should make the point
inside the transparent container at the top. The water vapour that many other European countries are better at recycling
condenses on the inside of the transparent container, and runs than the UK. In many developing countries, economic
into the collecting container. necessity will mean that materials and objects will be re-used
3 a It produces pure water, whereas water from a well may not be to a significantly greater extent than in the UK.
clean/fit to drink. c Answers should be of the form ‘good’, ‘poor’, ‘room for
b One pump does not produce very much water. improvement’.
4 It is most likely to be of use in the developing world, where d Answers should focus on a practical suggestion, e.g. (home)
people often cannot afford expensive materials. weekly collections instead of fortnightly, make provision to
5 When the water evaporates, any salts dissolved in it will be left collect more types of plastic, (school) paper recycling boxes in
behind. These will collect on the fibres and clog them up. every classroom, can recycling in the restaurant.
6 a The method should include supporting the pump with its 4 Possible answers might include: plus – saves on resources,
‘roots’ in a bowl of water, and standing it in the sun in a location reduces waste/landfill; minus – how would you enforce it?
that will not be shaded at any time during the day. Collect and Interesting – what do we do with all the recycled glass? Would it
measure the volume of water collected. b No. If the fibres at be better to re-use the bottles rather than recycle them?
the bottom were put into damp soil instead of water, it would

8F Answers
Pupil’s book page 78–79 c Recycling rates are highest in the second quarter (April–June),
1 three from, for example: iron, copper, bronze, tin, silver, gold, and generally tend to be higher in the summer and lower in
mercury the winter.
2 They were quite rare and expensive materials and it would have d Eastern region is the highest and London the lowest. Evidence
been very wasteful to throw them away would be either high/low lines on the graph, or average
3 a Egypt b China figures from the table.
4 a substance that cannot be split into anything simpler using
chemical reactions 8Fb Elementary
5 copper, calcium, gold
6 a It had not been possible to split it up (using heat). b By using
1 a something that cannot be split into anything simpler (using
a battery (electrolysis), it was possible to split it to make calcium
chemical reactions)
(and oxygen).
b the smallest part of an element
7 a gold, iron, calcium b Gold can be found naturally in the
2 gold, mercury, iron, oxygen, aluminium
environment. Iron can be extracted from ores using relatively
3 a 1 b2
low technology chemicals and methods (fire and charcoal).
4 Diagram should show two different colour particles in a 2:1 ratio
Calcium can only be extracted using electrical methods (and
(copper: zinc).
therefore couldn’t be discovered until after the invention of the
5 Cu = copper; W = tungsten; Sn = tin; Fe = iron; Na = sodium
battery).
6 a iron b iron was ‘ferrum’ in Latin c steel d Steel is a mixture
that contains (mostly) iron. The other metals do not contain any
iron.
8Fa(1)
7 No = nobelium (Alfred Nobel, who invented dynamite, and used
1 glass, paper, plastic, aluminium
the resulting profits to set up the trust fund that provides the
2
1 2 3 4 5
Nobel prizes to this day)
P E R I 0 D I C T A B L E Es = einsteinium (Albert Einstein, well-known for his theories of
L R L L relativity, as well as the explanation of Brownian motion)
6
E W O O D U E Cm = curium (Marie Curie, famous for much early work on
M N M C radioactivity, including the discovery of radium)
7 Fm = fermium (Enrico Fermi, who did much pioneering work
M E T A L S I T
8 on sub-atomic particles, and was a leading member of the
N S T O N E R
Manhattan Project Team who developed the first atomic bomb)
T I I Md = mendelevium (Dmitri Ivanovich Mendeleev, who
9 10 11
S I L V E R U C developed the first workable version of the Periodic Table)
I G M I
12
A M Y T Pupil’s Book pages 82–83
13
F I R E P Y 1 a 33 b about 30
14 2 a Döbereiner b Newlands
R T I N
3 helium, neon, argon, scandium and vanadium
4 If all elements were fitted into groups of three, or seven, then
8Fa(2) the discovery of any new elements would either mean that
1 something that cannot be split up into simpler substances the groups were wrong, or that it was the start of a whole new
4 two from: aluminium, calcium, potassium group. Mendeleev left spaces for undiscovered elements, and
the shape of the table meant that it was possible to include
8Fa(3) extra columns (which is why the noble gases, discovered after
1 something that cannot be split up into simpler substances the table was established, are labelled as Group 0.)
5 Properties would be in between the elements on either side
8Fa(7) of the gap – some numerical values (e.g. for density, melting
2 sent to landfill point) might be expected to be an average of the two adjacent
3 29 million tonnes elements or following a group trend.
4 10% 6 Mendeleev’s table shows elements with similar properties lined
5 It is easier to see where most of our waste goes to. up in columns or blocks. A rectangular grid would not show the
patterns in the same way.
8Fa(8) 7 Answers could include: fair, because there were too many
2 29 million tonnes flaws or anomalies in his ‘law’; Newlands’ law could not cope
3 two from: North East, North West, Yorkshire and Humber, West well with the introduction of new elements; unfair, because he
Midlands, London was on the right lines and had many of the correct ideas; he
4 East, East Midlands and South West didn’t claim that all the elements fitted the law, just that some
5 a 32% b two from: North East, North West, Yorkshire and the elements did fit the pattern.
Humber, West Midlands, London
8 It is easier to see which region has the best recycling rate. Differentiated Classwork and Homework Activity Pack
8Fb(1)
8Fa(9) 1 true, false, false, true
1 a burning b 29 million tonnes c 29/58 = 0.5 tonnes d landfill 2 a one kind b two kinds c two kinds
58.3%, incineration 11.0%, recycling and composting 30.7% 3 iron Fe, aluminium Al, hydrogen H, carbon C
e Data could be presented as a bar chart or a pie chart so it is 4 Na = green, Sn = yellow, Mg = grey, W = blue, Cu = orange,
easy to see where our waste goes to. Fe = red
2 b Horizontal axis is not continuous data/there is nothing ‘in 5 The diagram on the left is an element, the one on the right is a
between’ the quarters. mixture.

Answers 8F
8Fb(2) 11 Treat answers on their merits – a good answer will be backed by

1 a false b true c false d true e false f true g false h true a reason.
2 Li/Na/K, Fe/Co/Ni, Cl/Br/I 12 a Answer should follow the usual conventions: the name
3 Elements that have been discovered since Newlands’ time are… should end in –ium, and the symbol should be a two-letter
neon, scandium and vanadium.* symbol that is not a duplicate of an existing chemical symbol.
One of Döbereiner’s triads was… magnesium, calcium and b Answers will be individual.
strontium.
Newlands called his pattern the law of octaves, because each 8Fc Metal detecting
element was… similar to an element eight places away in the
Pupil’s Book Pages 84–85
series.
1 Any three from: shiny, good conductors of heat, good conductors
The noble gases that are on the left of Mendeleev’s table in
of electricity, strong, high melting point. Do not accept ‘magnetic’
group 0, but we now show on the right are… helium, neon and
as an answer.
argon (*would also match first statement).
2 Most metals are solids at room temperature. Mercury is unusual
If Mendeleev thought the elements were in the wrong order,
because it is a liquid.
they were… switched round to fit the pattern in the table.
3 metals on the left-hand side, non-metals on the (top) right-hand
side
8Fb(3)
4 a next to each other/in a block of three/in a row
4 There are 11 gases.
b vertical column/underneath each other in the middle
5 a solid b 102
5 a solid b gas c Most things turn into a liquid before evaporating.
6 Metal Non-metal d non-metal, e.g. not shiny/silver, turns easily into a gas
made of one copper oxygen 6 gas
element only aluminium 7 Yes. It is used in swimming pools/bleaches/chlorine water.
made of more steel plastic 8 a Bacteria/microbes could cause illness in swimmers. b It could
than one element brass paper harm people.
bronze glass
water 9 Case is plastic (insulator, rigid), pins are metal (strong, good
conductor), wires are metal (flexible, good conductor), wire
8Fb(4) covering is plastic/PVC (insulator, flexible), screws are metal
1 no (strong).
2 no
3 not particularly Differentiated Classwork and Homework Activity Pack
4/5 This arrangement is not greatly different from the first pattern. 8Fc(1)
There is no particular pattern in the way that the elements are 1 metals, metals, metals, metals, non-metals, non-metals
grouped together. 2 metal, heat, handle, conducts heat
6 Elements with similar properties come together in the same 3 iron, cobalt, nickel
columns. 4 metals – copper, nickel; non-metals: iodine, sulphur
7 several possible answers, e.g. unreactive gases (He/Ne/Ar) or
reactive metals (Li/Na/K) or high melting point elements (B/Al/ 8Fc(2)
Sc), (C/Si/Ti) 1 iron, copper, aluminium
8 several possible answers, e.g. nitrogen/phosphorus/vanadium, 2 plastic, glass, wood
or oxygen/suphur/manganese 3 good conductors
9 a several possible answers, e.g. similar elements appear in 4 good conductors
vertical columns (groups), elements are arranged in the same 5 heavy
order (of atomic number) 6 One from: all the objects were in the same beaker; the objects
b several possible answers, e.g. in modern table all non-metals were same length, same temperature water for each object.
appear on the right, or first main row starts with element 3 7 blocks were all the same size
c It brings out the patterns better/groups all metals together
and non-metals together (or equivalent answer). 8Fc(3)
1 allows heat to pass through it
8Fb(6)/ 8Fb(7) 2 To keep safe, mop up any spills and take care with hot water.
hydrogen, H; iodine, I; lead, Pb; nickel, Ni; calcium, Ca; cobalt, Co; 4 A wide range of materials were used. Pupils should also
bromine, Br; neon, Ne; chlorine, Cl; tungsten, W; helium, He comment on the reliability of the results.
5 allows electricity to pass through it
8Fb(8) 6 To keep safe, care must be taken with objects held in the circuit
1 a 90 b New elements are still being discovered or made. as they may become hot.
2 in nuclear reactors 7 Metals are good conductors of both heat and electricity.
3 a Berkeley, California b Bk, 97; Cf, 98 8 Results tables help to spot patterns in data.
4 the Russians 10 mass of the blocks
5 The Russians may have made a false claim, and the Russian 11 balance/scales
scientist Kurchatov had worked on the Russian atomic bomb. 12 Size/volume of the blocks needs to be the same.
6 Not enough of the element had been made/they were 15 metals: iron, copper, aluminium; non-metals: plastic, glass, wood
depending on data from photographs or computer printouts Pupils should justify their response as to whether they have
which may not be conclusive/experiment couldn’t be repeated. enough information.
7 Fm, 100 16 a metals: good conductors of heat, good conductors of
8 neilsbohrium, hahnium, joliotium, dubnium electricity, dense/heavy.
9 rutherfordium (104 and 106), neilsborhium (105 and 107) b non-metals: poor conductors/insulators of heat, poor
10 Dubnium gave credit to the Russian laboratory for the discovery, conductors/insulators of electricity, low density/lightweight
but without naming the Russian scientist who had worked on
their atomic bomb, meeting one of the US objections.

8F Answers
17 Mark answers on their merits. Answers might include melting 3 a three b Diagram should show carbon chain, with hydrogen
point, whether shiny or not. atoms coming off one side (as diagram F) and on the other side
18 You would need to measure both the mass and the volume/ alternate hydrogen and chlorine atoms.
dimensions of the block. The fair comparison would then involve 4 a two b hydrogen + oxygen water
calculating the density of each of the metals using density = 5 a i 10 ii 20
mass/volume. b Ratio is 1:2. there are two oxygen atoms for every silicon (or
equivalent wording).
8Fc(6) c For example, it has a large molecule, it is made of two
1 three from: boron, arsenic, selenium, antimony, tellurium, elements, ratio of atoms is 1:2, silicon and carbon both form
polonium four bonds.
2 a grey, quite shiny, high melting point, conducts electricity d For example, polythene is made of carbon and hydrogen,
b not very shiny, not a good conductor of heat and electricity silicon dioxide is silicon and oxygen, polythene is a chain
3 two from: (better) aluminium, gallium, indium, germanium, tin, structure, silicon dioxide is more 3D.
lead, bismuth 6 a i CO2 ii H2O
(worse) nitrogen, phosphorus, oxygen, sulphur, fluorine, b Same number of each – polythene contains two hydrogen
chlorine, bromine, iodine, astatine atoms for each carbon atom – this is the same ratio that is
4 Treat answers on their merits – the important issue is that any present in carbon dioxide and water.
answer is backed up by reasoning. The balance of properties
(including chemical properties) would lean towards non-metal, Differentiated Classwork and Homework Activity Pack
but the physical properties listed are more evenly balanced. 8Fd(1)
1 substances made of … compounds
8Fc(7) the smallest particles of compounds … molecules
1 brown shiny solid = copper; yellow solid = sulphur; gas in the simplest substances … elements
balloons = helium; shiny silvery solid = aluminium; shiny yellow the smallest particles of elements … atoms
solid = gold 2 H2O
2 Reasons suggested are those on the worksheet. More able 3 hydrogen – element; water – compound; oxygen – element;
pupils should give further reasons. carbon – element; carbon dioxide – compound
a iron = metal (dense/heavy solid) 4 magnesium oxide
b copper = metal (shiny)
c helium = non-metal (gas) 8Fd(2)
d sulphur = non-metal (melts easily) 1 Mass would be expected to go up, but answer should match
e gold = metal (shiny, good conductor) results in table.
f aluminium = metal (shiny, silvery) 3 element
4 oxygen
8Fc(8) 5 compound
1 tungsten, carbon, platinum, iron, gold, copper 6 magnesium oxide
2 metals 7 Results are more reliable/can be checked/more accurate if you
3 a chlorine, hydrogen, helium, oxygen b gases c non-metals take an average of several results.
4 a liquid, because melting point is below 20 °C, but boiling point
is above 8Fd(3) (see also AT1 mark scheme)
b non-metal – low melting and boiling point, poor conductor 4 Mass would be expected to go up, but answer should match
5 a platinum, tungsten, gold, lead, silver b metals results in table.
6 lithium and sodium 5 No – results of any experiment need to be checked/repeated
7 helium before you can be confident.
8 metals: aluminium, calcium, copper, gold, iron, lead, lithium, 6 If you have more results, it makes it easier to spot any patterns
magnesium, platinum, sodium, silver, tungsten, zinc in the data and makes it easier to draw a valid conclusion.
non-metals: bromine, carbon*, chlorine, helium, hydrogen, Working out an average gives a better picture of the results
oxygen, silicon, sulphur. overall.
This method makes the groups of metals and non-metals easy 7 Answers will vary depending on how well the class results agree.
to see. 9 a oxygen b magnesium oxide
10 a magnesium + oxygen magnesium oxide
*Based on the information in the table, taken alone, a pupil
b The magnesium has taken something extra in from the air/
would probably conclude that carbon is a metal.
reacted with oxygen/magnesium oxide contains oxygen as
well as magnesium.
8Fc(9)
11 For example, magnesium may not have been heated enough/
Relevant properties of germanium are: metal (or semi-metal);
not all the magnesium reacted.
semiconductor; melting point 37 ºC; density 5:4; oxides GeO and
Some smoke may have escaped from the crucible/ash may have
GeO2 (white solid).
spilled out.
Treat answers on their merits – in many cases several different Lid may have been left off for one measurement.
responses are creditworthy, as long as sensible reasoning is 12 Answers will depend on issues identified in (9), but could
explained. include more repeats, re-heating to check that all magnesium
has reacted.
8Fd Compound interest
Pupil’s Book pages 86–87 8Fd(4)
1 a element b element c compound 1 a A, D and E b B, C and F c A d D and E e B or F
2 a three b five c Diagram should show five circles, as in the f B – two small atoms joined to one large one
Pupil’s Book, but with only one dark green and three light green g Carbon monoxide: the molecule contains two elements, so it
circles. is not nitrogen or krypton, which are both elements. It only has

Answers 8F
one atom of each element, so it cannot be sulphur dioxide 8Fd (7)

(which has two atoms of oxygen). It cannot be hydrogen 1 oxygen, element, can’t be split into anything simpler
chloride because hydrogen atoms are much smaller than any 2 mercury, element, does not change when …
other atoms. 3 salt, compound, splits up when …
4 carbon dioxide, compound, is made of carbon and oxygen
8Fd(5) 5 lime, compound, is made of calcium and oxygen
1 a A, D and E b All atoms are the same/circles are the same 6 helium, element, can’t be split up into anything simpler
colour. 7 water, compound, gives off gases when …
2 a B, C and F b These diagrams show different atoms/coloured 8 lead, element, does not change when …
circles joined together. 9 sugar, compound, turns black and …
3 a A b This is the only diagram with circles that aren’t joined to 10 carbon, element, does not get split up when …
other circles.
4 a D and E b Both diagrams show pairs of circles joined 8Fd(8)
together. 1 a carbon b lead c oxide d chlorine e sodium chloride
5 a B or F b One atom/circle in one colour and two in a different 2 Blanks should read (1); hydrogen oxide (2); nitrogen, hydrogen
colour. If (f) chosen, pupils might also add that black is often (3); hydrogen, sulphur.
used to represent carbon 3 2, potassium, oxygen; iron sulphide, 2; potassium, oxygen,
6 B – two small atoms joined to one large one hydrogen; 3, calcium, carbon, oxygen
7 Carbon monoxide: the molecule contains two elements, so it
is not nitrogen or krypton, which are both elements. It only has 8Fd(9)
one atom of each element, so it cannot be sulphur dioxide 1 a 27 b 74
(which has two atoms of oxygen). It cannot be hydrogen chloride 2 They didn’t react with anything/no chemical reactions.
because hydrogen atoms are much smaller than any other atoms. 3 Scientists had a theory which suggested that inert gases
wouldn’t react, so they assumed that reactions were impossible.
8 1 CO2, 2, 3; carbon monoxide, ; 2, 2; 3, 7; ; 4 He knew that platinum hexafluoride reacted very easily, and had
some numerical data on xenon that suggested that it might react.
5 B – there are some reactions of the noble gases, so the practical
3, 5; sulphur dioxide, ; 2, 3; sulphur trioxide, ;
evidence means the theory needs to be modified. The theory
2; 4
still works well for helium, neon and argon and there are very
few reactions of krypton and xenon.
8Fd(6)
6 a XeF2 b XeF6
1 The longer the time, the greater the volume of gas/the more gas
7 a Pierre Jansen – observing lines in spectrum of sunlight, or Neil
is given off (or equivalent).
Bartlett – observing orange solid formed
2 Every minute, the volume of gas goes up by about 5 cm3.
b Pierre Jansen – deciding that he had found a new element
3 a 9 minutes/25.2 cm3
c Neil Bartlett – predicting that platinum hexafluoride would
b It doesn’t fit the pattern/more gas after 9 minutes than 10/gas
react with xenon; or Lewis, predicting that the inert gases
appears to go down after 10 minutes/it is a long way off the
would not react according to his theory
line of best fit.
c The numbers might have been written down the wrong
8Fe Reuse, renew and recycle
way – it should have been 22.5, not 25.2 (treat alternative
suggestions on their merits). Pupil’s Book pages 88–90
5 The volume of gas at the negative rod is twice the volume at 1 Re-use means that you take the object (e,g, a bottle) and use it
the positive rod. There is an assumption that this larger volume again; recycling means that you take the material and process it
is hydrogen which has not been confirmed by experiment. (usually by re-melting) to make it into a new object.
The evidence is consistent with the prediction and links to the 2 Cost and environmental impact – the fuel used in transporting
accepted formula for water. the bottles may use up more energy than the amount saved by
6 The gas could be released from the burettes by opening the tap re-use.
and placing a test tube over the top. The gases could then be 3 a aluminium b oxygen c aluminium oxide.
tested with a lighted splint: hydrogen would burn with a squeaky 4 a three from: mining of bauxite, transporting of bauxite/ore,
pop, and oxygen would make the flame burn more brightly. heating aluminium oxide to melt it, electricity to split the
7 a Particle diagram should show one or more water molecules, aluminium oxide
and then atoms (or possibly diatomic molecules) being b Aluminium melts at a much lower temperature than
produced with twice as many hydrogen atoms/molecules as aluminium oxide, so less energy is needed for heating. Also
oxygen. no electricity is needed to split up the aluminium oxide if you
b Treat answers on their merits – most scientists would accept are using recycled aluminium.
the principle that a scientific idea can never be proved 100% 5 three from: black sacks, traffic cones, plastic crates, fleeces (treat
true, as it has to be capable of being tested by experiment alternative answers on their merits)
and a new experiment could overturn the existing evidence. 6 Glass has a high melting point and can be cleaned out/sterilised
However, in this case, the evidence for the formula of water using steam. Plastic bottles would melt if heated too much.
being H2O is overwhelming and has stood the test of time, 7 Arguments in favour might include: would encourage re-use,
so that in practice it can be taken as proven. The result of a reduce waste, less litter.
single experiment should never be taken as reliable unless it Arguments against might include: deposits might make more
can be replicated by others, but it could be said to confirm the work for shops, might be unpopular with customers, could be
accepted formula, given that this experiment does not break expensive for families on lower incomes.
new ground. A good answer will consider at least one argument on either
side, and express an opinion that is backed up by a good reason.

8G Answers
Pupil’s Book page 90 2 b i Price for colourless PET is consistently higher than for
1 In favour: e.g. would reduce waste, less rubbish sent to landfill coloured; PVC has the lowest price consistently; HDPE and
sites, money saved on landfill tax, protects natural resources, colourless PET show very similar trends in price
responsible citizens might save money. Against: might penalise ii Prices for recycled plastics generally rose from 2003–06 and
larger families, could lead to illegal dumping, might be difficult then fell back again in 2007.
to monitor, cost of checking might be as much as the money c PET and HDPE attract the highest prices – it may be uneconomic
raised, could be unpopular with voters. to collect other plastics (the cost of sorting and transportation
2 Answers should: may be much more than the value of the materials).
• offer an opinion d This reduces the amount of raw materials/crude oil needed.
• back it up with a sensible reason Oil is a non-renewable resource; anything that reduces
• either explain why more recycling is not a good idea, or make demand will improve sustainablility.
a constructive suggestion for improvement, e.g. more frequent
collections, recycling bins in public places. 8Fe(8)
1 a It makes it easier to spot any patterns in the data.
Differentiated Classwork and Homework Activity Pack b New price is higher.
8Fe(1) c aluminium – 63.6%, copper – 60%, lead – 53.8%, steel
1 If you can keep a process … sustainable – 33.3%, zinc – 56.5%
If you take a milk bottle … re-use d i steel ii aluminium
A material like wood … renewable e Answer is in range £3000–3500. Reason should either be
If you take an aluminium can … recycling based on percentage ‘mark-up’ between scrap price and
2 a F bF cT dT eF fT gF new, or by taking a percentage of the copper price, or by
3 red circle – aluminium blue circle – oxygen interpolating between copper and one of the ‘mid-price’ metals.
green circle – aluminium oxide f copper – Price of brass is intermediate between that of zinc
and copper/close to that of copper. (Price data would suggest
8Fe(2) about 25% Zn/75% Cu.)
1 recycled – You are taking the material and reprocessing it into 2 b i Price for colourless PET is consistently higher than for
new sheets of paper. coloured; PVC has the lowest price consistently; HDPE and
2 a e.g. using paper printed on one side for rough notes, or in colourless PET show very similar trends in price.
computer printer, saving and re-using brown wrapping paper, ii Prices for recycled plastics generally rose from 2003–06 and
re-using envelopes, using newspaper for wrapping/packing then fell back again in 2007.
b e.g. recycled writing paper, toilet paper, any brown envelopes c PET and HDPE attract the highest prices – it may be
and most cardboard boxes will have a high recycled paper uneconomic to collect other plastics (the cost of sorting and
content transportation may be much more than the value of the
3 to conserve resources and energy materials).
d It reduces the amount of raw materials/crude oil needed. Oil
8Fe(3) is a non-renewable resource; anything that reduces demand
1 3:6 million tonnes will improve sustainablility.
2 a 2:5 million tonnes b 69.4%
3 a recycled waste glass
b rejects from manufacturing, bottle banks or doorstep recycling
4 less glass sent to landfill, reduced energy costs, reduced use of
8G All that glitters
raw materials
5 a 3:5 kg b (at least) 9 kg
8Ga All that glitters
6 a green b clear/colourless and amber Pupil’s Book page 91
7 Milk bottles are re-filled locally, but wine bottles would have to 1 to make us look better, to show off our wealth
be transported too far to make re-filling an economic option. 2 gold, silver, platinum, diamonds, rubies
The environmental advantages of re-filling would be outweighed 3 a X b It sparkles more.
by the fuel pollution of transport. 4 a either could be fake – you cannot tell by looking alone
8 base for roads, bunkers on golf courses b Scientists would investigate the differences in properties of the
9 for example, more recycling bins in public places, deposits on metals.
bottles, increase landfill tax, more doorstep recycling schemes
8Fe(6) 1 because electricity is cheaper
1 a F bT cT dFeF 2 a element, substance containing one kind of atom; compound,
2 a New price is higher. b Answer is in range £3000–3500. substance containing two or more elements joined together
3 b Price rose from 2003 up to 2006, but then fell back in 2007. b It did not need to be extracted from a compound.
c It reduces the amount of raw materials/crude oil needed. Oil 3 a hydrogen
is a non– renewable resource; anything that reduces demand b It only contains one type of atom (only one symbol).
will improve sustainablility. c 2
d 5
8Fe(7) 4 Oxygen is an element with 2 atoms in its molecules and
1 b New price is higher. c Answer is in range £3000–3500. ammonia is a compound with 1 atom of nitrogen and 3 atoms
Reason should either be based on percentage ‘mark-up’ of hydrogen in each molecule.
between scrap price and new, or by taking a percentage of the 5 a CO2 b a compound c It contains two different elements.
copper price, or by interpolating between copper and one of the
‘mid-price’ metals. Pupil’s Book pages 94–95
1 a iron: silver/dark shiny metal solid b sulphur: yellow non-metal
solid

Answers 8G
2 a iron b magnetic • A poisonous gas that can dissolve in water making an acid.
3 because they can be separated easily Formula: SO2. One atom of sulphur joined to two atoms of
4 The mixture glows. oxygen.
5 a It is not magnetic. b It is not yellow.
6 It is a see-through solid, silicon is a grey shiny solid, and oxygen 8Ga(6)
is a colourless gas. 1 iron + oxygen iron oxide
7 a 2 silver + oxygen silver oxide
3 calcium + water calcium hydroxide + hydrogen
4 gold + chlorine gold chloride
5 copper + carbon dioxide copper carbonate
6 magnesium + oxygen magnesium oxide
7 water + sodium hydrogen + sodium hydroxide
8 zinc + water zinc hydroxide and hydrogen gas
9 magnesium + water magnesium hydroxide + hydrogen
10 aluminium + oxygen aluminium oxide
8Ga(7)
The arrangement of atoms in iron sulphide 1 A, D, F, I.
= magnesium, Mg 2 B, C, H.
= oxygen, O
3 B, F, G.
b magnesium + oxygen magnesium oxide 4 B
5 H
Differentiated Classwork and Homework Activity Pack 6 F
8Ga(1)
1 a gold b atom c formula d element e molecule f compound 8Ga(8)
2 a B Name: hydrogen chloride Missing entries in table are, row by row, as follows:
Formula: HCl • colourless liquid, oxygen – O, white solid/crystals, sodium – Na,
C Name: nitric acid chlorine – Cl
Formula: H2NO3 • white solid lumps, calcium – Ca, carbon – C
D Name: hydrogen oxide (water) • gas that makes things burn brighter
Formula: H2O • carbon dioxide – CO2, carbon – C, oxygen – O, black solid that is
E Name: sulphuric acid found inside pencils, gas that makes things burn brighter
Formula: H2SO4
F Name: carbon hydride 8Ga(9)
Formula: CH4 Treat answers on their merits – the format and some of the answers
should be similar to that for 8Ga(8).
8Ga (2)
1 Iron is an element that is magnetic 8Ga(10)
Sulphur is an element that is a non-metal 1 Na2S 2 Li3N 3 MgF2 4 CCl4 5 SiCl4 6 PH3 7 LiBr 8 K3P 9 SCl2
In a mixture of iron and sulphur the elements can be separated 10 Ca2C 11 CO2 12 MgS 13 BN 14 BP 15 CS2 16 ALN 17 Mg3N2
easily 18 SiC
In the compound iron sulphide the elements are joined together
Iron and sulphur can react when the mixture is heated 8Gb Different changes
2 iron + sulphur iron sulphide
Pupil’s Book page 96–97
3 a one b, c Alternate atoms coloured grey and yellow.
1 iron oxide and sulphur dioxide
4 compound; same; ratio.
2 a the substances you start with in a chemical reaction
b the new substances formed in a chemical reaction
8Ga(4)
3 melting, freezing and evaporating
1 The first part of the question will depend on the pupil’s results.
4 Heat it. If it reacts and produces sulphur dioxide gas (smell) then
Results tables make it easier to see patterns in the results.
it is fool’s gold. If it is gold it will melt.
2 a element b element c compound
5 a colour change green to black b black
6 Care should be taken not to inhale any gases, eye protection
6 a lead carbonate lead oxide + carbon dioxide
should be worn, care needs to be taken with broken glass.
b Lime water turns milky.
7 At least one new substance is formed.
8Ga(5)
8 a lead nitrate + sodium iodide lead iodide + sodium nitrate
Correct trios are:
b precipitation
• A colourless liquid that boils at 100ºC. Formula: H2O. One atom
of oxygen joined to two atoms of hydrogen.
• The gas that makes up nearly 80% of the air. Formula: N2. Two
8Gb(1)
atoms of nitrogen joined together.
The connections are
• The gas that it is used by animals and plants in respiration.
Formula: O2. Two atoms of oxygen joined together. • In chemical changes … a new substance is always formed.
• A colourless gas that turns limewater milky and is taken in by copper carbonate … copper oxide + carbon dioxide
plants during photosynthesis. Formula: CO2. One atom of carbon • The change of state called freezing … involves a liquid changing
joined to two atoms of hydrogen. into a solid.
• A yellow solid that is often found in volcanic areas. Formula: S8. • In a chemical change the new substances formed … are called
Eight atoms of sulphur joined together in a ring. the products.

8G Answers
• In a physical change … no new substances are formed. 5 a carbon dioxide b oxygen or nitrogen c carbon dioxide
iron sulphide + oxygen … iron oxide + sulphur dioxide 6 F – as it contains more carbon dioxide
• In a precipitation reaction … a solid is formed from solutions. 7 It is a mixture, not a single compound.
• Changes of state … are physical changes. 8 a methane, ethane and nitrogen
• When gold is heated … it melts to form the liquid metal. b It is a mixture as it contains more than one element or
compound.
8Gb(4) c a compound, as it contains more than one type of atom and
1 a In all chemical reactions one or more new substances are the atoms are chemically joined together
produced. d i 5
b During a precipitation reaction a solid is formed (from ii 2
solutions).
c Decomposition reactions involve the break up of a compound. Differentiated Classwork and Homework Activity Pack
2 a lead nitrate solution and potassium iodide solution 8Gc(1)
b lead iodide solid 1 Atoms or Element or
c potassium nitrate solution and lead iodide solid Name of gas
molecules? compound?
d lead nitrate + potassium iodide lead iodide + potassium nitrogen molecules element
nitrate
oxygen molecules element
3 a decomposition
carbon dioxide molecules compound
b lead carbonate
hydrogen oxide (water) molecules compound
c solid lead oxide and carbon dioxide gas
d X lead carbonate and Y carbon dioxide argon atoms element
e lead carbonate lead oxide + carbon dioxide
2 a lines drawn i to D ii to C iii to A and iv to B.
4 a decomposition (2)
b atoms and molecules coloured correctly
b break up compound
c precipitation
8Gc(5)
1C 2A 3D 4E
8Gb(5)
5 a Y b Y, as it contains most gold.
1 1 compounds; 2 atom; 3 formula; 4 symbol; 5 oxygen
2 6 are types of…; 7 which join together to make…; 8 contain
8Gc(6)
only one type of…; 9 to make…
1 A, C and E
3 Treat answers on their merits, e.g. ‘are both made of…’.
2 B, D and F
3 C
8Gb(6)
4 A and E
1 a physical b chemical c chemical d chemical e physical
5 a E bD cA dB eC fF
f physical
2 In a chemical reaction at least one new substance is formed. In
8Gc(7)
a physical change no new substances are formed.
2 There is not much of it.
3 a cooking b rusting
3 nitrogen
4 a product b reactant c reactant
4 oxygen
5 99%
8Gb(7)
6 Possible uses include:
1 diamond
nitrogen – making fertilisers
2 amethyst, ruby and sapphire
oxygen – for hospital patients and for divers to breathe
3 ruby and sapphire
argon – filling light bulbs
4 precious
carbon dioxide – in fizzy drinks and fire extinguishers.
5 a refractive index b diamond; ruby/sapphire; topaz; emerald;
aquamarine; amethyst; opal
8Gc(8)
6 a Z
1 elements (in order as they appear in the text): iron, oxygen,
b No new substance is formed.
carbon, nitrogen, oxygen, argon, helium, sodium, chlorine
c carbon + oxygen carbon dioxide
2 compounds: rust (iron oxide), carbon dioxide, water (vapour),
aluminium oxide + magnesium magnesium oxide +
sand, salt water, salt (sodium chloride)
aluminium
3 mixtures: air, soil, clay (stones), humus, sea water, (rain), rocks
7 Precious gemstones are more expensive/harder to find.
4 rust – compound, as it is made from iron and oxygen
air – mixture, contains a number of gases but just mixed
8Gc Pure dead brilliant together (not combined)
Pupil’s Book page 98–99 helium – element, just one substance, not combined with
1 a milk, air, wood, natural gas, soil, seawater anything else
b For example, air is a mixture of oxygen, nitrogen and carbon soil – mixture, various components are mentioned (clay, sand,
dioxide. stones, air, etc.)
2 Pure water contains only water molecules. Clean water could sea water – mixture of salt and water
contain dissolved substances but nothing that is harmful if salt – compound, made from two elements
drunk.
3 because substances have dissolved in it 8Gc(9)
4 Element Compound Mixture 1 A: element (only one type of atom); B: compound (atoms of
different element joined together); C: compound (all molecules
oxygen silicon dioxide soil
gold iron sulphide soap powder in the box are the same, but each one contains two different
silver carbon dioxide air elements joined together); D: mixture (two different types of

Answers 8G
atom, not joined together); E: element (although atoms are 8 a aluminium < tin < silver < lead < gold < platinum
joined, they are all the same type); F: mixture (molecules are all b because it has a low density, light
different). c gold and platinum
2 a elements: argon, nitrogen, oxygen; compounds: carbon
dioxide, water 8Gd(6)
b argon – Diagram should show individual atoms widely spaced
1 Name of % of each Properties Uses of alloy
out, in random arrangement (as diagram A on sheet).
c nitrogen or oxygen – Diagram should show pairs of identical alloy metal of alloy
atoms joined together in a molecule, with molecules widely Bronze 88% copper strong tools, weapons,
spaced out, in random arrangement (as diagram E on sheet). 12% tin hard electrical
does not connections,
d carbon dioxide or water vapour – Diagram should show
corrode easily coil springs, ship
molecules containing three atoms joined together. One atom propellers, bells
should be a different colour from the other two. Molecules and statues
should be widely spaced out, in random arrangement. Brass 60% copper strong car radiators,
e i 10,000 ii 400 and 40% zinc easily shaped electrical
good plugs, padlocks
8Gd The gold standard conductor and musical
of heat and instruments
Pupil’s Book page 100 electricity
1 a mixture of metals Cuprous- 35% copper strong, ‘silver’ coins (50p,
2 two of: easy to bend and shape; shiny when polished; nickel and 65% hard wearing 20p, 10p and 5p)
unreactive; yellow in colour nickel does not
3 It is too soft. corrode
4 The colours are different. polishes well
5 a Any answer correct as an opinion. Duralumin 4% copper light aircraft parts
b Using fractions, ½, ¼, etc. (or other reasonable answer). 1% strong
magnesium flexible
95% resists
8Gd Focus on: Electric jewellery aluminium corrosion
1 a electrolysis b copper and chlorine c negative electrode 2 a Bronze
2 lead and bromine being formed b An alloy is a metal mixed with other elements. Different alloys
3 advantage: cheaper; disadvantage: surface can scratch and wear have different useful properties.
away c too expensive
4 Diagram must show power supply with positive attached to 3
silver rod and negative attached to jewellery with both dipped
into silver nitrate solution. 12%
tin
40%
Differentiated Classwork and Homework Activity Pack zinc
8Gd(1)
1 gold; shiny; soft; metals; alloys 60% copper
88% copper
2 hallmarks; carat; alloy; stronger; gold
8Gd(2) bronze brass

1 correctly labelled diagram
2 the electrolysis of copper chloride 4% copper 1% magnesium
3 electroplating gold or silver onto a metal
35%
8Gd(4) copper
1 a yellow b pink c red d white
3 a impure, because a pure substance only contains one
substance but an alloy contains a mixture of substances 65% nickel 95% aluminium
b two of: the alloys are cheaper, the alloys are easier to work
with, the alloys are less likely to be damaged, the alloys have
cupronickel duralumin
a certain colour
4 a ratio of gold to other metals
b fineness, carat
8Gd(7)
1 metal mixed with another element
8Gd(5)
2 harder and less expensive
1 good conductor, ductile and does not tarnish (react)
3 a pure gold – as it contains the most gold
2 a fillings in teeth
b pink gold – as it contains the least gold and the most
b malleable and unreactive
amounts of other cheaper metals
3 It looks better and keeps its shine.
4 to make sure that it is unreactive or to make it more desirable
4 Tarnish means to become dull. Gold will not tarnish as it is very
5 a fillings in teeth
unreactive.
b malleable and unreactive
5 Malleable means can be beaten into shape. Ductile means can
6 a pink gold b red gold c dental gold d pure gold
be drawn into a wire.
7 pure gold = 999/1000; green gold = 750; pink gold = 375; red
6 Pure gold is very soft and would dent.
gold = 585; dental gold = 750
7 jewellery

8G Answers
8 5 Benefits of gold mining Problems of gold mining

100 gold
money into the economy dangerous work
silver work and training for the produces vast amounts of
80
copper people waste rock
improved transport links leaks poisons into the
Percentage
60 palladium improved water and electricity environment

aluminium services waste vast amounts of water
40 gallium
8Ge(1)
20
1 a melting b freezing c boiling and evaporation d condensation
2 Across: 2 water 3 salt 5 boiling 6 freezing
0
pure gold green pink gold red gold dental Down: 1 heat 3 solder 4 diamond
gold gold
Gold alloy 8Ge(6)
1 clockwise from top right: gas, solid, solid, liquid, gas
8Gd(8) 2 from top: water boils, wax melts & wax freezes, hot summer
1 a electroplating day, fridge temperature, water turns to ice & ice melts, salt water
freezes
b Diagram must show car battery with positive attached to silver
foil and negative attached to brass trophy with both dipped
into silver plating solution. 8Ge(7)
c negative 1 78 ºC 2 100 ºC 3 89 ºC 4 92 ºC
d The silver would plate on the other electrode (the metal foil). 5 Mark answers on their merits, for example: ‘Yes, because you’d
2 a It reacts with oxygen/air. expect the mixture that was half and half to have a boiling point
b gold that was half way between’; or ‘No, because we found out with
3 a aluminium oxide tin and lead that mixtures behave in funny ways’.
6 line graph
b It is broken down.
7 The best line is likely to be a type of flattened ‘S’ shape curve.
c the negative electrode
8 The temperature increases as more water is added.
d oxygen
9 83–84 ºC
10 Mixtures that were ‘over proof’ contained sufficient alcohol to
8Ge Melt it down
ignite the gunpowder when soaked in the spirit. Those that were
Pupil’s Book pages 102–103 ‘under proof’ had a higher percentage of water and so failed
1 1772 ºC to ignite. Until recently, most drinks were classified according
2 79 ºC to how many ‘degrees proof’ the spirit was. This has now been
3 liquid nitrogen replaced by the more logical statement of the percentage of
4 melting point is too high (there is no substance which could be alcohol by volume (ABV). Proof spirit is about 57% ABV (about
used as a container) 49% by mass).
5 Yes, a substance must melt and turn into a liquid before it can
boil. 8Ge(8)
6 a 0 ºC 1 line graph
b 1772 ºC 2 a mixture has a lower melting point than the pure metal
7 to lower freezing point of water (to melt ice) 3 a about 180–190 ºC b about 60% tin, 40% lead (Figures should
8 freezing point below 0 ºC due to impurites be checked against pupils’ graphs, but the line of best fit should
9 It is a mixture. be a V shape.)
10 lower melting point 4 a Drawing should show circles arranged in a fixed grid pattern,
11 lowers it closely fitting together.
12 a X b Drawing should show circles smaller than those for part a,
b It has a precise melting point. arranged in a fixed grid pattern, closely fitting together.
c Coins are damaged/destroyed in the process. (A valuable coin c Drawing should show circles arranged in a fixed grid pattern,
would therefore lose its value.) closely fitting together, but with some circles small and the
same size as for part b (tin) and others larger and the same
Pupil’s Book page 104 size as for part a (lead).
1 a The gold mining companies need to transport their workforce 5 The particles cannot pack so closely together, so can move apart
and gold to their markets. more easily.
b Vast amounts of energy are needed to produce gold.
2 15%
3 a potassium cyanide;
b The problem is that it is highly poisonous.
4 Gold ores contain very small amounts of gold.

Answers 8H
8H Explaining the
C Warm and wet. This assumes that the fossil plants were
similar to their modern counterparts in the conditions they
required to grow.
Earth D Warm and wet. Plants need warmth and moisture for growth,
and it must also have been wet to prevent the dead trees
from rotting.
8Ha Explaining the Earth E Warm. This assumes that the fossil corals lived in similar
Pupil’s Book page 105 conditions to modern corals. The sediments would have
1 to find out how rocks were formed, to find out what the Earth formed under the sea, but this does not tell us anything about
was like in the past, to try to understand why volcanoes/ the amount of rainfall in the area.
earthquakes happen to see if we can control or predict them, to F Probably dry. Most areas of sand dunes occur in deserts. The
look for fossil fuels or other commercially valuable materials dunes could have been by a rainy coast, but in this case they
2 a Chemical weathering happens when rain, which is naturally would probably contain some fossil remains of grasses or pollen.
acidic, reacts with chemicals in the rock and dissolves them If the sandstone was also red, it would indicate a hot region.
or changes them into weaker substances. Physical weathering G Cold. Glaciers only exist when it is very cold.
involves changes in temperature, which can make rocks crack
or can cause ice to freeze in cracks. The ice expands and 8Ha(4)
eventually splits the rock. 1 Weathering. Rocks are broken up.
Biological weathering happens when plant roots split rocks Cementation. Grains of rock are stuck together by minerals that
apart. (Plant roots also produce various chemicals that crystallise between them.
weather rock, but this aspect of biological weathering was not Compaction. Deposition water is squeezed out from between
introduced in unit 7H). the grains.
b Bits of rock can fall under the attraction of gravity. They can be Transport. Bits of broken rock are often moved long distances.
moved by moving water or air, or by ice. Erosion. Bits of broken rock are moved away from the rock face
3 It helps us to make sense of large quantities of information; it where they were formed.
helps us to see if objects can be grouped, which could tell us Deposition. Bits of rock stop being moved.
something about the groups themselves. 2 a sediments b sedimentary
4 a C metamorphic D sedimentary E igneous 3 erosion, transport, deposition, compaction, cementation
b Igneous rocks are made of interlocking crystals that are 4 wind, water, ice
not in layers; metamorphic rocks are made of interlocking 5 description of any form of physical, chemical or biological
crystals, which are lined up or in coloured bands or layers; weathering
sedimentary rocks are made of grains cemented together, the
grains are usually rounded to some degree. 8Ha(5)
1 Older. It is beneath the rocks made from sand, so the sediments
Pupils Book pages 106–107 that formed it must have been deposited before the sand.
1 a B b A c Physical weathering involves changes in temperature. 2 the ones made from sand, as the part of the log representing
In the picture there is snow, which means the temperature gets them is wider
below freezing point, so freeze-thaw weathering could take 3 The water on the outside of bends is the fastest. Sediments are
place. Limestone dissolves in rain, which is naturally acidic, so A deposited on the insides of bends, so the water must be flowing
shows chemical weathering. more slowly there.
2 Plant roots can force rocks apart when they grow. 4 a N
3 More sediments are deposited on top of the layer and compact it. b A, D, G, K and N – because these layers of rock were made from
This squeezes water from between the grains. Minerals crystallise mud, and the river deposits mud when it flows over its banks
in the gaps between the grains and cement them together. c 5
4 Bottom. As sediments are deposited, they fall onto layers of d C, F, J and M. These are the largest sediments, and so must
sediment that are already there. The sediments at the bottom have been deposited by fast-moving water.
are the oldest. All the sediments will turn into rocks. Those at e They have curved/sloping layers in them.
the bottom will also become the oldest rocks. f E. The particles in the rocks at E are a little bigger, and so
5 from minerals dissolved in the water that flows in the gaps would have needed faster-moving water to move them.
between the grains
8Ha(6)
6 Large grains and pebbles need fast-moving water to transport
1 a a single-celled organism/a protist
them, so the sediments in Suilven must have been carried by a
b a hard shell
fast moving river that slowed down and deposited them.
2 limestone
7 a Most limestones and chalk were formed from the remains of
3 Some of the current organisms may have only evolved relatively
organisms living in the sea.
recently. Organisms without hard parts are less likely to be
b The animals whose remains make up the limestone are
fossilised.
similar to organisms alive today that can only live in warm,
4 a This will sort them according to size.
shallow seawater.
b Answers should include some of the following points:
examine them with a microscope, sort them into different
species, identify the different species, compare the species
8Ha(1)
with known combinations of species for rocks of particular
D, C, G, A, E, B, F
ages/formed in particular conditions. These things would
be done to find evidence for the age of the rock and the
8Ha(3)
conditions in which the sediments were deposited.
1 A Warm and dry. The water evaporated faster than rainfall could
refill a lake.
B Warm. The weather in the tropics is hot. This does not tell you
anything about whether the climate was wet or dry.

8H Answers
5 a Rock strata are dated by several different methods. Some 8Hb(6)

combinations of foram species can be identified as only found 1 a crust
in rocks of a particular age. New rock specimens containing b magma
this combination of species can then be assigned to the same c lava
age without the need for other dating methods. 2 a A and C
b An indication of the water depth at which a rock was formed b D, B, E
can be worked out using different methods. Once particular 3 a basalt
species of forams are associated with water of different b granite
depths, the presence of their fossils can tell us about the 4 a E
water depth without the need for other analytical methods. b any from A, B, C, D
c Smaller animals tend to be more numerous (a very good 5 a Line on diagram just below top of magma E.
answer will relate this to feeding pyramids), and so are more b They are harder/more resistant to weathering.
likely to be preserved as fossils than larger animals. c The magma near the edge would have cooled down faster
than the magma in the middle.
8Hb Hot rocks!
8Hb(7)
Pupil’s Book pages 108–109 Note: the level of detail of cooling processes expected will depend
1 molten (liquid) rock on whether or not pupils have already studied Unit 8I.
2 Lava is magma that reaches the Earth’s surface. 1 Intrusive igneous rocks formed when magma cooled down
3 a Granite is formed when magma cools slowly underground. underground. Rocks do not conduct heat well, so the
b The crystals in the lump of granite will be large. underground magma would have taken a long time to cool. This
4 a because there are no bonds between the particles allowed crystals time to grow, so the rock has large crystals.
b As the rock starts to cool down, the particles become fixed in 2 A pluton. There is less mass of magma in a dyke, so there is
their positions as bonds start to form between them. less heat to transfer and it will cool down quicker. It also has a
c If the rock cools slowly the crystals will be bigger because greater surface area compared to its volume in contact with the
there will be more time for the crystals to grow. surrounding rock, which will also help it to cool quicker. Quicker
5 Magma underground cools more slowly because it is trapped, cooling results in smaller crystals in the dyke.
insulated by the surrounding rocks and doesn’t get cooled as 3 The magma around the edges is in contact with the cooler
much as the lava that escapes onto the surface of the Earth. existing rock, so it will cool down faster.
6 Small. It is only a narrow sheet of rock, so the magma that 4 a the layers of rock at the bottom of the diagram
formed it must have lost heat quickly to the rocks around it and b the igneous rocks
only had time to form small crystals. c All the layered rocks were already present when the magma
was intruded, so they must be older than the rocks formed
Differentiated Classwork and Homework Activity Pack from the magma. Of the layered rocks, the ones at the bottom
8Hb(1) are the oldest.
1 diagram labelled correctly 5 Sills – X and Z Dyke – Y
2 The mantle can melt in places, forming… magma. 6 a Weathering and erosion wore away and removed rocks from
When magma cools down it forms rocks called… igneous rocks. above the landscape that is now left.
If magma cools down quickly it forms… igneous rocks with b They must be more resistant to weathering than the other rocks.
small crystals, e.g. basalt. c M
If magma cools down slowly it forms… igneous rocks with large
crystals, e.g. granite. 8Hb(8)
When magma reaches the Earth’s surface we call it… lava. 1 a olivine
b Large crystals. It is an intrusive rock so it would have cooled
8Hb(4) down slowly, giving time for crystals to grow.
1 depends on experimental results 2 a granite, rhyolite, diorite, andesite
2 They are made from different combinations of minerals. b diorite, andesite, gabbro, basalt, peridotite
3 More like gabbro. Their densities are similar (if this matches c granite and rhyolite
experimental results). 3 a diorite, andesite, granite, rhyolite
4 Yes – the table shows that gabbro and basalt have similar b gabbro, basalt, peridotite
combinations of chemicals. c gabbro, basalt, peridotite
5 It has 72% silica – so nearly three quarters of the rock is silica. 4 a They contain mainly pale minerals.
6 Gabbro has more iron oxide in it than granite or rhyolite, so b Mineral Mimumum Maximum
compared to those rocks it is iron-rich.
percentage percentage
amphibole 0 8
8Hb(5) Lava cools down quickly
Lava is molten rock that flows Igneous rocks with small
biotite mica 4 12
over the surface of the Earth crystals will form here
muscovite mica 0 10
plagioclase feldspar 8 30
Igneous rocks with small
crystals will form here
quartz 23 26
Igneous rocks with large
crystals will form here Lava potassium feldspar 50 18
Lava cools down quickly
Sometimes magma gets 5 in the mantle (or in rocks that have been brought up from the
Magma
trapped underground
mantle)
Magma underground
cools slowly 6 Periodite is found in the upper parts of the Earth’s mantle. It is
rarely found on the Earth’s surface because it reacts quickly with
water.

Answers 8H
8Hc All change! 2 It takes great skill to cut them properly, and a lot of slate is
wasted when they are cut.
Pupil’s Book pages 110–111 3 They are cheaper, and some people think the colours make
1 the high temperature and pressure inside the Earth them look nicer.
2 New quartz crystals grow. 4 The mudstone from which the slate was made had layers, formed
3 Sandstone is made mainly from grains of quartz cemented as mud settled to the bottom of a sea or lake. During metamorphism,
together, so there are gaps between the grains. Quartzite is new layers were formed due to the intense pressures.
made of interlocking crystals of quartz, so there are no gaps. 5 Layers should be horizontal, so the weight of the wall is pressing
4 two from: limestone to marble, sandstone to quartzite, or the layers together. If the layers were vertical, it would be much
mudstone to slate/schist/gneiss easier to split them.
5 A sedimentary rock would normally be easier to carve because it 6 Areas with slate houses include Cornwall and the Lake District,
usually is softer. as well as Wales. Slate was quarried in these areas, so it was a
6 the heat from hot magma rising towards the surface local, easily obtained stone.
7 A sedimentary rock would have separate grains, usually
rounded, stuck together. Igneous and metamorphic rocks are 8Hc(7)
made from interlocking crystals. If the crystals are lined up or 1 B – New minerals can be formed in metamorphism.
in coloured bands, then it is a metamorphic rock. If there is 2 The type of metamorphic rock formed depends on the
no alignment of crystals, then the rock is likely to be igneous. chemicals/atoms available in the original rock. The chemical
(Marble and quartzite are exceptions to this, as they often have composition of limestone is very different to that of slate, so it
randomly oriented crystals.) could not be converted into slate.
8 Limestone. This is the same layer of rock as the rock that turned 3 a any answer between 200 and 350 °C and 5–10 km depth
into marble when it was heated. b any answer between 350 and 550 °C and 10–20 km depth
c any answer between 550 and 700 °C and 20–35 km depth
Differentiated Classwork and Homework Activity Pack 4 a 350 °C and about 3 kb.
8Hc(1) b These are the minimum conditions required to form schists.
1 heat, pressure 6 slate 5 C is regional metamorphism – it affects a large volume (‘region’)
2 metamorphic 7 schist
of rocks.
3 quartzite 8 gneiss
D is contact metamorphism – it occurs when hot magma is in
4 marble 9 bands
contact with existing rocks.
5 minerals 10 magma
6 Contact. Regional metamorphism is likely to involve high pressure
as well as high temperature, or the high temperature/low
8Hc(4)
pressure area on the diagram is marked as contact metamorphism.
1 Cake model
7 Igneous. This temperature is probably high enough to melt the rock.
a The chemicals in the cake mixture are changed by heat, and
When the molten rock cooled again, igneous rock would be formed.
have different properties after they have changed. Water vapour
and carbon dioxide may be lost by the cake while it is baking.
b There is no pressure involved. The chemicals in the cake do
8Hd Theories about the Earth
not line up or form bands. It does not take long for the cake Pupil’s Book pages 112–113
to bake compared with the time needed for rocks to change. 1 an idea that can explain observations, and can be used to make
Plasticine® model predictions that can be tested
a The grains have become flattened, so they look as if they are 2 Predictions made using this theory have been shown to be wrong.
lined up. 3 the time scale over which geological processes happen
b There is no heat involved. The grains have not rearranged 4 a Catastrophism says that the events that shaped the surface
themselves into layers (although this does not happen in all of the Earth/made the rocks all happened quickly, whereas
metamorphic rocks). The properties of the Plasticine® are uniformitarianism says they all happened over long periods of
similar before and after the ‘metamorphism’. time.
Matchstick model b catastrophism, as it could tie in with the short time that the
a The matchsticks are lined up after the ‘pressure’. Bible says the Earth has existed
b There is no heat involved. The ‘rock’ is much smaller than it 5 because we can see erosion happening around us
was before. The matchsticks have only moved, they have not
grown in new directions, so this could not represent high Pupil’s Book pages 114–115
pressure/temperature metamorphism. 1 a the idea that the continents are being moved around on the
2 Accept any answer, accompanied by sensible reasoning. surface of the Earth
b Mountains formed when continents crashed into one another.
8Hc(5) 2 Wegener failed to explain how the continents could be moved
1 a Correctly labelled diagram. around, and there were other explanations for much of his
b heat only evidence – although many of these explanations have since
2 a quartzite, sandstone been shown to be wrong.
b Any explanation that shows an awareness that metamorphic 3 a section of the outer part of the Earth
rocks have interlocking grains/crystals, and sandstone/ 4 an area where two plates are moving apart forming new plate
sedimentary rocks usually have rounded grains. material
3 slate – bottom drawing; schist – top drawing; gneiss – middle 5 part of the surface of the Earth where one plate is pushed under
drawing another
6 They only occur at the edges of plates – earthquakes because
8Hc(6) this is where two plates are trying to move past each other, and
1 From bits of slate that broke the wrong way when it was being volcanoes because this is where magma is coming up from
quarried. There is so much because it breaks very easily if cut the mantle (at constructive plate margins) or where part of the
incorrectly. crust is being pushed down to depths at which it can melt (at
destructive plate margins).

8H Answers
7 a at the constructive plate margin/in the middle 8Hd(6)

b The ocean floor is older there, so the sediments have had 1 Relative dates can only say whether one set of rocks is older or
more time to build up. younger than another set. Absolute dates give numbers of years.
8 a It gets pushed under the continental crust. 2 a Phanerozoic eon, Cenozoic era, Quaternary period
b Oceanic crust eventually gets pushed beneath continents and b 248 million years c 65 million years
destroyed, so it never gets the chance to become very old. 3 a 545 million years b 297 million years
Continents stay on the surface of the Earth, and so can be 4 495 million years ago (Cambrian), 443 million years ago
much older than the oceanic crust. (Ordovician), 354 million years ago (Devonian), 248 million
9 There are explanations for why the plates move, and the theory years ago (Permian), 205 million years ago (Triassic), 65 million
also explains many more pieces of evidence than Wegener’s years ago (Cretaceous)
theory did (much of the evidence has been discovered since 5 There may be different collections of fossils or different types
Wegener’s time). of rocks in other countries, or the same types of rock may have
been named after local places.
Differentiated Classwork and Homework Activity Pack 6 a Devonian – Devon, UK; Permian – Perm, Russia; Jurassic
8Hd(1) – Jura Mountains, between France and Switzerland.
creationism: A, C, J b Carboniferous – this is the period when many coal deposits
catastrophism: B, F (D could also be included here) (mainly carbon) were laid down. Cretaceous – from the Latin
uniformitarianism: E, H, I, K (G could also be included here) for chalk, as this was the period when many of the chalk
modern ideas: D, G (E and K could also be included here) layers in the UK were formed.
7 Possible causes are climate change due to gases given out by
8Hd(2) volcanic eruptions, or due to meteroite impacts. A huge impact
crater beneath the Yucatan Peninsula in Central America has
been found, which is about 65 million years old, and this is
volcano
magma forming new
considered to be good evidence that a meteorite impact caused
younger rocks oceanic crust the extinction of the dinosaurs, although not all geologists agree.
sea sea
older rocks older rocks 8He Rolling on

magma
1 from layers of sediment deposited by rivers and seas
oceanic crust
going under 2 from molten magma or lava that cools
continental
crust 3 from other rocks which were changed by heat and pressure
during Earth movements
constructive plate margin destructive plate margin
4 movement of the plates
5 metamorphic – the rocks have been buried and so will be
8Hd(4) subjected to increased heat and pressure
1 The correct words are: theory, obseved, predictions, test, accept, 6 a large b small
be changed to fit the new evidence. c At point Y, the magma is trapped underground and will cool
2 There is a lot happening on the Earth. One of the most exciting slowly, allowing the crystals to grow.
things is a volcano erupting. This can be very dangerous, because At X the lava will cool quickly, and there will only be time for
sometimes volcanoes explode and destroy themselves. small crystals to form.
Other volcanoes can create new land . New mountains can be
pushed up by earth movements, but this happens very slowly. Pupil’s Book page 118
1 a igneous rock
Weathering wears away rocks, and erosion and transport move
b Sedimentary rocks are formed when tiny pieces of existing
the bits away. The sediments on the bottoms of the oceans are
rocks are cemented together. Metamorphic rocks are formed
the remains of rocks that wore away thousands or millions of
when existing rocks are subjected to increased heat and
years ago. Most erosion happens quite slowly, but not always!
pressure, and the minerals in them change.
A sudden ‘flash flood’ can move huge boulders very quickly
2 Weathering and erosion would wear it away.
down a valley, or an earthquake can cause a landslide which
3 a It may be the only land available to them; or they may not
makes rocks move very fast.
believe that the volcano will erupt.
Geologists try to find out how different rocks were formed, and b It is difficult to predict exactly when an eruption will happen;
how old they are. The youngest rocks on the Earth might only be people may not believe the predictions; they may be afraid
a few days old, but the oldest are nearly 4000 million years old. their house will be robbed when they are away.
Accept any other sensible suggestions.
8Hd(5)
1 in the Pacific Ocean Differentiated Classwork and Homework Activity Pack
2 Drawings should show: sea 1.1 km deep, mountain 800 m above 8He(1)
the sea bed, and an indication of the scale used. May include clockwise from top left: lava, volcano (accept these two in either
clouds of ash and smoke. order), sea, sedimentary rock, magma, igneous rock
3 from the magma
4 pupils’ own answers
5 a Each eruption is a ‘catastrophe’ (or sudden event) that makes
new land.
b The eruptions seem to occur quite often, so they could be
regarded as a process that has been going on for a long time,
not just one sudden event.

Answers 8I
8He(4) c Historical records may not have been compiled by scientists,

and so may not contain the relevant information. Examination
Process names Descriptions Time of the rocks may not show evidence of events such as lahars.
Weathering dissolving by acid rain tens to hundreds 3 a The local government officials are the ones who can order an
of years area to be evacuated, so scientists need to inform them when
changes in temperature tens to hundreds a volcano might erupt and which areas to evacuate.
of years
b The USGS sent more scientists to the Philippines. The local
plant roots forcing their tens of years officials would also have seen that the US government was
way into cracks
preparing to evacuate its own air base, and would therefore
Erosion & landslide seconds to hours
be more likely to take the warnings seriously.
transport
4 a to make sure its air base could be evacuated in time, and to
bits of rock moving down a seconds to tens of
hill by gravity years assist the Philippine government
b Reasons could include: to study other volcanoes to build up
bits of rock moved by wind seconds to tens or
or water hundreds of years their knowledge of volcanoes and how and when they erupt,
bits of rock moved by ice tens to hundreds and humanitarian reasons (helping countries with lower levels
of years of scientific expertise).
Deposition sediments dropped when seconds to 5 The lava from the volcanoes on Hawaii runs relatively slowly, so
water or wind slows down thousands of years although the lava will still destroy anything in its path, people
Compaction sediments compressed by tens to millions of have plenty of time to leave the danger area. Volcanoes such as
rocks above them years Pinatubo erupt suddenly, and the ash or pyroclastic flows move
Cementation minerals cement grains tens to millions of very fast – if people are not already out of the danger zone
together years when the volcano erupts they are likely to be killed.
Metamorphism rocks changing when they millions of years
are heated or compressed
Melting rocks melt at the high
temperatures inside the
earth
tens to millions of
years 8I Heat transfers
Forming lava flowing out of a seconds to weeks 8Ia Keep your cool
igneous rocks volcano
lava solidifying to form rock seconds to weeks Pupil’s Book page 119
1 with a thermometer
magma solidifying inside hundreds of
the earth thousands to 2 No. The weather is too cold for much of the year.
millions of years 3 a materials like wool or feathers
b They contain a lot of trapped air.
4 The flask slows down the transfer of heat, whether the heat
8He(5) & 8He(6)
transfer is from the contents of the flask to the outside air, or
If the pictures are numbered from left to right along each row, then
from the air to the contents.
the order should be: 4, 9, 5, 2, 7, 3, 1, 6, 8.
Pages 120–121
8He(8)
1 a Heat is a form of energy; temperature is a description of how
Rocks get weathered by chemical … and physical weathering.
hot or cold something is.
Small fragments of rock get transported away … from rock faces by
b Heat is measured in joules, temperature in °C.
streams and rivers.
2 The material in each spark has a very low mass, so the sparks do
When the river slows down, the sediments … are deposited at the
not contain much energy.
bottom of the river.
3 a the water tank
Over many years, these sediments … build up to form layers.
b the water in the tank, because both contain the same material
The layers of sediment gradually get squashed … and eventually
at the same temperature, but there is a greater mass of water
form sedimentary rock.
in the tank
Some sedimentary rocks get heated and … compressed under the
c More energy needs to be transferred to it because it contains
surface of the Earth.
a greater mass of water.
This changes the rock into … metamorphic rock.
4 from her hand to the drink, because her hand is warmer than
If the rock is heated enough, it melts … and forms magma.
the drink
Some magma rises to the surface of the Earth … through cracks
5 a It goes down. The drink is warmer than the ice cube to start
and volcanoes.
with, so heat energy is transferred from the drink to the ice
When the magma cools, it forms … igneous rock.
cube.
Some igneous rocks get buried and compressed … and are
b It rises until it reaches 0 °C, as it was colder than the drink. The
changed into metamorphic rock.
temperature will remain at 0 °C until the ice cube has melted,
but pupils will not study temperature and changes of state
8He(10)
until topic 8Id.
1 a An early warning may result in people being evacuated before
c It will go down to begin with until the ice has melted and
they need to be. They may return home, and ignore any
then slowly go up to room temperature again.
further warnings as false alarms.
6 It might be colder in other parts of the Earth where there are no
b People may not have enough time to get out of the danger area.
thermometers to measure it. The coldest temperature may have
2 a The records of past eruptions may give an idea of how big
occurred before the research station was built.
the eruption is likely to be, whether it will cause mudlows or
7 El Azizia, Libya, where a temperature of 58 °C in the shade was
landslides, and where the main danger areas might be.
recorded on 13 September 1922.
b from historical records, or from examining the rocks in the
area around the volcano

8I Answers
Differentiated Classwork and Homework Activity Pack 3 a It was more convenient at very low temperatures.
8Ia(1) b He published a scientific paper.
1 joules – the units for measuring energy 4 a 273 K (actually 273.15 K)
degrees Celsius – the units for measuring temperature b add 273 to the number of Celsius degrees
temperature – how hot or cold something is 5 Scientists were used to the amount of change represented by
thermal energy – another name for heat energy one degree. The same thermometers could still be used for
2 a tank many things – you just had to adjust the number if recording the
b kettle temperature in kelvin.
c tank
3 The correct words are cooler, lemonade, air in the room, up, down 8Ia(8)
1 the material
8Ia(2) 2 the mass, kept the same by measuring out a set amount; the
boiling water – 100 °C time the materials are heated for, controlled by timing the
melting ice – 0 °C experiment; the starting temperature of the material and the
room temperature – 20 °C surroundings, carry out at the same time in the same area,
hottest temperature on Earth – 58 °C ensure water is at room temperature, not out of a tap
coldest temperature on Earth – –89 °C 3 The temperature rise will halve.
hot oven – 200 °C 4 a 50 W x 600 seconds = 30 000 J b water: 4286 J/kg/°C; brine:
safe fridge temperature – 5 °C 3000 J/kg/°C; paraffin: 2308 J/kg/°C; aluminium: 909 J/kg/°C;
safe freezer temperature – –20 °C iron: 500 J/kg/°C; copper: 400 J/kg/°C. (NB: Pupils are not
surface of the Sun – 6000 °C expected to work out the units for specific heat capacity.)
cold day in the UK – –5 °C 5 The heated substances will have lost some energy to their
body temperature – 37 °C surroundings, and so they will be cooler than they should be.
hot day in the UK – 30 °C The experiment could be made more accurate by insulating the
bulb filament – 2800 °C blocks of material.
Earth’s core – 4000 °C
hot bath – 60 °C 8Ib Heating solids
Pupil’s Book page 122–123
8Ia(4) 1 a so heat from the cooker is conducted to the food quickly
3 Take care with Bunsen flame and hot water, mop up any spills. b so that heat from the cooker/hot food is not conducted to
6 Putting results in a table makes it easier to see any patterns. your hands
9 Any improvements should aim to make the practical more 2 Conductors column: aluminium foil, copper. Insulators column:
reliable or accurate. wool, plastic, wood, paper, air.
3 Plastic is a poor conductor, so heat from the hand is not
8Ia(5) conducted away as quickly.
1 a joules 4 The feathers inside it trap a lot of air.
b degrees Celsius 5 Particles gain energy and vibrate more, and the vibrations are
c thermometer passed on through the solid.
2 a large bowl, it has the greatest mass 6 Their particles are in a close, regular arrangement which makes
b soup at 80 °C, it has the highest temperature it easy for vibrations to be passed on.
3 a out of, the soup is hotter than the air 7 Their particles are a long way apart.
b into, the ice cream is colder than the air 8 The particles vibrate more, and take up more space.
8Ia(6) Differentiated Classwork and Homework Activity Pack

1 a 32 °F 8Ib(1)
b 0 °C 1 insulator
2 a Fahrenheit wrote an article about his new scale. 2 conductor
b He wrote a scientific paper. 3 conduction
3 The scale was the other way round so, as something got hotter, 4 metal
its temperature went down. 5 plastic (or paper)
4 It had 100 degrees between the melting and boiling points of 6 trapped air
water. 7 particles
5 So they can share or compare results, and know that they are all 8 vibrate
talking about the same temperatures. 9 liquids
6 Scale Proposed Melting point Boiling point of 10 gases
of water water
Newton 1700s 0 33 8Ib(3)
Fahrenheit 1724 32 212 3 To keep safe, make sure that hot rods are handled with care.
Réaumur 1731 0 80 6 Using a table makes it easier to see patterns in the results.
Celsius 1742 0 100 11 Improvements should aim to make the practical more accurate
and reliable.
Kelvin 1848 273 373
Rankine 1859 491 671
8Ib(4)
solids B, E, G (or K), H, J
8Ia(7)
liquids C, F, K (or G), I (or M)
1 the mean speed of the particles
gases A, D, M (or I), L
2 0 K is when particles stop moving, and you cannot have less
movement than that.

Answers 8I
8Ib(5) 5 Heat energy in the blood helps to keep the surrounding skin
1 Number of layers Temperature difference (°C) warm and this means that the eggs are kept warm.
0 20
1 11
8Ic Heating fluids
2 10 Pupil’s Book pages 124–125
3 9 1 a a liquid or a gas
4 8 b any three liquids or gases, such as water, milk, oil, oxygen,
steam
2 bar chart 2 a it decreases
3 same volume of water in each beaker, same starting temperature b it rises
4 The thicker the fleece, the better the insulation (or equivalent 3 It is more dense than the surrounding air.
answer). 4 Arrows should go down near the ice cube.
5 It traps air. 5 a It contains lots of trapped air.
b If the air could move, convection currents would transfer the
8Ib(6) heat away.
1 It has lots of tiny air pockets in it. 6 If the jacket was loose, convection currents could move the
2 It traps a layer of water between the suit and the skin. Body heat warm air inside it out, and let cold air in.
warms the water, which stays warmer because of the insulating 7 Particles in the hot air inside the balloon are moving faster
material the suit is made from. than the ones outside the balloon, so they take up more space
3 so the water warmed by the body cannot escape (if it was too and the hot air is less dense than the surrounding air. Higher-
loose), and so it does not restrict circulation of blood in the attaining pupils may say that the balloon will rise when the
body (if it was too tight) overall density of the balloon, basket etc., and the hot air inside
4 a for suits intended to be used in very cold water it, is less than the density of the air around it.
b Thicker material might make the suit too warm in some
circumstances, and it would also be heavier (when on land) Differentiated Classwork and Homework Activity Pack
and more expensive than it needed to be. 8Ic(3)
5 The trapped air in the neoprene makes it less dense than water, I, A, G, H, F, C, B, J, E, D
so the neoprene floats.
6 Air is a better insulator than water, and body heat does not have 8Ic(4)
to be used up heating the layer of water. 1 The one at the top, because hot air rises so the hottest part of
7 The diver wears insulating clothing under the drysuit. the oven will be at the top.
2 a near the fire
8Ib(7) b at the top of the room
1 Heat from the food would not be conducted through it very well. c near the fire
2 The same as the temperature of the air in the room. d top right of room
3 a warmer e left of room
b warmer f bottom of room
4 The metal spoon conducts the heat away quite quickly. The g near the fire
wooden spoon does not, so the part of the spoon you are 3 a H next to the heater
touching soon becomes as warm as your hand. b it will rise
5 A wooden one. The metal one would conduct heat away from c arrows drawn in an anticlockwise direction
your body and would feel cold. d convection current
6 The metal spike will conduct heat to the inside of the potato so
it is heated from both the outside and the inside and should 8Ic(5)
cook more quickly. 1 Heat is conducted from the hot water through the metal radiator
7 the one nearest to the Bunsen burner, because the heat energy and warms up the air in the room. The air particles near the
will make the particles vibrate more at that end, and it will take radiator move faster and the air becomes less dense. The warm
time for the vibrations to be passed all the way along the rod air rises, and cooler air moves in to take its place. A convection
8 Heat energy is transferred to the metal cap and to the glass current forms. The rising air transfers some of its heat energy to
bottle. The particles in both of them vibrate more and make the other air in the room.
materials expand. The cap will be loosened if the metal expands 2 Air does not conduct heat very well, because the particles are
more than the glass. too far apart. Air can transfer heat by convection, but if the air is
trapped this cannot happen. Bubble wrap contains lots of pockets
8Ib(8) of trapped air, so neither conduction or convection can happen.
1 a 37 °C 3 a Heat goes through the metal pan by conduction. Heat spreads
b Heat will be lost to the surroundings. through the liquid in the pan by….convection
c It will be cooler. b Heat goes through the rubber/plastic hot water bottle by
d It will absorb energy from the rest of the body and warm up conduction (but not very well). Heat from the hot rubber/
again. plastic will be transferred to the air, and will then be
e This will decrease the whole body temperature. transferred by convection.
2 Penguins have blood vessels that run side-by-side, humans do c The air inside the heater gets warm, and the heat energy is
not. transferred to the room by convection.
3 On diagram the blood should be warmer as it flows into the d Heat is transferred from the handwarmer to the hand by
foot. Heat is transferred between outgoing and incoming blood conduction. The air near the handwarmer will be heated, and
vessels. this heat will then be transferred by convection.
4 a by feathers and fat e The glider is using air currents caused by convection.
b by the feet

8I Answers
8Ic(6) 2 a vibrating around fixed positions

1 When part of a fluid is heated, the particles there move faster b The particles will vibrate faster. When the particles get enough
and take up more space than the particles in the surrounding energy they will break away from the ice and form liquid.
fluid. That bit of fluid is less dense, and rises. Cooler fluid moves 3 Water absorbs heat from our bodies as it evaporates.
in to take its place. 4 a 100 °C b Once the water has reached its boiling point, any
2 The cooling element cools the air near it. This air becomes further energy is used to evaporate the liquid and form a gas.
denser and sinks, so the cool air spreads around the whole c A good answer will describe what is happening to the particles,
fridge. and explain why the temperature does not go above 100 °C.
3 Heat is transferred from the food to the colder air by conduction.
4 the food inside the fridge 8Id(8)
5 The pipes warm the air near them, and the heat is carried away 1 a it evaporates
by convection. b The sweat absorbs energy as it turns from a liquid to a gas.
7 approx 10 °C – exact answer will depend on curves on graph. 2 a It bounces off/does not go through.
8 covered, 11 mins; uncovered, 6 mins (exact answers depend on b Your body is warm/your body transfers heat energy to it.
graphs drawn) c jacket
9 It stops convection currents forming (it also stops evaporation, d It condenses.
although pupils would not be expected to know this at this e The jacket is colder than the sweat vapour, and heat energy is
stage in the unit). transferred from the sweat vapour to the jacket.
3 If the water comes in contact with your skin again it will absorb
8Id Changing state energy from your body, particularly if it evaporates again.
4 The vapour from sweat has to be able to get out.
5 a It allows water vapour out, so that sweat does not condense
1 a 0 °C b 0 °C
on the inside of the jacket.
2 a 50 °C b 50 °C
b There is no water inside the jacket to absorb heat from the skin.
3 It is boiling/the energy is being used to turn the liquid into a gas.
6 The wicking clothing spreads the sweat out so there is not too
4 Graph should be a mirror image of the one given, with suitable
much sweat vapour to go through the jacket in any one place.
explanations at the boiling and melting points.
5 a from the runner’s body
8Id(9)
b The sweat would continue to evaporate and cool him down.
1 The amount of water vapour in the air compared to the
He might get too cold.
maximum amount it can hold.
6 The sweat can escape while the person is exercising, so there
2 30% – The air has a lower relative humidity, so sweat will
should be no liquid sweat left to make them cold when they
evaporate more easily and you would keep cooler.
stop exercising.
3 The air has some water vapour in it. Cold air can hold less water
7 When the steam changes to a liquid it gives out energy, and this
vapour than warm air. As the temperature drops at night, the
energy can heat up your hand more than dropping boiling water
air might cool below the point at which it can hold all the water
on it would.
vapour in it. If this happens, the excess water vapour condenses
as dew.
Differentiated Classwork and Homework Activity Pack 4 a Water from the wet cloth will evaporate. As it does, it
8Id(1) will absorb some energy from the thermometer, so the
1 solid, liquid, gas thermometer will get colder.
solid, melting, liquid b It will read less when the air is less humid, as a low humidity
2 a evaporates b condense c boiling d freezing e melting makes evaporation easier, so more water from the cloth is
3 Any sentence about changes of state correctly including the likely to evaporate, giving a greater cooling effect.
word ‘point’. c You need to compare the wet bulb thermometer with the
actual air temperature so you know how much cooling
8Id(6) evaporation has caused.
1 a go down
b go up 8Ie Radiation
2 a The water after the ice cubes…
b The ice cubes when they have been warmed… Pupil’s Book pages 128–129
c The ice cubes when they have just come … 1 There are no particles to vibrate or move.
d The water at room temperature. 2 Radiation. The air between the grill and the food is a poor
3 a third graph ticked conductor. The grill is above the food, so convection could not
b The temperature stops rising when the water starts to boil (or be transferring the heat. Radiation is the only process that will
similar answer). transfer heat well downwards through air. A very good answer
4 a third graph ticked will also point out that heat absorbed by the top surface of the
b The temperature stops going down while the water is salmon is then transferred through the food by conduction.
freezing. 3 Any three from: no medium required, can go through
transparent substances, can be focussed, can be reflected.
8Id(7) 4 an image created using heat
1 a It will go down, because heat energy will be transferred to the 5 a the neck and torso
ice cube. b the head
b If they were originally colder than 0 °C they will warm up until c The jacket, hat and scarf as these are the hottest areas so
they reach 0 °C, then their temperature will stay the same until these will lose heat quickest.
they have melted. 6 a Images can be made at night, so weather forecasters can see
c The temperature of the ice will not rise above 0 °C, because where the clouds are all the time.
energy transferred is being used to break the particles away
from their fixed arrangement and melt the ice.

Answers 8I
b Low-level clouds do not show up very well against the surface 3 Answers should explain conduction in terms of particle
of the Earth. movement, and how the clothing traps air to prevent this.
7 Conduction Convection Radiation Convection should be explained, and the importance of not
allowing gaps to let out warm air. A good answer will also
Transparent solid • •
consider cooling due to evaporation, and the importance of
Opaque solid •
wicking underwear and breathable outer garments.
Liquid •
Gas • • Differentiated Classwork and Homework Activity Pack
8Ie(1)
Pages 130–131
Anything that is hot… gives out infrared radiation.
1 a high temperatures, molten metal
Heat travels from the Sun to the Earth… by infrared radiation.
b cold water, drowning, fire (if the helicopter burns when it
Infrared radiation… can travel through space.
crashes), impact
A thermal image… is a picture made using infrared radiation.
2 It would be too warm for most purposes. A very well insulated
Infrared radiation can travel… through transparent materials like
jacket would also be more expensive than a normal one, and
glass.
people would not want to spend the money on something that
You feel warm if you stand by a fire… because you absorb radiation
was warmer than they needed.
from the fire.
3 a so people buying the clothing know how well it will protect
them/to make sure the clothing gives enough protection in
different circumstances 8Ie(2)
b Requirements could include: keeping the wearer warm for 1 Requirements could include: good thermal insulator; floats;
3 hours (to allow them to survive long enough for rescuers brightly coloured and/or reflective strips; tough; easy to put on
to arrive), keeping them afloat (so they do not drown while and take off; not damaged by petrol or oil; range of sizes to fit
awaiting rescue), brightly coloured and/or reflective strips most people.
(to help rescuers to spot the wearer in the water), tough (so 2 good thermal insulator – to allow them to survive long enough
it does not get damaged when the person escapes from the for rescuers to arrive; floats – so they do not drown while
helicopter), easy to put on and take off (otherwise people awaiting rescue; brightly coloured and/or reflective strips – to
might be tempted not to bother wearing it), range of sizes help rescuers to spot the wearer in the water; tough – so it
to fit most people (people would find it difficult to move does not get damaged when the person escapes from the
around/escape from a crashed helicopter if the suit was too helicopter; easy to put on and take off – otherwise people might
tight or too loose). be tempted not to bother wearing it; not damaged by petrol or
4 The seams or fastenings, or the way the material is shaped or oil – these might be in the water around a crashed helicopter;
stretched, might affect the performance of the fabric. range of sizes – people would find it difficult to move around/
5 a the manikin can be heated up to normal human body escape from a crashed helicopter if the suit was too tight or too
temperature loose.
b garments can be tested in more realistic circumstances and in (Note that although being waterproof or watertight could be
different body positions considered requirements, the main reason for these would
c heat transfers can be measured at lots of different places on be to keep the person warm, so although most such suits are
the manikin watertight, the need for this is part of the need for thermal
d makes the test more realistic, as humans sweat most of the insulation).
time (even though we don’t notice it unless we are feeling hot). 3 Suggestions could include: insulation – this could be tested
e records all the data so it can be analysed later. using a manikin as shown in the Pupil’s Book, or by wrapping
6 The garments in photo A should be tested for insulation a warm object with the fabric and measuring the cooling time;
properties (keeping heat out, not in), and should be splashed floating – someone could wear the suit and see how long
with molten metal and any other chemicals that the workers are they can stay afloat in a swimming pool; colour/reflectance
likely to encounter in their job. They should also be tested by – compare with similar safety garments, or measure the amount
rubbing to make sure they will not become easily damaged or of light reflected by the suit; toughness – rub with a standard
wear out too quickly. surface and force and see how long it takes to wear a hole in it;
easy to put on – test with a range of people.
The garments in photo B should be tested for waterproofing,
how well the suit is sealed at neck and wrists, the insulation 8Ie(3)
properties, the toughness/how easily they wear or tear, and A conduction (through the bottom of the pan), evaporation or
should be put on and taken off by different people to check how convection (from the steam rising from the pan)
easy this is. B conduction (from the hot coals to the metal), radiation from the
hot coals
Page 132 C radiation, a convection current is also likely to form
1 Answers could include: better insulated clothing (so people can D radiation
withstand colder temperatures); passenger aircraft (otherwise
it could take months to get there and back – most tourists fly
to South America before getting on their cruise ship); more
comfortable, faster and stronger ships (the original explorers
used sailing ships).
2 Answers could include: better insulated clothing; bottled
oxygen; lighter weight oxygen bottles; mobile phones/radios;
better medical knowledge for treating illness, injury and high
altitude problems; stronger and lighter climbing and camping
equipment.

8J Answers
8Ie(5) Container ships – used for carrying containers of cargo;

1 conduct large, to carry lots of containers, containers can be stored on
insulator deck to allow more to be carried and to make loading and
thermal unloading easier. Passenger liners – usually used for holiday
conduction trips; luxurious accommodation. Ferries – used to transport
contracts people and vehicles fairly short distances; some have special
radiation doors to allow cars to drive on and off. Submarines – used
convection by the military and some used for underwater research;
heat can withstand water and pressure underwater. Aeroplanes
expand – used for transporting things quickly, for passenger travel, for
cool taking aerial photos, crop spraying, etc., wings to let them fly,
wheels/floats/skis so they can land and take off. Helicopters
R C
– used by the military, and for things such as air ambulances,
E X P A N D O mountain rescue, and flying people into places that are not
C O N D U C T I O N N big enough to have runways for aeroplanes to land; rotors
O I D to let them fly. Hovercraft – used when it is important to be
N A H U able to move near the surface when there is no road, or for
V T H E R M A L C shallow water; fan to make the ‘cushion of air’ that supports
them, propellers to move them forwards. Rockets – used for
E I A T
taking satellites and people into space; mostly fuel, carry fuel
C C O N T R A C T S and oxygen with them.
T N C 2 Possible answers include:
I N S U L A T O R a human or animal power; b bicycles, carts, etc; does not cause
O O pollution, but cannot make things move very fast or very far
N L a petrol or diesel; b lorries, cars, buses, ships, aeroplanes etc;
c easy to store and to carry in the vehicle, fairly cheap, but
burning the fuels causes pollution and contributes to global
8Ie(6) warming
Any suitable clues for the words. a wood; b some steam engines; c can be a renewable resource,
but lots of wood has to be carried, and it is difficult to feed to
8Ie(7) the engine
1 a radio waves a coal; b steam engines and some ships; c relatively cheap, but
b gamma rays lots has to be carried, and it is difficult to feed to the engine
2 a radio, microwaves, light automatically
b X-rays a electricity; b electric trains, and some cars; c does not cause
c visible pollution (although the power station that generates it may
d UV do so), but trains require expensive overhead wires, and cars
3 infrared and microwaves cannot go very far on the batteries that will fit inside them.
4 red a hydrogen; b some buses and rockets; c does not cause
pollution when it is burned, but difficult to store and dangerous
if it leaks out.
8J Forces and a nuclear; b mostly military submarines and ships; c the amount
of fuel required is very small, but the reactors are complicated
and safety can be a problem.
transport 3 Answers will vary, but should include a comment on how they
would get to school or their parents get to work, what goods
may not be available without fast transport, what kinds of food
8Ja On the move would be available from the local area, etc.
1 a Answers could include bicycles, cars, buses, coaches, trains, Pupil’s Book pages 134–135
lorries, sailing boats, tankers, container ships, passenger 1 a water resistance or air resistance
liners, ferries, submarines, aeroplanes, helicopters, hovercraft, b by using streamlined shapes
rockets, etc. 2 a by fitting a deflector
b Some possible answers include: b The lorry will use less fuel.
Bicycles – used for short distances or leisure; small and light, 3 a crouching down over the handlebars to make his shape
pedals for making it move. Cars – used for short or long smaller, wearing smooth clothing to give himself a
journeys by a small number of people; comfortable seats, streamlined shape
available in different sizes, etc. Buses – used for carrying large b The backwards force on him is less.
numbers of people relatively short distances; big doors to let 5 a Particles transfer heat energy to the object when they hit it.
lots of people on and off, lots of seats, etc. Coaches – used b Fewer particles are hitting the object each second, and they
for longer distance travel; comfortable seats, luggage space, are not moving as fast when they hit, so the total force is less.
etc. Trains – used for carrying people or goods short or long 6 Pupil’s own answers, but the adverts should explain the benefits
distances; run on rails, can be electric or diesel powered. of driving more slowly in terms of fuel economy.
Lorries – used for carrying goods; large for carrying goods, 7 a Give it a more streamlined shape, or give it a more powerful
more powerful engines than cars or coaches to move heavier engine.
loads; often more than four wheels. Sailing boats – used
mainly for leisure in this country; masts to hold the sails
up. Tankers – large ships to carry lots of oil or other liquid.

Answers 8J
b The streamlined shape would reduce the drag force on 8Ja(3)

the car, so it would be going faster before the drag forces water resistance – force that slows things down moving through
balanced the force from the engine. The bigger engine would water
allow the forwards force to be bigger, so again it would reach air resistance – force that slows things down moving through air
a higher speed before the backwards force balanced the force friction – force that stop surfaces sliding on each other
from the engine. contact force – a force from an object that cannot affect other
objects without touching
Differentiated Classwork and Homework Activity Pack non-contact force – a force from an object that can affect other
8Ja(1) objects without touching
Aircraft designers can reduce drag on aircraft by… giving the aircraft magnetism – a non-contact force that is found near magnets
a streamlined shape. balanced – when two forces are the same strength and working in
Lorry owners can reduce the drag of their lorries by… fitting a opposite directions they are balanced
deflector to give the lorry a streamlined shape.
Cyclists can reduce their drag by… crouching down over the W N
handlebars. B A L A N C E D O
When a lorry is moving at a steady speed… the drag force is T M C N
balanced by force from the engine. E A O C
Cyclists like to keep their drag as low as possible… so they can go
R G N O
faster.
R N T N
Car drivers can reduce drag and save petrol by… driving more
slowly. E E A T
A lorry with a deflector saves fuel because… it needs a smaller S F T C A
force from the engine to balance its drag. A I R R E S I S T A N C E
S I S F T
8Ja(2) T C M O F
Aircraft
A T R O
A airliner – large, to carry many people; streamlined to cut down
N I C R
on drag and so save fuel.
D crop sprayer – small, high cockpit so pilot can see what is being C O E C
sprayed; spray booms under wings (which would cause more E N E
drag, but they are a necessary part of the aircraft’s function).
F float plane – floats allow it to land on water; high wings mean 8Ja(6)
pilot can see down easily (to check for obstructions etc., which 1 a The forwards force will be less.
is not as necessary for aircraft which land on runways) b The car will slow down, because now the backwards force is
J jet fighter – very streamlined, for a high top speed bigger than the forwards force.
2 a The forwards force is bigger than the backwards force.
Road vehicles b It is staying the same, because the forwards and backwards
C coach – big, to carry lots of people; not really streamlined, as forces are the same size/balanced.
this would make the vehicle too long/reduce the amount of 3 a The backwards force will be smaller.
passenger space inside b She will be able to go faster. From the situation shown in E
E family car – streamlined for fuel economy, but not so much that she will start to go faster, until the air resistance increases
it reduces the cabin size enough so that the backwards forces are balancing the
L lorry – large, to carry lots of goods; lots of wheels, to spread out forwards forces.
the weight 4 a The forwards force will be bigger.
N racing car – very streamlined, so much so that the driver has a b She will be able to go faster, until the air resistance increases
very tiny cockpit to sit in enough so that the backwards forces are balancing the
forwards forces.
Trains 5 As the car gets faster the air resistance force gets bigger, until
G goods train – not streamlined, as it doesn’t go very fast; lots of eventually the air resistance and friction forces together balance
wagons for carrying goods the maximum forwards force from the engine. At this point the
H high speed train – streamlined, to cut drag at high speed; long, car can only maintain a constant speed, not increase its speed
to carry lots of passengers any further.
K passenger train – not streamlined, as it does not go as fast as
the high speed train (because of unsuitable local lines and lots 8Ja(7)
of stops); short, as it is for local journeys where fewer people 1 a engine, air resistance, friction
want to travel b stay the same, the forces are balanced
P underground train – shaped to fit the tunnels; not streamlined 2 a correctly plotted and labelled graph
as it does not go very fast b Lorry B is the one with the deflector (Daisy’s Drinks).
c The lorry with the deflector has a lower air resistance, so it
Other does not need to use as much fuel.
O tractor – large wheels to spread the weight over soft mud; big
tread on wheels to give a grip on soft mud 8Ja(8)
B bulldozer – tracks to spread the weight so it can move over mud 1 Correctly plotted and labelled graph. It makes it easier to see
i hovercraft – ‘floats’ on air, so it can move over flat ground, mud, any trends or patterns in the results (or similar answer).
snow, water, etc. 2 The engine force is needed to balance the forces of friction and
M troop carrier – lots of wheels to spread the weight so it can air resistance, which are trying to slow the lorries down.
move over mud, sand, etc. 3 a They go for fewer miles per litre of fuel when they are
travelling fast.

8J Answers
b Air resistance is greater when they are travelling faster, so a Pupil’s Book page 138–139
bigger engine force is needed to balance it, so the engine 1 a Thomas Newcoman
uses more fuel per mile, and gets fewer miles per litre of fuel. b pumping water from mines
4 Fred. It has no deflector, so it will use more fuel at a certain 2 To reduce the friction and make it easier for the horses to pull
speed, and go fewer miles per litre of fuel. the wagons. The rails spread out the weight of the wagons and
5 A good answer will include some or all of the following points: so stopped them sinking into the earth.
50 mph is the average speed, so the lorry will have changed 3 It would be cheaper than using horses.
speed, so it will have used extra fuel when accelerating. It may 4 Richard Trevithick.
have gone up hills, which would have used up extra fuel. There 5 a something which protects an inventor from other people
may have been a head wind which would have increased the air using his or her ideas
resistance. Accept any other sensible suggestions. b To help them make more money. If someone else used the
6 a They should use less energy as friction will be less. More idea, the inventor would not make as much money from their
important is that less force (and hence fuel) will be needed idea.
to accelerate an empty lorry, but pupils are not expected to 6 They thought that sparks might cause fires, animals would be
know this at this stage. frightened by the noise, or the engines might explode.
b They should be able to travel further for each litre of fuel. 7 a a multi-tube boiler
c The additional line should be above the line originally plotted b There is more surface area in the little tubes, so the hot gases
for lorry B. will heat the water faster.
8 Answers could include: reducing the costs of buying fuels,
making limited fossil fuel supplies last longer, reducing pollution, Differentiated Classwork and Homework Activity Pack
reducing the amount of CO2 put into the atmosphere, which 8Jb(1)
might help to limit the effects of climate change. 1 Correct words are:
high, low
8Ja(9) low, high
1 Speed (mph) Drag (N) high, small
2 Your thumb has a bigger area than the drawing pin, so the
10 11
20 44 pressure is lower.
30 99 There is a higher pressure under the point of the drawing pin
40 176 than under your thumb.
50 275 3 The area is big so the pressure under them is low. Lots of
60 397 wheels, rails and sleepers all spread the weight.
70 540
8Jb(3)
2 correctly plotted and labelled graph
1 a The following underlined: they are big things we strap to our
3 As the vehicle moves through the air it hits air particles, which
boots, skiing down the hill, ladder down on the ice
bounce off it. Each particle exerts a force when it hits, and the
b The following with boxes drawn: the snowshoes have little
total force from all the particles is the drag force.
spikes underneath them, spikes strapped to their boots, ice
4 If the air is denser, there are more particles in a certain volume,
axes, knife
so the vehicle will hit more particles per second as it moves
2 by making the area bigger
through the air and the drag force will increase.
3 by making the area smaller
5 If the air density is less the drag force for a given speed will be
4 spikes circled
less, as fewer particles will hit the vehicle each second.
5 It has a thin edge, so the pressure under it is high (or it
6 a It will increase the drag.
concentrates the force).
b increase
6 It spread out his weight so the pressure under him was less and
did not break the ice.
8Jb Tracks and trains
Pupil’s Book pages 136–137 8Jb(4)
1 too high 1 It would sink down onto the surface, because all the air would
2 The tracks spread its weight out so that it does not sink into the leak out from under the skirt.
ground. 2 a The hovercraft does not touch the surface, so driven wheels
3 a To spread their weight so they do not sink into the ground. would not work on land. A propeller sticking down into
They need them because they are used in places (such as the water might be possible, but would then remove the
fields) where there is no hard road surface. advantage of being able to move over lots of different
b to spread their weight out, and so each wheel does not have surfaces.
to support a lot of weight on its own b Friction between a car’s tyres and the road stop the car from
4 The train has lots of separate wheels, which spread the weight skidding sideways while it is turning (unless on an icy road!).
along the track. The track spreads the weight along the sleepers, There is nothing under the hovercraft in contact with the
and the ballast spreads the weight over the ground. surface to stop it skidding sideways, so its turning circle is
5 the sharp one, because it has a smaller area under its blade quite big (especially if it has been going fast).
6 The drawing pin has a sharp point, so the force is concentrated 3 a so it can go over bumps
into a small area, giving high pressure. Your thumb has a large b The air pressure inside would push it outwards and allow too
area in comparison, so the force is spread out. much air to leak out and the hovercraft would not hover.
7 The snowshoes spread out the weight of the walker, so the 4 Aeroplanes land and take off on runways. People are kept away
pressure under them is less and they do not sink into the snow. from runways, and normally only a few people are around parts
The crampons concentrate the weight of the walker into a few of airports where they may come into contact with aeroplanes
very small areas, so the pressure under each point is high and with their engines running. Hovercraft can operate over any
the points sink into the ice. flat surface, so there must be safety measures to stop people
putting hands (or themselves) into the path of the blades.

Answers 8J
5 They can be used when the tide is in or out. If they did not have 3 a It stops being magnetic. b A bar magnet is always magnetic.
a hovercraft they would have to use a boat when the tide was c Because they are always magnetic.
in, and might not be able to rescue people from the mud at all 4 use a lower current, fewer coils of wire, and have a core made
when the tide was out, as even vehicles with tracks might sink in from a non-magnetic material
the quicksands. 5 The strength of the electromagnets depends on how much
current is flowing, so controlling the current can control the
8Jb(5) strength of the electromagnets, and so control how strongly the
1 a The pressure needs to be low if someone is walking on soft train is attracted to the track. The direction of the current also
snow, to stop them sinking in. The pressure needs to be high needs to be controlled to make the train move forwards.
on ice, to make bits of the snowshoes stick into the ice and 6 The current to the electromagnets has to be controlled very
provide some grip. accurately to make sure the train stays the correct distance from
b They reduce the pressure by having a large area. They increase the tracks. A human could not make the corrections quickly
the pressure by having spikes beneath them. On ice, only the enough.
spikes will make much contact with the surface, so there is
high pressure beneath the walker. In soft snow, the spikes will Differentiated Classwork and Homework Activity Pack
just sink into the snow until the main part of the snowshoe 8Jc(1)
touches it, so the pressure will be low. 1 iron, nickel, cobalt, steel
2 a crampons and ice axes 2 south pole, north pole
b They both have sharp points, which produce high pressure (by 3 attract, attract, repel
concentrating the force of the climber’s foot kicking into the 4 electromagnet, coil of wire, core, cell
ice/axe swinging into ice) so the points go into the ice and
give them a grip. 8Jc(4)
3 They were on very hard snow, and needed something sharp 1 electromagnet, switch and cell correctly labelled
to put a lot of pressure onto the snow so it would dig into the 2 red line drawn on circuit from cell through switch, armature, coil,
snow. and back to cell
4 The boy fell through the ice because the pressure beneath 3 a It will be magnetised/become magnetic.
him was too great for the ice to support. Although the man is b It will attract the armature.
heavier, his weight is spread out a lot more by the ladder, so the c The striker attached to the end of the armature will hit the
pressure under him and the ladder is small enough not to go gong.
through the ice. 4 There is a gap in the circuit/there is a gap between the contacts.
5 sledges, skis 5 a It will stop being magnetic.
6 They have a large area so you do not sink into the snow, and b It will spring back to its original position.
they are smooth underneath so there is not much friction. 6 The current will be able to flow again, so the electromagnet
will be magnetised again, the armature will be attracted to it
8Jb(6) and the striker will hit the gong. The movement of the armature
1 a The graph goes steeply down at the beginning, then curves will break the circuit, and it will then spring back to its original
and almost flattens out (or similar description). position. This will keep on happening.
b straight line 7 The switch is continually making (joining) and breaking the circuit.
2 a correctly plotted graph
b No. The graph looks as if it is a straight line at first, but it starts 8Jc(5)
to level out. If the points do not lie on a straight line, the 1 When the ignition key is turned, electricity flows in the ignition
factors are not proportional to one another. circuit. This magnetises the solenoid, which attracts the
3 a correctly plotted graph armature. The armature makes a connection between the two
b The shape is similar. contacts in the starter motor circuit, which completes the circuit
c It looks as if it could be (accept ‘yes’ or ‘no’ – the point of this and lets a much larger current flow to the starter motor.
question is to make them think about question 4c). 2 The driver does not need to touch the circuit that has the high
4 a Planet Distance from the Sun (AU) 1/distance (AU–1) current flowing in it, so it is safer if anything goes wrong.
3 The wires in the starter motor circuit are thick, so they would
Mercury 0.39 0.021
cost more than the thin wires in the ignition circuit. Having the
Venus 0.72 0.029
thick wires shorter saves some money.
Earth 1.00 0.034 4 The lighting circuit uses high voltage, which could be dangerous
Mars 1.52 0.041 if anything went wrong. Using a relay means that the person
Jupiter 5.20 0.077 switching on the lights does not have to touch the high voltage
Saturn 9.54 0.104 circuit.
5 When the switch is pressed, electricity flows through the coil
Uranus 19.19 0.147
of wire and it becomes an electromagnet. The electromagnet
Neptune 30.06 0.184
attracts the top part of the armature, which turns around the
correctly plotted graph pivot. The bottom of the armature pushes the two contacts
b No. The graph does not give a straight line. together in the circuit which goes to the floodlights, and turns
c It is easier to see if a graph is a straight line than it is to see if them on.
the curve is exactly the right shape for an inverse proportion. 6 iron, cobalt or nickel – It must be made of a magnetic material.
8Jc Floating trains 8Jc(6)

Pupil’s Book pages 140–141 1 a iron
1 iron, cobalt, nickel and steel b non-contact
2 If it is attracted to a magnet, it might just be a piece of c repel, attract
unmagnetised iron or other magnetic material. d core

8J Answers
2 N S, attract 8Jd(7)
S N, attract 1 a Field lines should be symmetric about 2 axes.
N S, repel b Arrows should point away from both magnets.
3 a Any from: more coils, higher current, core made of a magnetic c It will be repelled by the north pole of the other magnet.
material (or iron/cobalt/nickel core). d It is now being repelled by both magnets, so it can only go
b It uses a coil of wire; it is only magnetic while the current sideways.
flows; it is easier to reset (accept any other sensible answers). 2 The shape would be the same, but the arrows would point the
other way.
8Jc(7) 3 a Field lines should be symmetric about 2 axes. b Arrows
1 something containing a piece of wire that melts if the current should point from the north to the south poles. c because
gets too high the magnets are attracting each other, rather than repelling
2 For safety, to stop anyone being hurt by faulty electrical 4 a north
equipment. b It will create a magnetic field and affect the compass needle,
3 a It is attracted to the coil/electromagnet. which will move (it will point along the axis of the coil, but
b The switch opens so no more current can flow. pupils are not expected to work this out from the information
4 Use more coils of wire, or put an iron core inside the coils. given).
5 It is easier to reset a circuit breaker than to mend a fuse. c Use more coils of wire, so the magnetic field created by the
current will be stronger. A smaller current will then produce a
8Jc(8) big enough field to affect the needle.
1 switch off the current if too much current is flowing
2 It might not break the circuit if the fault has not caused a very 8Jd(8)
large increase in current. 1 True north is the direction that points to the North Pole;
3 live and neutral magnetic north is the direction that points to the north magnetic
4 live wire; coil B; switch; motor; coil A; neutral wire pole.
5 They will have magnetic fields. 2 because the north magnetic pole is not in the same place as the
6 Nothing, as the force from both coils will be the same. North Pole
7 The force from coil B will be bigger than the force from coil A. 3 the angle between true north and magnetic north
8 The end near coil B will be pulled downwards. 4 They would not be walking in the correct direction, and might
9 It will be cut off, because the switch will be open. get lost.
5 a They are printed with magnetic north at the top.
8Jd Finding the way b so the runners do not have to waste time adjusting their
compasses
1 a magnet that can swing to point north
8Jd(9)
2 because that is the end that will point towards the north
1 the angle between the horizontal and the direction of the
3 use iron filings or a plotting compass
magnetic field
4 diagram similar to that on page 143 of Pupil’s Book
2 No, the magnetic field slopes at different angles in different parts
5 away from the north pole and towards the south pole
of the world.
3 The south end. The dip is down towards the north, so the
opposite end of the needle needs to be weighted to keep it
8Jd(1)
level.
1 compass, north seeking pole, magnetic field, north magnetic
4 It will be weighted at the opposite end. A suitable diagram may
pole
reproduce the top figure on the worksheet, pointing out the dip
2 a field lines completed correctly
in the northern and southern hemispheres.
b arrows from north to south
5 The difference between magnetic north and the direction the
3 a drawing correctly labelled (as the one in the Pupil’s Book)
compass is pointing.
b arrows in compasses drawn to point along field lines away
6 a They do not normally have significant amounts of iron or steel
from the Earth’s South Pole towards its North Pole
with them.
b if they are standing next to an iron gate or other object made
8Jd(5)
of iron or steel
1 a other half of field drawn correctly
7 Ships are often made from steel.
b From the north pole to the south pole of the magnet.
8 placing magnets around the compass to cancel out the effects of
2 field shape drawn similar to that in question 1
the ship, or using a table of corrections
3 Scatter iron filings on a sheet of paper held over the magnet.
9 Variation is the difference between true north and magnetic
4 a north-seeking pole
north, and depends on where on the Earth you are. Deviation is
b The Earth behaves as if it has a bar magnet inside it.
an error introduced by magnetic materials near the compass.
8Jd(6)
8Je Change your attitude
1 Birds are taken a long way from home and released together;
the first bird to get home wins. Pupil’s Book pages 144–145
2 the Sun, or the Earth’s magnetic field 1 a long bar that pivots
3 a because they had never seen the direction of the Sun in the 2 a because by being further away from the centre of the
morning aeroplane, they increase the size of the turning force
b the Earth’s magnetic field b to make the turning force from them as big as possible
4 They could not use the Earth’s magnetic field because of the 3 Fulcrum. It is a turning point for a lever.
magnets on their backs, and they got lost. 4 correct drawing, with pivot at the edge of the tin, load marked
where the spoon is pushing on the lid, and effort at the other
end of the spoon

Answers 8K
5 The hand holds the load and the biceps muscles provide the down, which would not happen if the top wire at the stick went
effort by pulling on the bones. to the top of the elevators.
6 bottom of the toes (accept answers such as ‘at the ankle’ if
pupils are considering movement of the foot) 8Je(6)
7 Any sensible suggestions, such as opening bottles, doing/ 1 correctly labelled drawings
undoing nuts, etc. 2 a longer
b A longer spanner will magnify/increase the force more.
Pupil’s Book page 146 3 a A
1 a Answers could include car or bus (for getting to school), b They will provide the biggest turning force as they are furthest
lorries and/or trains (for getting food), ships (for imported from the centre of the aeroplane.
food or household goods used), aeroplanes (for some
imported foods), tankers (or other vehicles involved in the 8Je(7)
transport of fuels to the house or to power stations). 1 load, effort and pivot correctly labelled
b the ones responsible for getting basic foodstuffs to the 2 a B – They need to provide a greater force to cut through bones,
supermarket/house, and the ones involved in providing an so the distance from the pivot to the handles (where the
energy supply to the house effort is applied) must be bigger.
c transport to school, some of the transport used for foodstuffs b It is easier to cut accurately as they are smaller.
and goods 3 Move the pivot closer to the log, so the distance between the
d You could manage without food transported from other load and the pivot is smaller. Push further away from the pivot/
countries, and many of the goods brought in from other log, so the effort distance is longer.
countries (although the former would lead to a much more 4 When you push at the handle, the effort is further away from the
restricted diet). hinge (pivot) so less force is needed.
2 a advantages of diesel: does not require expensive
electrification of the lines; advantages of electric motors: no 8Je(8)
pollution or contribution to global warming (from the train 1 People have a variety of physical problems and shapes.
itself – overall this depends on how the electricity it uses was 2 a A lever magnifies the force used. b The wheelchair might stop
generated). suddenly and throw the occupant out.
b Electric motors. Diesel could be replace with biodiesel (which 3 A pneumatic tyre is one that uses air pressure. Any sensible
brings with it environmental problems of its own), but the answers such as; an advantage is that it makes the ride more
electricity could be generated using a number of different comfortable; a disadvantage is that the wheel might get a
renewable resources. puncture. Car wheels do not (usually) have spokes.
3 a They could be more streamlined, the engines could be 4 to give stability/to stop it tipping over
designed to waste less energy, or the cars could be limited to 5 Less effort would be needed, as the effort would be further from
a lower top speed. the pivot.
b Answers could include making laws to force manufacturers to 6 a 60 × 5 × π = 942.5 cm (or 9.42 m)
do so, or to put much higher taxes on inefficient cars so that b 50 × 5 × π = 785.4 cm (or 7.85 m)
people would not want to buy them. c 60 cm because you can go further with each push. Other
factors could include the type of wheel, its weight, its material,
Differentiated Classwork and Homework Activity Pack the pressure of the tyre.
8Je(1)
1 lever – a long bar that can be used to increase the size of a
force.
pivot – a point that the lever turns around. 8K What a picture!
effort – a force put on a lever.
load – the weight or force on something. 8Ka Travelling light
force multiplier – a lever that makes a force bigger. Pupil’s Book page 147
distance multiplier – a lever that makes something move further. 1 Answers could include: Sun, light bulbs, candles, fires, TVs,
bottle opener – a lever that can be used to take the tops from torches, etc.
bottles. 2 a something that light can pass through
2 a A b something that light cannot pass through
b It is a longer lever, so it will make the force bigger. c a dark area caused when light is blocked by an opaque object
3 a Pupils’ own answers – could include photos in the Pupil’s
8Je(4) book, in magazines, backdrops to newsreaders or other
1 Bigger. The distance between the top of the stick and the pivot is announcers on the TV, advertising billboards, photos on
bigger than the distance from the pivot to the places where the display in the school buildings.
wires are attached, so the force will be magnified. b Pupil’s Book – education; magazines – advertising or
2 a the one drawn with dashes illustrating stories; backdrops – making the image on the
b It will be pulled on if the pilot pulls the stick backwards. TV look more interesting; billboards – advertising; displays
3 a down – news or celebrating achievement
b It increases the force on the elevator from the wire. 4 Answers could include images of the planets, pictures of foreign
4 The rudder pedal pulls on the dashed wire, which pulls on the countries or even other parts of the UK, photos of animals that
lever attached to the rudder and makes the rudder turn. This do not inhabit the local area, photos taken through powerful
makes the nose of the aeroplane turn to the right. microscopes, etc.
5 If they were attached further in, there would be less force on the
wires than the force the pilot applied with her feet. Pupil’s Book pages 148–149
6 For the rudder, the right pedal needs to make the rudder go to 1 a any sources such as lights, or the Sun outside
the right, so the wire is connected on the same side. For the b any non-luminous objects in the room
elevators, if the pilot pushes the stick the elevators need to go 2 a TV

8K Answers
b Light from the lamp is reflected from the glass and goes into 3 a arrowed line from fire to Josie’s eye
his eyes. b arrowed line from fire to burger, and from burger to Josie’s eye
3 a light 4 Light travels faster than sound.
b We can see lightning before we hear thunder. 5 a Sun b about 8 minutes
4 the Sun
5 511.3 seconds 8Ka(7) Luminous source
6 description of an experiment such as aligning holes in several 1, 2 Moon
pieces of card and showing that light only goes through them
when they are lined up Sun
Earth
8Ka(1)
1 a B bA cA
2 any two from: light, TV, fire 3 a 4 kilometres b 24 seconds
b arrowed line from TV to boy’s eye c rays drawn correctly with arrows in correct direction
c arrowed lines from lamp to clock, and from clock to girl’s eye 4 4 years
3 a 300 000 km/s 5 8.5 × 5 = 42.5 minutes
b 8.5 minutes 6 8.5 + 4.25 = 12.75 or 13 minutes to the nearest minute
7 between 8 and 9 minutes, on average, the Moon is the same
distance from the Sun as the Earth is
8Ka(4)
1 to show where dangerous rocks are; to show position
2 Eddystone, 13 miles south of Plymouth, 1698 8Ka(8)
3 5 miles 1 a The time was the difference in the eclipse times for Jupiter’s
4 a coal, oil, wood moons. The distance was the diameter of the Earth’s orbit.
b keeping the light lit b We have a much more accurate value for the diameter of
c any, e.g. less problem with storage, easier to keep things lit the Earth’s orbit, and we also have more accurate ways of
5 The height raises it further above the horizon so light travels measuring time.
further. Diagram should show a curved Earth with lighthouses of 2 It showed that light took time to travel.
two different heights. 3 the speed of the Earth in its orbit, and the tiny angle through
6 a different patterns of flashing lights which the positions of stars appeared to move
b They need to know which lighthouse they are looking at, 4 a the speed the wheel was spinning, the width of the teeth and
and find it on a chart. Then they can use their distance and gaps on the wheel, and the distance between his wheel and
direction from the lighthouse to work out where they are. the mirror that reflected the light back
7 to make them easier to see/to help to identify them during the b To make the time interval longer, and so a little easier to
day measure accurately. A very good answer will point out that a
8 Someone has to pay for them. It is not possible to collect money certain error is a smaller proportion if the value itself is larger.
from ships actually passing the lights, so harbour dues are used. 5 the speed his mirror was spinning, the angle of the reflected
Larger cargo ships are the ones who stand to lose the most light, the exact distance the light had travelled
money from being shipwrecked, so it is they who are asked to 6 They could have written to other scientists or to scientific
pay. societies, or they could have written papers or books for
publication. Do not accept answers involving emails, etc.!
8Ka(5)
1 Telescopes are more powerful today. 8Kb Cameras and eyes
2 a Total distance = 4 km, time = 4/300 000 = 0.000 013 3 Pupil’s Book pages 150–151
seconds (or 1.33 × 10–5 seconds). 1 a any two opaque materials, such as wood, metal, etc.
b 0.000 026 7 seconds (2.66 × 10–5 seconds), or double the b any two transparent materials, such as glass, air, etc.
answer to part a, if that was incorrect c any two translucent materials, such as tracing paper, tissue
c The difference between the two times is far too small to be paper, etc.
measured by any instruments that Galileo could have had. 2 a dark brown coat, because dark colours absorb more light than
3 a Light has a shorter distance to travel from Jupiter to E1, and pale colours
further to travel to E2. b a piece of clear glass, because most of the light that hits the
b The additional positions should be above and below the Sun. paper is reflected by it
4 His calculation depended on knowing an accurate value for the c The white background. The letters look dark because they
radius of the Earth’s orbit. This value was not known accurately absorb most of the light that hits them.
at that time. 3 a Light energy is converted to electrical energy.
5 a 16 minutes b in the retina
b time = 16 × 60 = 960 seconds 4 A box with a hole at one end and a translucent screen at the
distance = 2 × 149 600 000 km, = 299 200 000 km = other. It lets in a small amount of light which shines onto the
299 200 000 000 m (or 299 × 109 m) screen. We can see an image on the screen.
speed = 299.2 × 109/960 = 3.12 × 108 m/s 5 Light enters through a hole; the image is upside down.
c The 8 minutes may not be exact, or the radius of the Earth’s 6 to control the amount of light that goes into the eye
orbit may be an approximation. 7 Put a piece of photographic film in the back of the camera. A
6 a position approximately 30º from the one shown (360º/11.86) very good answer will explain that light should not be allowed
to reach the film while it is being put into the camera or when it
8Ka(6) is being taken out after the photograph has been taken.
1 bonfire, firework
2 Light cannot pass through her/she is opaque/she is blocking the
light.

Answers 8K
Differentiated Classwork and Homework Activity Pack 4 a The image will be brighter but less sharp than the one in the
8Kb(1) first camera.
Across: 1 absorb 4 transmitted 6 pupil 8 pinhole 9 image, b It is brighter because more light can get through the bigger
10 transparent hole. It is less sharp because light from one part of the object
Down: 2 reflected 3 opaque 5 translucent 7 retina can reach more than one part of the screen.
5 The eye and a camera are similar because they both have a
8Kb(2) small hole to let in light, and the image is upside down in both.
A The arrows are going the wrong way – they should go from the 6 nerve (the optic nerve)
candle flame to the girl’s eye. 7 The brain changes the image so that it is the right way up.
B Light does not bend around opaque objects.
C The shadow should be the same shape as the object. 8Kb(9)
D Both arrows on the ray should be going from the candle flame 1 It is lighter and easier to manage, and does not need to be
to the girl’s eyes. exposed for as long so it is much easier to take photographs.
e The light ray should stop at the wood. Wood is opaque. 2 a to reduce the amount of blurring caused by the moving object
F The arrow on the ray between the mirror and the girl should be b A certain amount of light needs to get into the camera to
pointing towards the girl. make the chemicals react. On a dull day, this means that the
G The shadows should all be in the same direction, or spreading shutter might have to be left open for longer.
out slightly. 3 a Silver bromide on the film reacts and changes to solid silver
H The light rays should travel in straight lines, crossing where the particles.
pinhole is. b The unreacted silver bromide is washed away, and the silver
particles are fixed in place.
8Kb(6) c Light shines through the clear parts of the negative onto a
1 Horses legs move too fast for an observer to see exactly what is piece of photographic paper. The silver bromide in this paper
happening. changes to solid silver particles where the light hits it.
2 a Yes d The unreacted silver bromide is washed away, and the silver
b He was correct because horses do have all four legs off the particles are fixed in place.
ground at once at some point. He was wrong because this 4 If there was light in the room, the light would make the
happens when the horse’s legs are bunched up under it, not unreacted silver bromide react, and spoil the photograph.
when the legs are spread out as in the drawing. 5 Black and white are the wrong way round.
c Muybridge’s photos were taken to settle a scientific argument. 6 a Black and white would be the wrong way round.
Cinema films are usually made for entertainment. b Sandwich the negative with a fresh piece of film and expose it
to light, then develop the new film. Areas that were black on
8Kb(7) the negative will be clear on the new ‘positive’ transparency.
1 absorbed – when light is taken into a material (it is not
transmitted or reflected) 8Kc Mirror image
opaque – a material that light cannot pass through
reflected – when light bounces off something
1 The rough surface scatters the light in all directions.
translucent – a material that some light can pass through
2 a a plane mirror
transmitted – when light passes through a material
b glass with a thin layer of silver or aluminium on the back
transparent – a material that light can pass through
3 left
2 a labels in correct places
4 8 metres
b rays continued in straight lines, crossing at the pinhole, until
5 diagram showing two plane mirrors arranged parallel to each
they hit the screen
other, and at 45° to the tube forming the periscope
3 a lines drawn showing light bending as it goes through the lens,
and an upside down image
b any sensible similarity – such as the image being upside
8Kc(1)
down, or the light going through a hole.
1 rough, smooth
2 diagram labelled correctly
8Kb(8)
1 a light ray from the top of the candle flame
8Kc(6)
b light from one part of the flame can only reach one place on
The treasure is in Lugpool.
the screen
c not much light can get through the hole/small hole
8Kc(7)
d light ray from the bottom of the candle flame
1 so that drivers can read it in their rear-view mirrors
e small hole/not much light can get through the hole
2 Drivers can see the traffic coming towards the junction.
f light ray from the top of the candle flame
3 a normal drawn correctly
g large hole/more light can get through the hole
b line drawn so that angles of incidence and reflection are equal
h light from one part of the flame can reach different places on
c correctly labelled diagram
the screen
d The angle of reflection is equal to the angle of incidence, or
i light ray from the bottom of the candle flame
similar explanation.
j more light can get through the hole/large hole
2 Light rays from the top of the object go to the bottom of the
image, or any similar explanation.
3 a the one with the small hole
b It is sharp because rays from one part of the object can only
reach one part of the screen. It is dim because not much light
can get through the small hole.

8K Answers
8Kc(8) 5
1 a, b
c Two mirrors are needed to change the direction of the light

ray twice so it can reach the eye. Pupils may also draw the lens as separate prisms.
2 reflects light so that cyclist can be seen by other road users The fatter lens makes the rays come to a point closer to the
3 a The light rays from the bottle go straight through the glass to lens/makes the rays converge more/bends them more.
the person’s eyes. 6
b The light rays from the candle are reflected by the sheet of
glass and then go to the person’s eyes.
c It needs to let some light through and reflect some light. A
mirror would not let any light through.
d The reflection of the candle is not very bright, and if there is
too much light falling on the bottle the reflection of the candle
would not be visible.
4 a If the hidden room was lit up, reflections of the hidden room
would be visible on the glass.
b The spotlight shines on the actor. Rays of light reflected by the
actor are reflected by the glass and appear to the audience to
be coming from the part of the stage they can see.
c Answers could include: the difficulty of setting a large sheet of
glass across a stage and hiding the joins from the audience, Pupils may also draw the lens as separate prisms.
avoiding unwanted reflections in the sheet of glass, the Diagram similar to diagram D, but with a diverging lens. This
difficulty of the actor playing the ghost moving/looking in the lens makes the rays of light spread out.
correct direction to interface with ‘normal’ actors on the main
part of the stage. Differentiated Classwork and Homework Activity Pack
8Kd(1)
8Kc(9) 1 correctly labelled diagram
1 He spotted a ‘star’ that seemed to move compared to other stars. 2 light rays completed correctly
2 She observed the sky, and looked for ‘stars’ that appeared to 3 a refraction
move.
3 Modern astronomers use cameras to take photos – this can be 8Kd(4)
done automatically, so they don’t necessarily have to be at the 1 Angles labelled correctly.
telescope. The photographs can be analysed/measured later (in 2 a towards the normal
fact, computers can be used to compare photos of the same bit b away from the normal
of sky at different times to look for moving objects). 3
4 They could have written books, written papers, given talks at
scientific societies, or written letters to other scientists.
5 a to let as much light in as possible
b The film/sensor can be exposed for a long period, allowing
more light to be recorded.
6 a The Earth is spinning, so the stars appear to move across the
sky.
b Move the telescope to compensate for the motion of the
Earth. This is done by computer-controlled motors in large
telescopes.
8Kd Lenses and light

1 when light changes direction as it goes from one transparent
substance to another
2 to make sure the picture is sharp and clear
3 a a line at right angles to the surface at the point of entry 8Kd(5)
b the angle between the normal and the light ray before entry 1 the shape of the lens
c the angle between the normal and the light ray after entry 2 a close things
4 a The lens is fatter in the middle than it is at the edges. b distant things
b It makes the rays come together. c When you look at distant things, the lens bends light too
much so it focuses in front of the retina (because the lens is
too strong or the eyeball too long).

Answers 8K
d diverging lenses 8Ke Making rainbows

e They make the light spread out before it reaches your eye, so
that it has further to bend back to be in focus (or equivalent Pupil’s Book pages 156–157
explanation). 1 red, orange, yellow, green, blue, indigo, violet
3 a distant things 2 Water droplets in the air refract sunlight.
b close things 3 He made the colours back into white light with a second prism.
c When you look at close things, the lens does not bend the If the prism had been adding colours, then the light coming out
light enough to focus on the retina (it would focus behind the of the second prism would still have all the separate colours.
retina if the retina was transparent). This happens because the 4 You need a blue filter. This will transmit blue light but absorb all
lens is not strong enough or the eyeball is too short. Diagram the other colours.
3 showing this. 5 a It only reflects the blue part of the spectrum. All the other
d converging lens colours are absorbed.
e They would make the light start to converge before it reached b They absorb all colours and do not reflect any colours.
your eye, so not as much convergence was needed from the 6 a X’s top, shorts and socks will look black. Y’s top, shorts and
lens in the eye. socks will look blue.
b X’s top only reflects red light, and there is no red light shining
8Kd(6) on it so it does not reflect any light and looks black. His shorts
1 They would be big enough to give a bright enough beam of and socks are black, so they absorb all colours of light.
light. Y’s top is blue, so it reflects the blue light from the spotlight.
2 to make them visible from further away His shorts and socks are white. White things reflect all colours,
3 a It is lighter and so easier to put into the lighthouse. It is also so they reflect the blue light shining on them and look blue.
easier to rotate than a single lens would be. 7 a shirt and jacket red; trousers green
b It could be more complicated to make, which might mean it b shirt and trousers green; jacket black
costs more. c shirt blue; jacket and trousers black
4 The sharp edges within the lens will cause distortion/they may
not give clear pictures. Pupil’s Book pages 158–159
5 a It helps them to see an area behind the car that is normally 1 The cones cannot detect dim light, only the rods. The rods do
not visible, so they can make sure that they do not reverse not detect colours.
into anything. 2 a yellow
b It is thin, so it does not stick out and it is easier to mount. b cyan
c The quality of the view does not matter so much – as long as 3 a It only needs to reproduce the amounts of light in these three
the driver can see a car or other obstacle behind. colours, as those are the colours that the cones in our eyes
6 The lens shown magnifies a larger area than the magnifying detect.
glass. Being made of plastic, it is less likely to get broken, and is b all of them.
lighter. 4 The photo was taken using infrared, which our eyes cannot see,
so the different shades of infrared have been given colours that
8Kd(7) we can see.
1 a when light is reflected inside a piece of glass or other 5 Satellite photos can help aid agencies and governments find out
transparent material where damage has been caused and so where to send help.
b optical fibres, prisms used in binoculars, telescopes (and Photos like this are particularly useful in remote areas where
cameras) there may be no road access, or when the roads have been
2 Refraction is the changing in direction of light, reflection is when damaged.
light rays bounce off a surface.
3 a lighter and easier to carry Pupil’s Book pages 160
b It doesn’t make much difference if the image of a star or a 1 Suggestions could include:
planet is upside down. a CCTV cameras to deter crime or to spot criminals after a crime
4 has occurred; cameras on the road to deter/detect motorists
speeding or jumping traffic lights; photographs taken by scene
of crime officers to record evidence
b Photographs of stars taken through telescopes allow
astronomers to detect fainter objects than could be seen with
the naked eye looking through the telescope; photographs
taken through microscopes allow recording of images much
more quickly than when people had to make accurate
drawings; time lapse and slow motion films allow scientists to
5 Optical fibres can bend to fit inside various tubes in the bodies.
study things that move very slowly or very fast; cameras/film
Periscopes are rigid.
can detect ‘colours’ of light that we cannot see, such as in
6 a The angles at which the light is hitting the inside of the glass
flowers.
are less than the critical angle, so total internal reflection
c photos of celebrities in magazines; cinema films; TV
would not occur.
programmes
b The image in the viewfinder would be upside down.
d photos in newspapers/magazines or on TV news broadcasts;
c They would take up more space inside the camera, and the
photos in scientific journals informing of new discoveries;
arrangement shown would not turn the light through 90°,
photos on the internet for similar purposes
which is needed in the camera.
2 a A photograph is good evidence for the existence of
something/if a photograph shows something, then it must be
true.

8L Answers
b Sometimes. Today it is very easy to change photographs using 2 a Y

special software, and if it is done well it can be very difficult b red at top right, violet at bottom right
to tell that the photo has been changed. This could limit the 3 a red, orange, yellow, green, blue, indigo, violet
use of some forms of photograph as evidence in court, for b orange
example.
8Ke(9)
Differentiated Classwork and Homework Activity Pack 1 any sensible answer such as using a prism
8Ke(1) 2 spectra
1 a spectrum coloured in correctly 3 an instrument used for viewing spectra
b white light, prism, spectrum 4 Fraunhofer, in 1814
2 light on left coloured with the colours of the spectrum in the 5 A continuous spectrum has colours that merge with each other.
correct order; filter and transmitted light coloured yellow A line spectrum shows individual lines.
3 a cap coloured red and trousers green 6 yellow street lights and neon lights
b cap and shirt coloured red, trousers black 7 the Sun and a lit light bulb
8 a mostly hydrogen and helium
8Ke(2) b because of the pattern of lines in its spectrum
1 a rods coloured grey 9 by the pattern of lines in their spectra
b detect low levels of light
c cones coloured red
d 3
e red, green, blue
8L Sound and
hearing
2 a diagram coloured as diagram B in Pupil’s Book
b colours labelled correctly
c red, green and blue underlined
3 a red, green, blue 8La Sound and hearing
b all the other colours can be made from different combinations
of these three colours Pupil’s Book page 161
1 They conducted experiments which showed that the bats could
8Ke(3) find their way around in total darkness and when their eyes
Possible questions for the answers provided are: had been removed or covered. However, when their ears were
1 Why do shadows form? covered, the bats could no longer navigate, proving that it was
2 How can we see objects that do not make their own light. their ears they used to find their way around.
3 Which colours absorb the most light? 2 a Jurine concluded that bats used their ears to navigate.
4 How big is the angle of reflection when light bounces off a b The bats could find their way around only when their ears
mirror? were not blocked.
5 What is refraction? 3 From a scientific point of view, Spallanzani’s work was essential
6 How fast does light travel? in terms of the development of ultrasound. From an ethical
7 What is a ‘normal’? perspective, it may be that pupils state that it is wrong to harm
8 Why can’t we see images in rough surfaces? bats by removing their eyes. It is now against the law to harm
9 When does light bend towards the normal? bats in the UK.
10 What do cameras have that focus light to give a sharp image? 4 Giraffes may communicate about where they are, where predators
are or where resources such as food and water may be found.
8Ke(6)
1 The rainbow is 42° above the point opposite the Sun. When the Pupil’s Book 162–163
Sun is high in the sky this point will be in a downwards direction 1 Accept any four animals that make sounds.
and a rainbow may not form at all. When the Sun is low in the 2 Vibrations are the backwards and forwards motion of an object.
sky (in the morning or evening), this point is fairly near the 3 a Accept any three things that vibrate to produce a sound. From
horizon, and so a rainbow might be quite high in the sky. the text, examples could be guitar strings, vocal cords and a
2 Light rays are reflected back from the Sun, and would appear to cricket’s wings.
an observer to be coming from inside the rainbow. b In each case pupils should describe the pitch and intensity,
using the words high and low for pitch and loud and soft for
8Ke(7) intensity.
Across: 2 white light 4 filter 5 prism 8 refraction 9 dispersion 4 Sounds produced by the vibrations of the vocal cords leave the
11 plane 12 lens 13 interface 14 sources mouth and cause the air to vibrate and sound waves to travel to
Down: 1 reflection 3 normal 6 shadows 7 incidence 10 spectrum the ear.
5 520 cps fastest, then 440 cps, then 435 cps
8Ke(8) 6 a the smallest bell
1 b pupil explanation based on observation or experience,
c the smallest bell
d the greater the pitch, the faster the vibrations are occuring
A B C
7 a The number of complete vibrations/backwards and forwards
block
metal
shiny
shiny glass movements of a vibrating object in one second.

block
metal
shiny
metalblock
glass
block b 880 cps.
block
D E 8 No, it is a measure of how many times the object vibrates each
shiny
metal F second. The speed of sound is independent of the number
block
block
metal
shiny
glass of cycles per second and is about 343 m/s in air at room
block rough temperature.
wooden block
rough
wooden block
wooden block
block
glass
384
rough
Exploring Science edition © Pearson Education Limited 2008

wooden block
rough
wooden block
block
glass
rough

Answers 8L
Differentiated Classwork and Homework Activity Pack 8Lb Music to your ears
8La (1)
1 a soft b low c vibrating d sound waves e intensity f pitch Pupil’s Book pages 164–165
2 vibrating tuning fork prongs, guitar string is plucked, 1 a a microphone
person talking vocal cords b If a microphone is attached to an oscilloscope, you can see a
representation of the sound wave that the animal produces.
8La (2) By looking at the wave (or trace) on the oscilloscope screen,
A up, B lower, C highest, D lowest, E highest, F lower scientists can analyse the sound waves and work out the
the longer the thing that is vibrating, the lower the pitch intensity and pitch of the sound.
2 a a wave of high amplitude and short wavelength
b a wave of small amplitude and long wavelength
8La(5)
3 The wave will have a constant wavelength but will increase in
Match dominoes based on correct scientific connections between
amplitude, i.e. get bigger.
the words being used to play the game.
4 a person’s ability to recognise the pitch of a note by simply
listening to it.
8La(6)
5 because they can analyse sounds accurately by using electronic
V S equipment
I N T E N S I T Y 6 using a microphone to collect the sounds and then record it
B R onto a computer for later analysis
P A R T I C L E S 7 a lion – tuba or double bass
I A N O O b bird – piccolo, violin or clarinet
T T G W L c elephant – tuba or double bass
C I S H I G H d hyena – violin
H N E D
G W A V E S
8Lb(1)
R
1 a amplitude b loud c microphone d Hertz e wavelength
8La(7) 2 amplitude and wavelength correctly labelled
1 all sounds on diagram placed 3 longest wavelength is wave A, then wave C, then wave B
2 Loud sounds could include: airplane, elephant, ambulance siren,
busker playing flute, whistle being blown to start a race. 8Lb(2)
High-pitched sounds could include bats, whistle, flute, birds The possible artwork and textbox matches are: A7, B3, C2, D1, E6,
tweeting in tree. F4, G8.
Low-pitched sounds could include elephant, MP3 player, etc.
Things that vibrate could include vocal cords, pea in whistle, air 8Lb(3)
1 Answer should mention vibrates or vibrations.
in flute.
2 for example, piccolo, violin, flute, harmonica
3 Humans might find it hard to hear the people whispering, the
3 a low frequency
music from somebody’s MP3 player and the bats.
4 the number of waves produced by the source each second
4 Anna is correct. Millie’s statement should read ‘the whistle has a
5 It will affect its loudness or intensity.
higher sound than the flute because the whistle completes more
6 Hertz
cycles per second’. The higher the sound, the greater the number
7 a A and D b C c A d A e B
of cycles per second.
5 Pupils’ own suggestions of two other sounds, correctly
8Lb(4)
compared in terms of pitch, intensity and cycles/vibrations per
1 High-pitched sounds are produced by objects that vibrate with a
second.
high frequency. Low-pitched sounds are produced by objects that
6 More aeroplanes would mean more noise for people living near
vibrate with a low frequency. Examples of high-pitched sounds
airports.
are those produced by a piccolo or a squeaking mouse. Examples
of low-pitched sounds include thunder and the double bass.
8La(8)
2 a 256 Hz and 1034 Hz
1 a 4 cycles per second
b 880 Hz and 220 Hz respectively
b 220, 224, 228, 232
3 a any two instruments with overlapping frequencies
c The modern scale goes up in far bigger steps.
b bass voice and soprano voice, piccolo or flute
2 The flash from the stroboscope illuminates the prongs of the
c the harp
tuning fork so that you can see them frozen for an instant. You
d any choice of three instruments with frequency ranges estimated
adjust the stroboscope until the tuning fork prongs appear to
4 a two octaves
be frozen in an upright position and don’t appear to move.
b 15 notes
They pass through this point twice in every cycle so the cycles
c air (and wood)
per second of the tuning fork (and so its frequency) is equal to
5 a strings
half the number of flashes per second that the stroboscope is
b 512 – 64 = 448 Hz
making.
c The sitar’s range is less than that of the guitar.
3 Electronic devices are easier to carry around, and less likely to be
damaged (which can alter the pitch of a tuning fork).
8Lb(5)
4 They have tuned to the oboe which may not be tuned exactly
1 a how high or low a sound is
to 440 Hz. (Some orchestras don’t use 440 Hz as concert A
b how many complete vibrations are produced by a vibrating
anyway.)
object in one second
2 a pipe organ b midi system (or pipe organ) c midi system (or
pipe organ) d a mixture of instruments are used in recordings
3 a cat, dog, bat b 20 Hz to 20 000 Hz c bat d human e bat

8L Answers
f cat, dog, robin, bat g Animals can hear all the frequencies of 6 a Pupils’ own responses (e.g. tuba, bassoon, double bass).
sounds that they make and also the sounds of other animals b All the instruments produce low frequency waves.
that might be a danger to them. 7 a French concert pitch in 1859.
b The audience’s favourite concert pitch in 1859.
8Lb(6) c The concert pitch used by Mozart and Handel.
1 detects sound waves d The London Philharmonic Orchestra concert pitch in 1896.
2 a so that each one detects one instrument which can then be e Concert pitch today.
analysed and changed separately 8 440 Hz
b two sinusoidal waves shown and labelled correctly 9 Pupils’ own responses (e.g. No, because they used science to
3 A high note is a note with a high pitch. High notes are shown as work it out. Yes, because they were only trying to change it
sound waves with a high frequency, i.e. many cycles per second/ because existing pitch had been set by the French!).
a short wavelength. Accept appropriate diagram drawn with
note having a high pitch. 8Lc Sound versus light
4 a 12 Hz is a frequency below the lower limit of human hearing,
which is 20 Hz. Sounds below 20 Hz are too low to hear and
1 a light b light c sound, light if the solid is transparent
are referred to as ‘infrasound’.
d both light and sound
b It means the source that produced it vibrates 12 times each
2 No, light speeds up when it moves from a more dense (such as
second.
glass) to a less dense medium (such as air).
5 Diagram of trace showing one complete wavelength only.
3 No, sound can travel through liquids so sounds can be heard
6 Jojo’s bass note has a small amplitude and long wavelength;
underwater.
Jon’s saxophone note has a large amplitude and a short
4 because sound waves travel faster through solids (metals) than
wavelength.
they do through air
7 Notes placed in order from quietest to loudest, e.g. giraffe, Jojo’s
5 time through air = distance / speed
bass note; then finally John’s saxophone note.
= 3000 m/343 m/s
8 because the sound is low enough and the frequency of vibration
= 875 seconds
of the cone is low enough for it to be seen vibrating backwards
and forwards time along rails = distance/speed
9 The trace should be shown, with wavelength shown as one = 3000 m/5100 m/s
twelfth of a second, as it is a single cycle. The amplitude can be = 0.59 seconds
quite high, despite it not being possible to hear these sounds,
difference = 875 s – 0.59 s
they can be detected by microphones and converted to electrical
= 874.41 seconds
signals that can be displayed on an oscilloscope.
6 light – optical fibres, flashes of light, light signals, bonfires,
mobile phones
8Lb(7)
sound – talking, speaking tubes
1 timeline accurately drawn, ranging from Aristotle to Griffin and
7 a most likely to be via sound (talking) due to close proximity
Pierce
and convenience
2 The accuracy of the equipment he used was not as good as it
b most likely to be light due to its speed and the fact that light
could have been.
can carry information over long distances, very quickly without
3 Spallanzani’s and Jurine’s work with bats; Griffin’s and Pierce’s
an appreciable drop in quality or intensity
work on ultrasound and bats
4 sharing ideas, saving time, sharing resources, etc.
5 Jurine reviewed Spallanzani’s work and then this led to an
8Lc(1)
improvement in the understanding of bats using their ears to
Statements placed in appropriate part of Venn diagram. The
‘see’. Cuvier’s review of their work was incorrect and set the
statements that apply to sound only are: travels fastest in a solid;
process back many years. Griffin and Pierce used the work
travels at 330 m/s; is detected by a microphone. For light only: can
of Spallanzani and Jurine, which enabled them to record the
travel through a vacuum; used by fireflies to communicate. For both
ultrasound noises made by bats.
sound and light: a form of energy; can travel through water.
6 that sound could not travel through empty space
7 because the scientific community would not believe them,
probably due to a lack of hard evidence and the fact that 8Lc(2)
Cuvier’s reputation was so great that they chose to believe him Method: I will knock the pieces of wood together. I will use the
and not them stethoscope to listen to the sound. I will record how well I can hear
8 Both demonstrated that sound needs something to vibrate if it is the sound travelling through different materials. Sound travels at
to travel from one place to another. different speeds through solids, liquids and gases.
Results: I could hear the sound best through the solids. I could
8Lb(8) hear least well through the gases. This tells me that sound travels
1 a group of musicians who play together quickest through solids and slowest through gases. Sound travels
2 The prongs of the tuning fork make 440 complete vibrations in through a liquid faster than through air but slower than through a
one second. That is, the frequency of vibration is 440 Hz. solid.
3 So that the instruments are playing the correct notes as written
by the composer. Failure to do this would lead to the wrong 8Lc(4)
notes being played and an incorrect reproduction of the 1 a steel and aluminium b carbon dioxide and oxygen c steel
intended music. d 495 m/s
4 The oboe always plays this note the same. 2 A yes B yes C no
5 a stringed instruments, woodwind, brass, percussion 3 steel
b stringed instruments – strings; woodwind – air or reed; brass
– air; percussion – drum skin or membrane
c percussion

Answers 8L
8Lc(5) 2 A dog whistle has a frequency that is greater than 20 000 Hz,
which is the upper limit of human hearing, but less than
Sound Light Sound or Light 50 000 Hz, which is the dog’s upper limit of hearing. So, dogs
caused by fastest speed can travel through will be able to hear the whistle but humans will not.
something vibrating possible glass 3 The sounds made by bats are too high – they are above the
given out by crickets given out by fireflies a form of energy upper limit of human hearing. In order for humans to hear these
needs a medium to can travel through a can be used for sounds, they must be detected by a bat box device and then
travel through vacuum communicating converted to a lower pitch, within the 20 Hz to 20 000 Hz range
detected by the ear detected by the eye can travel through a of human hearing.
liquid 4 Sound energy is converted to electrical energy.
fastest in a solid slowest in a solid 5 a ear drum b auditory nerve c bones/ossicles/hammer, anvil
used by bats to and stirrup
navigate 6
kinetic kinetic electrical
sound
energy (in energy energy
8Lc(6) energy ➔ vibrating ➔ (in middle ➔ (in
1 solids (in air)
liquids gases ear drum) ear bones) cochlea)
particles very close particles close particles very far
together together apart 7 exposure to loud sounds, ear infections, wax and exposure to
particles held particles able to Particles can sounds over a long period of time that leads to nerve or bone
together by strong move about move easily in all damage
bonds directions. 8 a P – It could detect the presence of predators or prey from
Sound vibrations Sound vibrations Sound vibrations further away. M – Distances from further away could interfere
move very quickly move more slowly slower than in with sounds closer, meaning more ‘noise’. I – It would be
through material. than in solids. solids and liquids. interesting to see how the mouse’s improved hearing would
easy for vibrations not as easy for Vibrations travel affect its population.
to be passed on particles to bump more slowly than b P – We would be able to hear signals made by bats and
into each other they do in solids dolphins without a need for expensive equipment.
compared with solids and liquids.
M – There are many high-pitched sounds that we would hear
so vibrations not as
easily passed on continuously as noise. I – It would be interesting to see how
high-pitched sounds affected the behaviour of other animals.
9 A pinard works by funnelling sound from inside a patient so that
2 Vibrating particles pass energy on. sounds inside the body can be clearly heard.
3 moving rapidly backwards and forwards or side to side
4 a gas b solid Pupil’s Book pages 170–171
5 The particles are close together and can pass the energy/ 1 The dolphins could still find their way around once their eyes
vibrations on more quickly than in a liquid or gas. had been covered.
6 There are no particles in a vacuum to pass energy on. 2 nasal sacs
7 rock, water, air, and space not at all 3 They both travel as waves, both can be reflected, both can travel
8 Steel is denser than wood, so the particles are closer together through (transparent) liquids.
and so can pass the vibrations on more easily. 4 a to focus the sound waves
b because reflected sound signals or echoes are used to find
8Lc(7) out, or locate, where something is
1 a by bioluminescence b to warn off predators and attract a mate 5 sound waves that have a frequency above 20 000 Hz – the
2 poisonous chemicals upper limit of human hearing
3 The intensity and frequency (rate) of the flashes would be lower. 6 a Hertz – the unit of frequency
4 a They rub their wings together. b 150 kHz is 150,000 Hz. 20 MHz is 20 000 000 Hz.
(4) b to warn off intruders and to inform females that they are 7 a that dolphins can find fish that are buried in sand without
present being able to see them
5 T = 50 + (88−40)/4, which is 62 degrees Fahrenheit b that dolphins can only emit sound waves with frequencies of
6 a 3374 m/s b 3434 m/s c 353 m/s up to 150 kHz whereas ultrasound machines can use waves of
7 It is the speed of sound in air at a temperature of 0 °C. up to 20 MHz
8 The particles are moving faster and so more likely to bump into 8 If dolphins can see inside a shark’s stomach, then they know if
each other and pass their vibrations on. the shark will be hungry or not, based on whether the stomach
9 The cricket. The speed of sound would be affected but not the is empty or full. Sharks eat dolphins, so if the reflected sound
speed of light. waves indicate that the stomach is empty, then the dolphins
10 P – Light is quicker and can travel further without a significant need to swim away.
loss of energy. M – It is not as convenient as talking when you 9 a Dolphins can use ultrasound to find objects in murky water
are near somebody. I – It would be interesting how far you or objects that are buried in mud. These objects would not be
would have to go away from someone before using light to easily seen by humans.
communicate as opposed to sound. Other answers equally valid. b Arguments could be: yes, if it helps to save lives, no if it
causes injury or death to the dolphins.
8Ld ’Ear ’Ear
Pupil’s Book pages 168–169 Differentiated Classwork and Homework Activity Pack
1 a Animals could include bats, dolphins, dogs, elephants, mice, 8Ld(1)
whales, etc. Across: 1 cochlea 3 ear drum 6 nerve 9 antibiotics
b The range of frequencies they can hear is very different from Down: 2 ear bones 4 air 5 older 7 wax 8 loud 10 impulses
the range of human hearing which is from 20 Hz to 20 kHz.

8L Answers
8Ld(2) 8Ld(7)
Answers are: 1 The doctor put an ear to the patients chest or back.
1 low, kill, high, navigate, fish, sharks, reflected, empty, 2 Fat or clothes slowed the vibrations down.
communicate, dolphins 3 Dr Théophile Laënnec
2 a to navigate or to find fish 4 a Fainter sounds can be heard if both ears are used.
b It may want to eat it or escape from it. b to prevent other sounds interfering
c ultrasound waves travel faster and further in water than in air c to prevent the spread of infection
3 Scientist Theory Experiment Conclusion 5 for listening to different-pitched sounds
6 a closed bell b open bell
Jacques Dolphins Turned boat Porpoises
Cousteau use sounds off course can ‘see’ in 7 able to see moving ‘real time’ images of the heart
to ‘see’ their to see if very murky 8 It is transmitted by a piezoelectric transducer, reflected when
surroundings. porpoises conditions. there is a change in density and then detected again. The waves
followed. are then fed to a screen where a moving image of the object in
Kenneth Dolphins Scientist Dolphins question can be seen.
Norris use sounds placed suction can navigate 9 to ensure that ultrasound waves can enter the body, as the
to ‘see’ their cups over without using difference in density between air and skin can result in all of the
surroundings. the eyes of their eyes. ultrasound being reflected
dolphins.
Liz Hawkins Dolphins use Listen to Dolphins have
sounds to and record 186 different
8Le Uses and abuses
communicate. sounds. types of Pupil’s Book pages 172–173
whistles. 1 a ultrasound scans and metal flaw detection
b echoes and reverberations
Note that some pupils may have described the work of the team
2 Sound insulators and heat insulators both work by not allowing
from St Andrew’s in the last row, and this would also be correct.
vibrations to pass from particle to particle. They will often be
made of materials that contain air or other insulating materials.
8Ld(3)
They are different in that the types of energy that they insulate
1 Something vibrates to produce a sound. Sound travels through
from are not the same – one stops the transmission of thermal
air to the ear. When the vibrations reach the eardrum they are
energy, the other absorbs sound energy.
transferred to the small bones called the hammer, anvil and
3 a Human, dog, sperm whale can all be noisy.
stirrup. The bones pass the vibrations to the cochlea. This contains
b Humans and dogs can make sounds loud enough to damage
sense cells which change the vibrations to electrical signals
hearing (over 90 dB), especially if you are exposed to these
called impulses. The auditory nerve takes the impulses to the
sounds over a long period of time.
brain. We hear the sound when the message reaches the brain.
4 Loud environments, pneumatic drills, aircraft, building sites, etc.
2 a sound to electrical b loss of hearing c a course of antibiotics
5 The threshold of hearing is the quietest sound we can hear. We
d temporary deafness e It prevents the vibrations reaching the
call this 0 dB.
ear drum. f a machine which shows sound waves on a screen.
6 There are two panes of glass of different thickness which reflect
g an instrument for listening to sounds in the body
and absorb sounds and an air gap which also absorbs sounds.
h It amplifies hearing.
The glass is made from sound insulating material.
3 a audiologist, doctor, sound engineer, architect, musician, etc.
7 Spend the day in nests or dens, which have natural
b builder, road worker, factory worker, air traffic controller,
soundproofing. Nests may be lined with materials like
sound engineer, etc.
moss, which dampen sound. Some nocturnal animals live
c All of them may need ear protection.
underground where the soil dampens the sounds from the
surroundings.
8Ld(4)
8 a P – there would be less noise escaping from noisy
1 Arrows top from left: BF, EG, DG
households. M – it would be expensive to do. I – What
Arrows bottom from left: CF, AG
materials are used to soundproof buildings?
2 from left to right: a outer ear, b ear canal, c ear drum, d cochlea,
b P – Your submarines would not be able to be detected by
e ear bones, f auditory nerve
enemy boats. M – Dolphins, bats and sonar-using vehicles
would not be able to navigate. I – Scientists are working on
8Ld(5)
materials to cover submarines to stop them reflecting sounds.
1 sound energy, electrical energy, sound energy, electrical energy
9 Opinions might include that it is good as a deterrent, but that it
2 damage due to loud noise
is bad if human rights are violated or if it could lead to hearing
3 a 3000 Hz
damage or discomfort. Other ethical issues may also arise.
b 16 000 Hz
4 As loudness increases, damage to hearing also increases.
5 Ear bones can be damaged, ear drum can burst and nerves in
1 Drawing of a ship showing sound waves coming from the
cochlea can be damaged.
transmitter underneath a ship, going through the sea and
6 infection, blocked ears
reflecting off the seabed back to the ship, where they are
7 Use ear protectors, avoid exposure to loud noises or noise for
detected. Additional credit should be given for drawings that
prolonged periods of time.
show sound waves as a series of arcs, spreading from the
8 after 90 dB
transmitter and the sea bed.
9 blocked ears, perforated ear drum, damaged ear bones,
2 a It produces sound waves with frequencies between 21 000Hz
damaged cochlea
and 25 000Hz.
b It may scare away animals that are useful in the garden, such
8Ld(6)
as birds.
suggestions as to whether hearing ailment is temporary or
permanent based on knowledge of ear structure and clues given
in text

Answers 8L
3 Sound waves can have a high frequency. The higher the 5 110 dB
frequency, the most sound energy that the waves transfer. The 6 a i 12% ii 67%
greater the energy transferred by the device in a short period of c i They are more likely to suffer from hearing loss if they work
time, the more damage it can cause. there longer.
ii Noisier factories produce more hearing loss.
Differentiated Classwork and Homework Activity Pack 7 The quietest sound that can be heard.
8Le(1)
1 a echo b soundproofing c sound intensity meter d decibels 8Le(9)
e quietest f hearing g 180 dB 1 A bar chart makes it easier to see any patterns in the results.
2 moving up the scale: mouse squeaking, bird tweeting, lion 2 examples of things that are vibrating in each case, e.g. vocal
roaring, elephant bellowing cords, rock, ultrasound transmitter
3 man on building site ear protectors, animals in zoo 3 examples of communication taking place
soundproofed cage, person near plane taking off double 4 sonar, dolphin seeing inside shark’s stomach, divers checking for
glazing cracks in pipes
5 sound reflected off surface of water (water has a higher density
8Le(4) than air)
going up: wrist watch ticking, whispering, household, birdsong, 6 a divers checking for cracks, dolphins checking shark’s stomach,
cars and lorries, drill, live music, aeroplane sonar from submarine.
true b dolphins stunning fish
7 a in solids (rock, metal) b in air (on land above the water)
8Le(5) 8 Sea water is more dense than fresh water.
1 debating question – based on student opinion 9 might slow it down or cause it to change direction
2 ethical issues relating to harm, choice, human rights, whether 10 a metal or rock – particles are very close together
technology should be utilised for military use, etc. b air – particles are very far apart
3 a examples of how they benefit humans b examples of how 11 opinion
they can be (or potentially be) harmful to humans
8Le(6)
1 a E (ear muffs with head band) because they cause most noise
reduction
b B (greased cotton wool plug), C (polystyrene ear plug)
c A (cotton wool ear plug), B (greased cotton wool plug)
d C (polystyrene ear plug), D (ear muffs attached to helmet),
E (ear muffs with head band)
e A (cotton wool ear plug)
f A (cotton wool ear plug), B (greased cotton wool plug),
C (polystyrene ear plug). Dirty hands might cause an ear
infection.
2 all of them
3 all of them
4 head is protected from falling objects
8Le(7)
1 a noise
b absorbed
c echo
d sound proofing
2 labels from top: sound source, wave approaching glass, glass,
transmitted wave, reflected wave, ear
3 a ‘transmitted’ added to pie chart, bar drawn in on bar chart up
to 55 and labeled ‘absorbed’.
b Sound stopper (Noise reducer transmits 25 % or a quarter
of the sound, and the pie chart shows that Sound stopper
transmits more than a quarter.)
c Sound stopper (It reflects a quarter of the sound, and the bar
chart shows that Noise reducer reflects less than 25 %.)
d Noise reducer because it transmits the least sound energy
through it.
e Yes, because Sound stopper reflects more sound energy.
f Yes they could both be made to transmit less sound through
them.
g to make it easier to compare the materials
8Le(8)
1 explosion, thunderclap
2 above 140 dB
3 a 90 dB b 130 dB
4 60 dB


Answers 8A Food, Glorious Food!

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8Ae In the blood 8Ae(4)

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8B Going for gold 8Ba(8)

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8Bc Into thin air 8Bc(2)

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8Bd Exchange rates 8Bd(5)

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nutrition e all except reproduction f reproduction g They

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8Cb(7) 3 by looking for symptoms like vomiting, stomach pain, diarrhoea

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3 The word is ‘infected’. 8Cd Stopping the spread

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8D The way of the

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Pages 50–51 2 Across: 3 conifer, 5 flowers, 7 reproduction, 8 leaves.

8Da(6) 8Db Detective work

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Differentiated Classwork and Homework Activity Pack Page 57

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Pupil’s Book pages 64–65

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9 brine 8Ed What’s in a solution?

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Against probably not pump as much water as water is likely to be

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