Open Lower Secondary Science 9 Learner Book Answers

CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE
Learner’s Book
answers
Unit 1 Photosynthesis and the carbon cycle
Topic 1.1 Photosynthesis Think like a scientist: Investigating
how light intensity affects the rate of
Getting started
photosynthesis
Learners should see that the plant that has light is
1 This will depend on the results that learners
taller and greener than the one kept in the dark.
obtain. They are likely to find that the mean
They may also see that leaves of the plant in the
number of bubbles is greatest when the lamp
light are broader and more numerous, and the stems
is closest to the test tube.
are thicker. Learners may remember that plants
make food by photosynthesis, and cannot do this 2 Check that:
in the dark, so they do not have enough ‘food’ to • the axes are the right way round, with
be able to grow well. They may also know that distance of lamp on the x-axis and mean
chlorophyll is what makes plants look green, and number of bubbles on the y-axis
that this is used to absorb energy from light. With • both axes are fully labelled, including units
no light, the plant does not make chlorophyll. • there are good scales on both axes
• the points are plotted neatly as small
Questions crosses, in exactly the right places
1 carbon dioxide and water • a neat line has been drawn; this could be a
best fit line, or learners could use a ruler to
2 glucose and oxygen join each point to the next.
3 Photosynthesis transfers energy from sunlight 3 decreases
into chemical energy in glucose. The plant
can use the glucose to make other substances. 4 increases
When the grasshopper eats grass, it takes in Activity: Photosynthesis and respiration
some of this energy. The lizard gets some of
Similarities: They are both chemical reactions.
the energy when it eats the grasshopper.
They both happen inside cells. They both involve
4 Plants release oxygen into the air when they energy changes (energy transfers). They both
photosynthesise. Animals such as lizards need involve glucose, oxygen, carbon dioxide and water.
oxygen for respiration. Differences: Respiration happens in all living cells,
but photosynthesis only happens in some plant cells.
Activity: Words beginning with photo- (Some learners may also know that photosynthesis
Easy words include: photograph, photography, can happen in the cytoplasm in bacterial cells, but
photographer, photographing, photocopier, this knowledge is not expected at this level.)
photocopying and photocopy. A few learners may Respiration happens in cytoplasm and mitochondria,
also know photostat and photogenic. Other less but photosynthesis happens in chloroplasts.
likely words for them to think of include photon, Photosynthesis needs sunlight, but respiration
photophobia, photocell and photofinish. does not.
Think like a scientist: Collecting the gas The reactants in respiration are the products in
produced in photosynthesis photosynthesis, and vice versa.
1 So that the gas could be collected over water. In photosynthesis, energy from sunlight is
transferred to chemical energy in glucose.
2 So that the water plant could get energy for In respiration, energy in glucose is released for the
photosynthesis. cell to use.
Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
1 © Cambridge University Press 2021
Topic 1.2 More about The bubbles contain air. They are likely to
contain a lot of oxygen if the leaf has been
photosynthesis photosynthesising.
Getting started The warm water makes the gases inside the air
1 in the green parts/in the leaves and stem spaces in the leaf expand, which makes them come
out of the leaf.
2 because they contain chlorophyll
Questions
3 because they are not green/do not receive light
1 The carbon dioxide particles have kinetic energy.
Think like a scientist: Planning an They are in constant, random motion. By chance,
investigation into the effect of some of them will go into the leaf through the
fertilisers on plant growth stomata. Some will also come out. But, overall,
more will go in than out because there are more
1 The hypothesis should state a predicted effect of them outside the leaf than inside it.
that changing one variable has on another
variable. For example: 2 Some of the oxygen diffuses out of the leaf.
The more fertiliser the duckweed plants have, Some of the oxygen is used in respiration.
the faster they will grow. 3 Plants get their protein by using the
There are many other possible hypotheses. carbohydrates they make in photosynthesis
Check that the hypothesis is genuinely testable and adding nitrogen to them to make proteins.
by experiment. Animals get their protein by feeding on plants
and/or other animals.
2 Answers will depend on the hypothesis being
tested. It is advisable to have at least five 4 Nitrate and magnesium are both needed for
different values of the variable. making chlorophyll, so a shortage of either
of them makes leaves go yellow. Nitrate is
3 Learners are likely to suggest counting the also needed for making proteins, but without
number of leaves. They could either decide to magnesium the plant cannot photosynthesise,
count each set of duckweed just once, after a so it has fewer carbohydrates to make proteins
set period of time, or they could count each from. A lack of either nitrate or magnesium
one at regular intervals such as every two days. reduces growth.
4 This will depend on which variables are being
changed; any other variables that could affect
Think like a scientist: Testing a leaf for
the rate of growth, such as light intensity and starch
temperature, should be kept the same. 1 a Starch is stored in the chloroplasts.
5 This will depend on the learner’s experiment. b Boiling breaks down the cell membranes,
They are likely to need Petri dishes, some so the iodine can reach the starch.
duckweed plants, some fertiliser and a way of 2 This makes it easier to see the colour change
measuring it, and a timer. when iodine solution is added.
6 There are few risks in this experiment. 3 Most learners will get a positive test result,
Fertiliser should be handled with care, as it showing that the leaf does contain starch. This
would not be good for it to be ingested. Clean was produced from the glucose that was made
up any spills quickly. by photosynthesis in the chloroplasts.
7 The predictions should match the hypothesis. 4 Only the green parts contained starch. The
Answers to questions 1 and 2 in part 2 will vary white parts have no chlorophyll, which is
from learner to learner. needed to absorb energy from sunlight and
without which photosynthesis cannot happen.
Activity: Which surface of a leaf has
most stomata? Topic 1.3 The carbon cycle
Learners should see more bubbles emerging from Getting started
the lower surface of the leaf because this is where In carbon dioxide in the air, the carbon atom is part
most stomata are. of a compound; in photosynthesis it becomes part
of a glucose molecule, but is still a carbon atom.
Questions Tube F: Plant photosynthesises and respires,

but photosynthesises more than it respires,
1 a The food chain should have a correct
and therefore uses up carbon dioxide.
sequence of organisms, with one plant
Maggots respire, giving out carbon dioxide.
and three animals. Arrows should go in
The two are likely to balance out.
the correct direction. For example:
fig tree → wasp → spider → lizard. 6 To make sure that having a platform in place
b Yes, the arrows could also indicate how did not cause the differences between the
carbon atoms are transferred. Carbon results in the different tubes.
is contained in the food that animals Activity: Modelling the carbon cycle
eat, in the form of compounds such as
1 No, in the real carbon cycle only some carbon
carbohydrates and proteins.
atoms will move at any one point in time.
2 Proteins, carbohydrates and fats. Learners Learners could suggest having only one or two
could also suggest particular compounds, such atoms moving on each occasion.
as haemoglobin. (Note that animals do not
2 Learners should find that stopping
contain starch.)
combustion results in fewer carbon atoms
3 There would be no (or very little) combustion ending up in the air.
of fossil fuels.
Topic 1.4 Climate change
4 They take a very long time to form. We are
using them up much faster than they are being Questions
replenished. A 3; B 1; C 3; D2
Think like a scientist: How do plants Questions
and animals affect carbon dioxide 1 An asteroid is a rock, smaller than a planet,
concentration? which orbits the Sun.
1 Learners will probably find these results: 2 It produced a lot of heat, which killed plants
Tube A: yellow, high carbon dioxide and animals close to the collision site.
Tube B: purple, no carbon dioxide It produced a huge tsunami, which killed
Tube C: yellow, high carbon dioxide plants and animals on land that were swamped
Tube D: yellow, high carbon dioxide by sea water.
Tube E: yellow, high carbon dioxide It sent dust high into the atmosphere, so plants
died because they could not photosynthesise.
Tube F: red, some carbon dioxide
Animals then died because there was no food
2 Organisms were respiring in all the tubes. for them to eat.
3 Plants were photosynthesising in tubes B and F. 3 1.3 °C
4 a Carbon dioxide would be used up in tube B. 4 The temperature fell by 0.3 °C between 1880 and
b Carbon dioxide would be given out in 1910. It rose by 1.6 °C between 1910 and 2016.
tubes A, C, D and E. 5 Multiply the number of years until the end of
5 Tube A: No photosynthesis because no light; the century by 3 mm.
plant respires, giving out carbon dioxide. 6 As the mean global temperature increases,
Tube B: Plant photosynthesises and respires, more land ice melts and adds extra water to
but photosynthesises more than it respires; the oceans. Also, higher temperatures cause
carbon dioxide is used up. sea water to expand.
Tube C: Maggots respire, giving out carbon
Think like a scientist: How do rising
dioxide.
temperatures affect sea level?
Tube D: Maggots respire, giving out carbon
dioxide. 1 Learners should find that melting ice on
land and increasing water temperature both
Tube E: No photosynthesis because no light; increase the water level. Melting ice in the sea
plant respires, giving out carbon dioxide. does not increase the water level.
Maggots respire, giving out carbon dioxide.
2 They indicate how sea level is expected to rise.
Activity: The carbon cycle and c The wheat plants use the nitrate to make
climate change proteins. The proteins can be used to
make new cells, some of which will be
Respiration and combustion increase the level of
used to produce the grains.
carbon dioxide in the atmosphere. Photosynthesis
decreases it. d In a different place, there might be a
different concentration of nitrate in the
Learners could suggest:
soil before the fertiliser is added. There
• Plant more trees, because they will might be a lack of other minerals in the
photosynthesise and take carbon dioxide out of soil. The soil might be better or worse
the air. at holding water. There might be more
• Stop deforestation (same reason). shade in one place than another. The
• Stop burning fossil fuels, to reduce combustion. temperature might be different.
• Stop using so much energy, so that we do not
e Magnesium is needed for making
need to use as much fuel.
chlorophyll.
Learners may also be aware of other issues not
1.4 a i D
covered here, such as eating less meat (because
ii B
production and transport of meat uses a lot of
iii A
energy and produces a lot of carbon dioxide) or
iv C
reducing air travel.
b i 3
Check your progress ii 2
iii 1
1.1 a carbon dioxide
c glucose, starch, carbohydrate, protein,
b oxygen fat, cellulose or chlorophyll – allow any
c soil other correct organic compound.
d chlorophyll 1.5 a Sea level will rise. There will be more
e stomata extreme weather events, such as
typhoons and hurricanes.
1.2 a the type of seaweed
b i Many species of organisms are
b Any three from: the temperature; completely destroyed.
the light intensity; the size of the ii Look for the idea of long-term
piece of seaweed; the time for which reduction in photosynthesis
the apparatus is left. because of dust thrown up into the
c the volume of gas collected (after a set atmosphere, which reduces light
period of time). penetration.
1.3 a 4 tonnes per hectare This in turn reduces food for
animals.
b Adding more than 60 kg per ha gives Other reasons are the immediate
only a very small increase in yield. It is results of the impact, including
likely that the cost of the extra fertiliser the heat and pressure wave in the
would outweigh the small increase in vicinity of the impact, and a
income from selling the grain. massive tsunami.
Unit 2 Properties of materials

Topic 2.1 Atomic structure and may be able to give facts such as the charges on the
particles: protons – positive, neutrons – no charge
the Periodic Table and electrons – negative. They may be able to
Getting started recall the relative masses of the particles: protons
and neutrons having more mass than electrons.
Answers will depend on what learners can recall.
They may be able to recall the arrangement of the
You should use this as a form of assessment particles as in the Rutherford model.
for learning. Learners should manage to name
electrons, neutrons, protons and the nucleus. Some
Questions 9 non-metals
1 6 10 Melting points increase as you go down
2 4 the group.
3 6 11 The colour gets darker as you go down

this group.
4 Diagram should have three shells, with
electrons structure 2:8:2, and a nucleus with 12 Boiling points increase as you go down
12p and 12n in the centre. the group.
5 Aluminium 13 The melting point of iodine would be higher
than −7 °C and boiling point higher than 59 °C.
6 Diagram should have two shells, with electrons
structure 2,7, and a nucleus with 9p and 10n in 14 Iodine would be less reactive than bromine.
the centre.
15 7
7 The nucleus is made up of protons and
neutrons in both models. In the Rutherford 16 The size of the atoms increases as you go
model, the electrons are all shown in one cloud down this group.
around the nucleus. In the model we use today, 17 The atoms are similar in that they all have 7
the electrons are shown arranged in different electrons in their outer shell.
shells or energy levels around the nucleus. In
the model we use today, each shell can contain 18 Because the atoms of each element has 7
up to a particular number of electrons. electrons in its outer shell.
19 The melting points increase as you go down
Topic 2.2 Trends in groups within this group.
the Periodic Table
20 The size of the atoms increases as you go
Getting started down this group.
Metals in the same group as magnesium: beryllium 21 The outer electron shells are all full and have
or calcium. (Accept other metals in this group if 8 electrons (other than helium, which only has
you are using a full Periodic Table.) 2 electrons).
Metals in the same period as magnesium: sodium
or aluminium. 22 The atoms of each element have 8 electrons in
Non-metallic solid in the same period as their outer shell.
magnesium: silicon, phosphorus or sulfur.
Gas in the same period as magnesium: chlorine 23 The melting- and boiling points of krypton
or argon. will be higher than those of argon.
Questions Think like a scientist: Observation of

1 The metals (except Aluminium) are found on the reactions of Group 1 metals with
the left side of the table. water
2 The boiling points decrease as you go down 1 These might include the use of safety glasses
the group. and a safety screen; handling the metals with
forceps; using only a small piece of each
3 It is lower than 777 °C. metal, and warning students about their
4 eight more electrons position in the room.
5 The size of the atoms increases as you go 2 Descriptions should include any movement
down this group. across the water; change in the solid metal;
fizzing, any flame and colour of the flame.
6 All have an outer shell containing one electron
and an inner shell containing two electrons. 3 lithium + water → lithium + hydrogen
hydroxide
7 This group of metals could be called Group 1
because there is one electron in the outer shell. sodium + water → sodium + hydrogen
hydroxide
8 The atoms get larger and the reaction with
water gets more violent as the size of the atoms potassium + water → potassium + hydrogen
hydroxide
increase.
4 This might include the reaction producing from the electrostatic charges between the
heat; a gas is released, and the metal moves electrons and the protons.
around the water surface.
9 Diagram of calcium atom should have four
5 The differences may include the amount of shells, with electron structure 2,8,8,2, and a
movement on the water and the intensity nucleus.
of the violence of the reactions. Accept any Diagram of calcium ion should have three
observed differences. shells, with electron structure 2,8,8, and a
6 These may include the colour; the fact that nucleus. (Students may or may not write 2+ to
they are soft and can be cut; they are all light the top right of the calcium ion diagram.)
and float on water and they react to form an 10 2
hydroxide with water. Accept any observed
similarities. 11 CaCl2
7 The reaction increases in intensity as you 12 CaO

go down Group 1. This would suggest that 13 carbon dioxide, methane, water,
rubidium reacts extremely violently and would hydrogen chloride and ammonia.
not be safe to use in schools.
14
8 When these Group 1 metals react with water,
they produce the alkalis lithium-, sodium- and
potassium hydroxide.
Topic 2.3 Why elements react to

form compounds
Getting started 15 An ionic compound, because the compound is
The learners’ drawings should match those in the formed from a metal and a non-metal.
Learners’ Book in Topic 2.2. The point here is to 16 methane CH4; carbon dioxide CO2; nitrogen N2
focus the learners on getting the details correct by
discussing their drawings with their partner. Topic 2.4 Simple and giant
Questions structures
1 2,8,1 Getting started
2 2,8 Learners should be able to describe the structure
of sodium and chlorine atoms. They might be able
3 Cl to discuss the stability of the two atoms. They
4 Cl− should be able to describe the formation of the
ions of these two elements and the formation of
5 Diagram should have three shells, with an ionic bond between them. Suitable diagrams
electron structure 2,8,8, and a nucleus. such as those shown in Topic 2.2 could be drawn.
6 Diagram should have two shells, with electron This should not be used simply as a right/wrong
structure 2,8, and a nucleus. answer but the idea is to provoke discussion
between learners to help them improve their
7 Potassium can lose an electron more easily understanding.
because the outer electron is a long way from
the nucleus and the positive electrostatic Questions
charges on the protons, so it is easier for the
1 An ionic bond is formed when atoms lose or
electron to escape from the potassium atom.
gain an electron (or electrons) but a covalent
The outer electron in the lithium atom is
bond is formed when atoms share electrons.
closer to the positive electrostatic forces, so it
is more difficult for it to escape. 2 ionic bond
8 Fluorine is more reactive than chlorine 3 A molecule is the name given to a particle
because it can gain an electron more easily with more than one atom where the atoms
because the outer shell of electrons is further share at least one electron in a covalent bond.
4 A macromolecule is a giant molecule. Examples 5 If a covalent substance were used, there would
are silicon dioxide, diamond or graphite. be no conduction of electricity because the
forces inside the molecules are strong and
5 Ionic, because it has high melting- and boiling
there are no charged particles to carry the
points and it is a compound formed from a
electricity.
metal and a non-metal.
6 A simple molecule with covalent bonds. It has Check your progress
low melting- and boiling points. Also credit 2.1 a Below 180 °C and above 63 °C
the fact that it is formed from two non-metals
b Below 883 °C and above 688 °C
so must have covalent bonds.
c hydrogen
7 A gas
d More bubbles of gas and more heat will
8 They have high melting points because they be generated than with lithium, but less
are ionic compounds. The electrostatic forces than with potassium.
between the ions in these compounds are very e Lithium 7; sodium 23; potassium 39;
strong so, in order to melt the solids, a great rubidium 85
deal of energy is need to break these bonds.
f The number of protons plus the number
9 They are composed of simple molecules; the of neutrons.
forces within the molecules are strong, but the g Diagram should have a nucleus, three
forces between the molecules are weak, so less shells, and the electron structure 2,8,1.
energy is needed to melt them.
2.2 a Diagram should be the same as in the
10 Copper sulfate has ionic bonds. It has formed question, but with one additional
a giant structure of crystals and is made from cross in the outer shell.
a metal and a a non-metal.
b A fluorine ion is more stable than a
11 This substance has ionic bonds because it has fluorine atom because the outer (highest
very high melting- and boiling points. energy level) shell of electrons is full.
12 Silicon dioxide is hard and has a very high c F−
melting point; these are not properties that 2.3 a ionic
are expected of a substance with covalent
b covalent
bonds. We know that silicon dioxide must have
covalent bonds because it is formed from two c covalent
non-metals so the only explanation can be that d ionic
silicon dioxide has a giant covalent structure. e ionic
Think like a scientist: Ionic compounds 2.4 CH4
conducting electricity 2.5 a The strong electrostatic forces between
1 The expected answer would be yes, but credit the positive sodium ions and the
answers based on the learner’s findings. negative chlorine ions.
2 When ionic compounds dissolve in water, the b The melting- and boiling points of
ions are free to move about in the solution sodium chloride will be high because
and can carry the electric charge and so the the electrostatic forces are strong.
solution can conduct the electricity.
3 The expected answer would be no, but credit
answers where learners may have found some
conduction if they are based on their results.
4 The ions are held in a strong lattice so they
are not free to move to carry the charge and
conduct electricity. Learners should explain any
conduction they did observe, for example the
electrodes were touching or the crystal was wet.
Unit 3 Forces and energy

Topic 3.1 Density 7 a A = kerosene; B = water; C = mercury
8 The gas must be less dense than air; the gas
Getting started must have a density low enough so that the
1 the (3-dimensional) space occupied by an average density of the balloon, the string and
object / length × width × height of an object the gas is less than that of air.
2 1 kg feathers 9 It is cooler at those times, so the surrounding
3 1 cm of iron
3 air will be denser; the difference in density
between the balloon and the surrounding air
Questions will be greater; the balloon will float more
1 a pine wood easily.
b i polycarbonate Activity: Densities of some
ii The density of polycarbonate is
regular objects
greater than the density of water.
1 Those objects with calculated densities greater
mass
_______ than 1.0 g/cm3 should be predictedto sink;
2 a
volume those that are less, to float.
mass 13.5
b density = _______ = ____ = 2.7 g/cm3 2 If the balance is not at zero, then the
volume 5
(recorded / measured) mass of the object will
c It will sink because its density is greater be too large or too small.
than that of water.
3 a There is material missing from the
3 a 4 × 3 × 6 = 72 cm3 corners, so if measured to where the
mass 54 corner should be, then the calculated
b density = _______ = ___ = 0.75 g/cm3
volume 72 volume will be too large.
c It will float because its density is less than b The mass should be correct because
that of water. damage to the object will not affect the
mass 10 300 reading on the balance.
4 a density = _______ = ______ = 1030 g/cm3
volume 10 c If the calculated volume is too small, then
b i The material will float because its the density value will be too large / vice
density is less than that of sea water. versa; if the recorded mass is too small
ii The material will sink because its density then the density value will be too small /
is greater than that of pure water. vice versa.
mass Think like a scientist: Densities of some
5 a density = _______
volume irregular objects
so mass = density × volume 1 The volume is read correctly from the bottom
of the meniscus.
= 8.96 × 20 = 179.2 g
2 Either: place a heavier object of known
mass mass volume on top to make the less dense object
b density = _______ so volume = _______
volume density sink, measure the total volume of the two
4.5 objects by displacement, subtract the volume
volume = ____ = 0.50 cm3
8.96 of the denser object.
6 a 78 − 50 = 28 cm3 Or: tie a denser object with string to the less
dense object, submerge them both in water,
mass 84
b density = _______ = ___ = 3 g/cm3 measure the total volume of the two objects
volume 28 by displacement, subtract the volume of the
c Any two from: plastic is less dense than denser object and the string (that can also be
steel / the result from part b is the average measured by displacement).
density of all the materials / the toy is
hollow OR contains air.
3 Use a larger container filled to the very top, 3 The greater the temperature difference, the
submerge object, collect water that overflows, greater the rate of thermal energy transfer.
measure the volume of the water collected
4 The trend in the learner’s result is correctly
using several measuring cylinders.
described; this should be a trend rather than
4 The result is likely to be anomalous because only quoting results.
wood floats on water, therefore the density of
wood is expected to be less than the density of Think like a scientist: Measuring heat
water, which is 1.0 g/cm3. and temperature
1 The table should have a column for energy in
Topic 3.2 Heat and temperature joules and a column for temperature in °C.
Getting started 2 The graph should be drawn with linear scales
1 Any heat source, such as a flame, a hot plate and cover half the grid in both directions.
or an immersion heater; it is also acceptable Ideally, the graph should be a straight line.
to add more water that is at a higher 3 As the energy supplied to the water increases,
temperature. the temperature of the water increases.
2 a The water in the swimming pool. 4 Any three from: volume or mass of water
b The temperature increases are the same, / type of container / starting temperature
so the larger mass of water requires more of the water / same temperature increase /
thermal energy. same quantity of thermal energy from the
immersion heater.
Questions
5 Any three from: transferred to the cup / to
1 a J the air above the water / to the surface below
b °C the cup / to evaporate some of the water / to
2 a The temperatures are the same. the area around the top of the heater (if the
heater was not completely submerged).
b The thermal energy in the larger block,
B, is greater, so B has more heat. 6 Any three from: insulation around the cup /
insulation under the cup / ensure the heater is
3 a Thermal energy contained within that completely submerged (if it was not) / put a lid
object; the total energy of all the particles on the cup.
in the object.
b The average energy of the particles in Topic 3.3 Conservation of energy
an object.
Getting started
4 A → B and A → C and B → C 1 Most should be able to recall at least some
5 The statement will be true only if the from: kinetic, chemical, gravitational
substances are the same and have the same potential, elastic potential, electrical, thermal.
mass or same number of particles. It is 2 For example, chemical can be changed to
possible for an object with a small mass to electrical in a cell or battery.
have a higher temperature than an object with
larger mass, yet the object with larger mass 3 Where energy spreads out and becomes
may have more thermal energy, so has more less useful.
heat.
Questions
Activity: The Mpemba effect 1 a Energy cannot be created or destroyed;
1 The table should have a column for starting energy can be changed or transferred
temperature of the water in °C (normally be (statements can be in either order).
on the left). There should be a column for b i false
time taken to freeze in minutes or seconds, or ii false
minutes and seconds. iii true
2 Each temperature difference correctly 2 a 1000 − 500 = 500 J
calculated by subtracting −18 °C from each b 100 − 80 = 20 J
temperature.
c 1300 + 700 = 2000 J 3 The temperature will increase; the

surroundings are at a higher temperature than
3 a 100 − 70 = 30%
the ice cream; thermal energy will move from
b 55 + 10 = 65; 100 − 65 = 35% the surroundings to the ice cream.
4 Sofia is not correct. The useful energy output 4 Zara is correct; heat, or thermal energy,
and the wasted energy cannot add up to more moves but cold does not move, and the gloves
than the energy input. 12 + 7 = 19 J, whereas keep the cold air from contacting the skin;
energy input is 18 J. So 18 − 7 = 11 J of the the gloves keep the heat of the hands from
electrical energy is changed to light. escaping to the colder surroundings.
Activity: Conservation of energy 5 a The water is at lower temperature / is
1 The first bottle swings through a smaller colder than the engine; thermal energy
distance as the second bottle swings through from the engine moves to the water; heat
from the engine is dissipated into the water.
a greater distance. The second bottle then
swings through a smaller distance as the first b Thermal energy from the water is
bottle swings through a greater distance. The dissipated into the air around the radiator
cycle repeats. (or dissipated into the radiator); the air
at the front of the radiator is at lower
2 Kinetic energy from one bottle is transferred temperature than the water.
to the other bottle. Energy cannot be gained
(as no additional energy is input), so as one Activity: Hot coffee
bottle swings more, the other must swing less. 1 method B
3 Energy is used to overcome friction and air 2 Adding the cold milk to the coffee lowers the
resistance; energy is dissipated. temperature of the coffee.
Activity: Bottle racers This lowers the temperature difference
between the coffee and the surroundings.
1 the (twisted) elastic band
The rate of thermal energy transfer (and
2 elastic potential therefore cooling) is lower when the
temperature difference is lower.
3 kinetic
3 Same cups; same volume (or mass) of coffee;
4 The bottle racer moves faster / further
same volume (or mass) of milk; same starting
(depending on their observation) as there is
temperature of coffee; same temperature of
more elastic potential energy to change to
milk; same room temperature; same exposure
kinetic energy.
to draughts / moving air.
Topic 3.4 Moving from hot Think like a scientist: Temperature
to cold change from heat dissipation
Getting started 1 Table should have a column for time in
seconds or minutes and a column for
Thermal energy from the room is transferred out temperature of water in °C.
through the open window; cold air may enter the 2 Axes should be scaled in a linear way with
room but thermal energy moves from the warm air temperature on the y-axis.
into the cold air.
Line graph should be drawn either with a best
Questions fit straight line or a smooth curve.
1 Thermal energy moves from warmer / hotter / 3 The results may show a lag before temperature
higher temperature places to cooler / colder / starts to increase and may also show a
lower temperature places. decrease in rate of temperature change as time
progresses. Learners should describe the trend
2 a The temperature will decrease. shown in their graph.
b The food is at a higher temperature than
the surroundings; thermal energy will 4 The temperature of the water will stop
increasing either when the lamp is switched
move from the food to the surroundings;
off or when the water reaches the same
heat will be dissipated from the food.
temperature as the lamp.
5 The temperature increase of the water will be b Because of convection; hotter water will
slower with the LED; the water will not reach be at the top, hotter water is less dense
as high a temperature with the LED as it did and will float / rise above cooler water
with the lamp. (which will be at the bottom).
c Higher up than the first heater; because
Topic 3.5 Ways of transferring of convection, the water below the heater
thermal energy will not be heated.
Getting started Think like a scientist: Conduction of
1 a In a solid, the particles are regularly thermal energy in different materials
arranged and in contact. The risk assessment should include keeping paper
b In a liquid, the particles are randomly away from the flame; not touching the hot metal rod;
arranged and in contact. making sure the candle will not fall over, and allowing
c In a gas, the particles are randomly everything to cool at the end of the investigation.
arranged and not in contact.
1 Thickness / diameter of rod; distance of rod
2 a Particles vibrate more vigorously, taking from flame; mass of wax; distances between
up more space; the solid expands. paperclips; mass of paperclips.
b Particles vibrate more vigorously, taking 2 This will vary according to available
up more space; the liquid expands. equipment and design of the investigation.
c Particles move faster and collide with each
other and the walls with more force; the 3 The paperclips closer to the heat source should
gas expands. fall first, some of the more distant paperclips
may not fall within the allocated time. If
Questions different materials have been used, then some
1 a conduction, convection and radiation comparison should be made. For example,
the paperclips started to fall off faster from a
b conduction and convection; both of these
copper rod than from an iron rod.
methods require particle movement and
there are no particles in a vacuum. 4 The heat source makes particles in the rod
c Conduction because the particles in vibrate more vigorously; the vibration is
a solid are close together/touching to transferred to neighbouring particles by
transfer the energy from vibrations; collisions; this carries on along the rod; if
convection cannot occur in a solid different materials have been used then a
because the particles are not free to move. comparison should be made – for example, the
vibrations are transfered faster in the copper
2 The black T-shirt will absorb thermal radiation than in the iron; transferring thermal energy
faster, so Arun will feel hotter sooner. The along the rod, the wax is heated by conduction
white T-shirt will reflect more thermal from the rod and will melt when it reaches
radiation, so Marcus will feel cooler for longer. its melting point; particles in the solid wax
3 a conduction vibrate more vigorously until they can move
further apart and turn to a liquid.
b radiation
5 Some materials such as wood will burn; other
4 a The electric heater gets hot (changes
materials such as plastic will melt.
electrical energy to thermal energy), heat
is transferred from the heater to the water Activity: Observing convection
by conduction, particles in water around 1 The drawings should, at the very least, show
the heater vibrate more vigorously and arrows for the direction of the convection
take up more space, water around the current. Arrows should point up from the heat
heater expands and becomes less dense, source (which is clearly shown at one side of
this hotter water floats to the top of the the base of the beaker), then across the upper
tank, cooler water moves to the bottom part of the water, then down the other side
of the heater to replace the water that has and back across the bottom to the heat source.
risen; this sets up a convection current
that heats all the water.
2 Explanations should refer to particles e.g., every 1 minute (details of the cans need
vibrating more vigorously due to being not be given as question asks about these cans,
heated. These particles then take up more i.e., the ones that were used in the first part of
space, expanding the liquid, decreasing the the investigation).
density of the heated liquid and this heated
liquid, floating or rising through the denser Topic 3.6 Cooling by evaporation
surrounding liquid.
Getting started
Think like a scientist: Emitting thermal 1 In evaporation, some particles have sufficient
energy by radiation energy to leave the surface of the liquid
1 The prediction should be that the water in the and enter the gas state, so evaporation
cans will cool at different rates and that this only occurs at the surface. In boiling, all
is linked to the colours; the black can should particles have sufficient energy to turn to
cool quickest and the shiny silver can should gas, so boiling occurs at all positions in the
cool slowest. This should be linked to the liquid at once. Evaporation can occur at any
relative ability of each colour to emit thermal temperature whereas boiling only occurs at
radiation. one temperature.
2 The table should have one column (at the 2 Particles in a liquid all have different energies.
left) for time in minutes, or in minutes and Those at the surface that have sufficient energy
seconds. There should then be columns for the can leave the liquid and enter the gas state.
temperature in °C for each colour. Questions
3 The graph should have temperature on the 1 The energies of the particles in water at 25 °C
y-axis and time on the x-axis. All three (or are different.
more) lines should be drawn on the same grid; Particles with the least energy stay in the liquid.
each line should be clearly identified using a
Particles with the most energy can leave the
key for the colour of the can. The lines should
liquid.
be curves if the results have been recorded
correctly. When liquid water turns to gas, the water is
said to evaporate.
4 The trend for all cans should be described as
the temperature decreasing with time. More 2 C
detail can be added, such as the decrease in 3 a The average energy of the particles
temperature was faster at the start / when the decreases because the particles with more /
water was hotter. A comparison should be the most energy leave the liquid; slower
made between the rates of cooling of each moving particles are left behind in the
colour of can. liquid.
5 The answer should link the original prediction b The temperature decreases; temperature
with the observations. is the average energy of the particles in
a substance, so as the average energy
6 Reference to the graph; any point that are
decreases, the temperature decreases.
further from the line or does not appear to
fit with the others. 4 a Evaporation causes cooling; thermal
energy from skin is used to evaporate
7 Volume (or mass) of water in each can;
the sweat.
material / type of can; starting temperature
of water; location of cans; none stirred or b There is no loss of thermal energy due to
shaken. evaporation.
8 Use of a radiant heat source or placing in 5 When isopropanol contacts the skin, the liquid
direct sunlight; if a radiant heater is used then evaporates; evaporation lowers the average
all cans to be equal distance from the heat energy of the particles in the liquid, so the
source; same volume of water in each; water at temperature of the liquid decreases; thermal
same starting temperature in each; cans left for energy from the skin is used to evaporate the
the same time; temperature measured at equal liquid.
regular intervals which should be specified,
Think like a scientist: Making an air 3.2 B and D

cooler 60
___
3.3 a = 1.2 g/cm3
1 Thermal energy from your hand will affect the 50
thermometer reading / the thermometer will b It will sink because its density is greater
measure the temperature of your hand rather than that of water.
than the temperature of the air. (Answer
should be specific and not just refer to getting 3.4 a The average energy is the same because
better results.) the temperatures are the same.
b The heat in beaker Y is greater because
2 There should not be a significant difference
there are more particles (with the same
between the temperatures measured in steps
average energy) / the total energy of all
2 and 3. This is because the air has not
the particles is greater.
been heated or cooled; the only difference is
movement. The temperature from step 7 should 3.5 a °C or degrees Celsius
be lower; this is because the water from the b J or joules
towel has evaporated, lowering its temperature.
Thermal energy from the air around the wet 3.6 a Energy is always conserved, meaning that
towel is used to evaporate the water. energy cannot be created or destroyed.
3 The three temperatures from steps 2, 3 and 7 3.7 50 − 5 = 45 J

should be the same if a dry towel is used; this 3.8 a The temperature of the ball decreases
is because there is no cooling by evaporation. because thermal energy is transferred to
the water. The temperature of the water
Activity: Feeling the effects of
increases because thermal energy is
evaporation transferred from the ball.
1 To increase the rate of evaporation. b C
2 The alcohol should feel coldest, the water next 3.9 conduction; thermal energy is transferred
and the soap the least cold. Blowing makes from the tea to the spoon; metal is a good
each of the liquids (perhaps with the exception conductor of heat
of the soap) feel even colder.
3.10 a air is heated; the air becomes less dense;
3 a alcohol the air floats / rises
b soap b air cools; the air becomes denser; the air
4 There are no numerical results / no measurements. sinks / falls
5 Either repeat the experiment using a skin 3.11 the black car is hotter inside; black is a
thermometer or perform an experiment good absorber of radiation; white is a good
similar to that in Main Teaching Activity How reflector / poor absorber of radiation
does sweating work. 3.12 evaporation; thermal energy is removed from
the skin; the most energetic particles leave
Check your progress the sweat, lowering the average energy of the
3.1 B remaining particles
Unit 4 Maintaining life

4.1 Plants and water Think like a scientist: Investigating
transport in a celery stalk
Questions
1 The drawing should show an outline of the
1 The long extension from the cell increases its cut stalk, and coloured spots in the correct
surface area. This increases the surface across positions. This will depend on the type of
which it can take up water and mineral salts, stalk that has been used in the experiment.
so this uptake happens faster.
2 xylem cells
2 Nitrate ions are needed to make proteins.
Magnesium ions are needed to make chlorophyll.
3 a To make sure that the coloured areas in Questions

the stalk had appeared because dye had 1 The parts are identified in the diagram in
been carried up through the stalk, not Topic 1.2.
leaked in from the side.
b To remove any dye from the outside of 2 The upper surface is covered with a layer of
the stalk, so we could be sure that the wax that stops water passing through. The
coloured spots were caused only by dye underside has stomata, which are openings
that had been carried up the stalk. leading to the air spaces inside a leaf. Water
vapour can diffuse out from the air spaces,
4 The water would move from the soil into the through the stomata.
root hairs, then across the root to its centre.
There it would enter the xylem vessels, which Think like a scientist:
carry it up through the stalk. Investigating transpiration
1 Whether the leaves were exposed to the air
Think like a scientist:
or not.
Planning an experiment
2 The soil was covered in both. Learners should
Questions also have tried to keep the temperature the same
1 The water will move up faster, because higher for both plants and to use two plants of the
temperatures give more kinetic energy to same size. They should have ensured there was
particles. the same quantity of water in the soil in each pot
2 As temperature increases, the speed at which and that the light intensity was the same.
water moves up the stem increases. 3 Answers will depend on the learners’ results.
3 The plan should include the idea of changing They are likely to find that the loss of mass
the temperature, and measuring how fast was much greater in the plant that did not
the dye moves up the stem at different have a bag covering its leaves.
temperatures. 4 Water vapour was lost from the leaves of the
4 The apparatus is likely to include a container, plant that did not have its leaves covered, by
some coloured water, several stalks, a timer and transpiration. The water vapour that was lost
a ruler. Learners may need other apparatus or from the leaves of the other plant was trapped
materials, depending on their plan. inside the bag and could not escape.
The independent variable is temperature. Think like a scientist: Which side of a
The dependent variable is the rate at which leaf loses most water?
the coloured water moves up the stalk. This 1 This will depend on the learners’ results. The
involves measuring time and distance. most likely sequence (in increasing ability to
Variables to keep the same include depth conserve water) is: leaf with no petroleum jelly;
of coloured water, size of the stalk and with petroleum jelly on upper surface only;
light intensity. with petroleum jelly on lower surface only; with
Risk assessment: Cutting the stalk carries a petroleum jelly on both surfaces.
risk of harm from the sharp blade. Cut on 2 The upper surface has few (or no) stomata, but
a firm, non-slip surface and move the blade the underside has stomata, through which water
away from the body. vapour can diffuse out from the air spaces.
4.2 Transpiration 3 It is unlikely that the two leaves would lose
exactly the same mass. The leaves were
Getting started probably different masses to start with and
The particles in the liquid should be randomly contained different quantities of water. One
arranged, but with each particle touching at least leaf may have been in a slightly draughtier
two other particles. The particles in the gas should place than another. Learners may make other
not be touching at all, and should be far apart. suggestions, depending on what happened in
When liquid water turns to a gas, the particles their experiment.
move faster and spread further apart.
4 Using two leaves gives more reliable results, as Questions

you can avoid the possibility that the one leaf 1 oxygen and any nutrients, such as water,
you test might be unusual. Using even more glucose, vitamins, minerals
leaves would be much better, as this would
then give you the opportunity to identify 2 carbon dioxide and urea
any anomalous results. It would increase the 3 Vitamin A for good vision for the mother and
likelihood of obtaining reliable data. the fetus, and for their white blood cells to
5 This will depend on the learners’ experiences as fight pathogens.
they did their experiment. Do not give credit to Vitamin C for strong skin and blood vessels
answers that involving changing another variable. for both the mother and the fetus.
Vitamin D for strong bones and teeth for both
Activity: Conserving water in
the mother and the fetus.
the desert
4 protein: meat, fish, pulses, milk and other
Answers will vary, depending on the desert
dairy products
plants studied in Stage 8, and each learner’s own
experience. Possible suggestions could include: carbohydrate: bread, rice, potatoes, pasta,
small leaves with a thick layer of wax to reduce cereal grains
transpiration; very deep or wide-spreading roots to iron: meat, dark green vegetables, fish and
increase access to water. shellfish, nuts and seeds
calcium: dairy products, nuts and seeds
4.3 Excretion in humans vitamin A: green vegetables, carrots, squash,
fruit, dairy products, fish
Getting started
vitamin C: citrus fruits, potatoes, colourful
1 Yes; they both need water for transport and
berries
cooling.
vitamin D: oily fish
2 We also need water for getting rid of waste
materials in urine. Check your progress
3 Plants use water for support and 4.1 a kidney
photosynthesis. b ureter
Questions c urea
1 renal system d bladder
2 Carbon dioxide diffuses into the blood and is e urethra
carried to the lungs. There, it diffuses from the f urine
blood capillaries into the alveoli. It is removed
4.2 Plants take up water from the soil into their
from the body in expired air.
root hairs.
3 Plants make their own proteins, using The water flows through xylem vessels which
carbohydrates that they have made in carry it to the plant’s leaves.
photosynthesis and nitrates that they absorb
In the leaves, a lot of the water changes from
from the soil. So they are unlikely to have
liquid to gas.
excess proteins that they need to get rid of.
It diffuses out of the leaf through the
4.4 Keeping a fetus healthy stomata.
Getting started 4.3 a balance

Description of the nutrients and their functions b 3g
are detailed in Stage 8, Topic 7.1. Learners c 945 − 808 = 137 g.
may suggest a range of ideas about particular d 137 ÷ 6 = 22.8 g
requirements in the diet of a pregnant woman;
e From the plant. The plant with no
accept all at this stage, and perhaps ask learners to
covering over either the plant or the soil
revisit them when they have carried out the activity
lost a total of 137 g, whereas the plant
in Topic 4.4: Display about diet during pregnancy.
with the plant covered lost a total of 31 g.
f Water vapour diffused out of the leaves b Accept any correct responses. For
of the plant, through its stomata. The example, fish for protein; yoghurt for
water vapour condensed to a liquid on calcium; meat for iron.
the inside surface of the bag. c Most people’s diets contain more fat
4.4 a There is a wide range of correct answers. than they need, so her normal diet is
Credit any answer that includes a correct likely to contain enough fat for herself
function of that nutrient. For example: and her fetus. Too much fat can lead to
obesity and heart disease.
She needs more protein because protein
is needed for growth, and the fetus is d Any two of: Carbon monoxide from
growing. the cigarette smoke gets into the fetus’s
blood and reduces how much oxygen
She needs more calcium to help the fetus
it can carry. Nicotine also gets into the
form strong bones and teeth, as well as
fetus’s blood; it is an addictive substance
keeping her own bones and teeth strong
and can damage the blood vessels.
and healthy.
Babies born to mothers who smoke
She needs more iron so that the fetus can during pregnancy are at increased risk of
produce haemoglobin for its red blood having a low birthweight.
cells, as well as increasing the number of
her own red blood cells.
Unit 5 Reactivity
Topic 5.1 Reactivity and 5 magnesium + oxygen → magnesium oxide
displacement reactions 6 zinc
Getting started 7 yes

The point of this task is to provoke discussion 8 magnesium
rather than to focus on right or wrong answers.
9 no
Learners may recall colour changes, new products
such as gases being formed, changes in pH when Think like a scientist: Displacing metals
chemical reactions take place. They should be 1 If there has been a change in the colour of the
able to discuss relevant examples from their solution or the metal, that would show that
previous experience such as reactions of Group 1 one metal had displaced another.
metals with water, burning magnesium ribbon or
neutralisation reactions. 2 This will depend on what you have been able
to provide, but it is likely to be magnesium.
Questions 3 This will depend on what you have been able
1 a Lithium should be placed below sodium to provide, but it is likely to be copper.
and above calcium.
b Lithium reacts with water more vigorously Topic 5.2 Using the reactivity
than calcium but less vigorously than series and displacement reactions
sodium.
2 a Platinum should be placed below gold. Think like a scientist: Identifying
Credit a plausible position, such as near a mystery metal – planning the
gold. investigation
b Platinum is very unreactive, it does not Credit: a logical plan that includes basic
react with oxygen at all (it does not observations of the metal burning in air, with
tarnish). water and with dilute acid; displacement reactions;
an equipment list; safety considerations; a way
3 Metal B is the most reactive. You can tell
of recording results; an indication of what might
because the most bubbles are given off.
be expected in each observation/test and how this
4 zinc + sulfuric acid → zinc sulfate + hydrogen would help to identify the metal.
Think like a scientist: Identifying a fruits, tomato and other savoury sauces,
mystery metal – carrying out the pickled vegetables.
investigation 2 hydrogen, nitrogen and oxygen
1 This will depend on which metal you provide. 3 hydrogen, sulfur and oxygen; two atoms of
2 Credit comments on the various reactions that hydrogen, one atom of sulfur and four atoms
have been used to suggest a metal. of oxygen.
3 This will depend on what results they found 4 a Both formulae contain chlorine, Cl.
but they may want to use different salt b The hydrochloric acid contains hydrogen,
solutions once they have an idea of which H, but the sodium chloride contains
metal it might be. sodium, Na.
Questions 5 a sodium citrate
1 No, because iron is less reactive than b Adding sodium citrate to foods such
aluminium. as orange jam helps to maintain its
2 The thermite reaction can be carried out a tangy taste and reduces the risk of the
long way from a workshop or laboratory; product decaying. (Leaners may refer to
molten iron is produced so that it can be used buffering, which appears in many articles
to join the two rails together. on the internet; only credit this if they
have explained what it means. Learners
3 So that the raw materials for the process, iron should demonstrate engaging with the
ore and coal, did not have to be transported information, not just copy and paste it.)
very far. This reduced the costs of production.
6 zinc chloride
Think like a scientist: Extracting metals
7 sulfuric acid
using carbon
1 There will be a reaction between the copper 8 iron + hydrochloric → iron + hydrogen
acid chloride
oxide and carbon. There should be copper at the
interface of the two powders. The copper can be 9 Sodium is very reactive and the reaction
identified by its distinctive colour. would be explosive.
copper + carbon → carbon + copper Think like a scientist: Making the salt
2
oxide dioxide zinc sulfate
3 It indicates that carbon is more reactive than 1 zinc + sulfuric acid → zinc sulfate + hydrogen
copper. 2 The solution may spit when heated, which
4 Carbon should be placed below magnesium could cause burns.
and above zinc. The reason given should be 3 Larger crystals will be produced when the
that carbon can displace a number of different liquid is left to evaporate slowly, so that is the
metals, including zinc, which is the most better way.
reactive of the metals given in the list in the
text. Credit any ideas that involve placing 4 Credit any sensible suggestions, such as using
carbon above the metals iron and copper. the same mass and volume of zinc and acid for
two reactions; using two identical evaporating
Topic 5.3 Salts basins; heating one evaporating basin with
a Bunsen burner as in the experiment in the
Questions Learner’s Book, leaving the other evaporating
1 a Credit any properties of acids, such as basin so that the water evaporates very slowly,
turning litmus red, turning universal and then comparing the size of the crystals.
indicator solution yellow or red, having
a pH of less than 7, tasting sour and that Think like a scientist: Making the salt
strong acids are corrosive. copper sulfate
b Credit anything suitable, such as vinegar, 1 Safety glasses, 250 cm3 beaker, glass stirring
fruit juices, lemonade, fizzy drinks, citrus rod, copper oxide powder, dilute sulfuric acid,
measuring cylinder, filter funnel, filter paper,
conical flask, evaporating basin, tripod, gauze, 6 Credit properties, such as soapy feel, turns
pipeclay triangle, heatproof mat, Bunsen litmus blue, turns universal indicator solution
burner, tongs. blue or purple, has a pH greater than 7.
2 The risk assessment should feature each 7 A base is a metal oxide. If a metal oxide
process, for example: dissolves in water, it makes and alkaline solution.
Step 1: Measuring acid and adding copper magnesium + sulfuric → magnesium + water
oxide: risk of getting acid in your eye, so wear 8
oxide acid sulfate
safety glasses.
Step 2: Heating the copper oxide and sulfuric 9 MgO + H2SO4 → MgSO4 + H2O
acid: general risks of heating and not touching 10 Iron oxide could be reacted with hydrochloric
hot items, wearing eye protection when using acid to form iron chloride.
acids, not boiling the mixture as harmful
fumes can be given off. Learners should Think like a scientist: Preparing a salt
mention both the risks and how they can from acid and a carbonate
attempt to overcome them. 1 This will vary depending on what equipment
Step 3: Allowing the mixture to cool: general you have available but is likely to include
risks of heating and not touching hot items, safety glasses, copper carbonate, hydrochloric
wearing eye protection when using acids. acid, measuring cylinder, beaker, spatula, filter
Step 4: Filtering: risk of splashes of the funnel, filter paper, conical flask, evaporating
solution getting into the eyes, so wear safety basin, tripod, pipeclay triangle, Bunsen
glasses. burner, heatproof mat, tongs.
Step 5: Evaporating: risk of solution spitting 2 The risk assessment should feature each
and general risk of heating and not touching process, for example:
hot items, using tongs to move the evaporating Step 1: Measuring acid: risk of getting acid in
basin, wearing safety glasses, taking care your eye, so protect yourself by wearing safety
about how close you get to the apparatus. glasses.
3 To remove any unreacted copper oxide powder. Step 2: Adding the copper carbonate to the
4 Use hydrochloric acid instead of sulfuric acid. hydrochloric acid: wear eye protection when
using acids. The risk assessment should
5 copper + hydrochloric → copper + water feature each process and learners should
oxide acid chloride mention the risks and also how they can
copper + nitric → copper + water attempt to overcome them.
6
oxide acid nitrate Step 3: Adding excess copper carbonate: wear
eye protection when using acids.
Topic 5.4 Other ways of Step 4: Filtering: risk of splashes getting into
making salts the eyes, protection by wearing safety glasses.
Step 5: Evaporating: risk of solution spitting
Questions and general risk of heating and not touching
magnesium nitric magnesium hot items, using tongs to move the evaporating
1 + → + water + carbon dioxide
carbonate acid nitrate basin, wearing eye protection, taking care
about how close you get to the apparatus.
2 MgCO3 + H2SO4 → MgSO4 + H2O + CO2
Steps 6 and 7: low risk
3 By bubbling the gas through limewater, which
will go cloudy if the gas is carbon dioxide. 3 Credit any sensible observations: the most
obvious will be bubbling as a gas is given off.
4 You could add an indicator such as universal
indicator solution. If the test solution is an acid, 4 carbon dioxide
universal indicator solution will turn yellow copper hydrochloric copper carbon
or red. If the solution is an alkali, universal 5 carbonate
+
acid
→
chloride
+ water +
dioxide
indicator solution will turn blue or purple.
6 Any description should include colour (pale
5 A neutral solution green) and the nature of copper chloride
(crystals/powder).
7 copper carbonate and copper chloride 6 You could add a little more alkali until the
universal indicator solution turns green.
8 Copper carbonate is not soluble as it is left
behind in the filter paper. Copper chloride is 7 sodium chloride
soluble as it passes through the filter paper as
sodium hydrochloric sodium carbon
a solution. 8 hydroxide
+
acid
→
chloride
+ water +
dioxide
9 To make copper sulfate from copper
carbonate, the experiment could be repeated 9 The description should include the colour
but this time using sulfuric acid instead of (white) and the shape of the crystals obtained
hydrochloric acid. (cubic).
Think like a scientist: Preparing a salt Topic 5.5 Rearranging atoms

by neutralisation Questions
1 This will vary depending on what equipment 1 a copper chloride
you have available but is likely to include
b hydrochloric acid
safety glasses; dilute hydrochloric acid, dilute
sodium hydroxide solution, universal indicator c water
solution, charcoal powder, burette, burette d copper carbonate
stand, small funnel (to fill burette), measuring e carbon dioxide
cylinder, two conical flasks, beaker, glass
stirring rod, filter funnel, filter paper, tripod, 2 a copper, oxygen, hydrogen and sulfur
pipeclay triangle, evaporating basin, tongs, b copper 1 atom, oxygen 5 atoms, hydrogen
heatproof mat. 2 atoms, sulfur 1 atom
2 The risk assessment should feature each c copper, oxygen, hydrogen and sulfur
process, for example: d copper 1 atom, oxygen 5 atoms, hydrogen
Step 1: Filling burette with acid: risk of 2 atoms, sulfur 1 atom
getting acid in your eye, so protect yourself by 3 187 g
wearing safety glasses; risk of spilling acid, so
use a small funnel and place burette at a level 4 10 g of magnesium will be present in the
lower than the bench to fill it; general risk of magnesium sulfate.
breaking glassware. 5 a calcium carbonate
Step 2: Measuring sodium hydroxide: risk of b carbon dioxide and water
splashing it in eyes, so wear safety glasses.
c from the hydrochloric acid
Step 3: Low risk
6 He should have used a stopper in the flask to
Step 4: Swirling acid around: risk of spilling
stop the gas escaping.
acid so take care, wear safety glasses.
Step 5 and 6: Low risk Think like a scientist: Burning
Step 7: Filtering: risk of splashes of the magnesium in air
mixture getting into the eyes, protection by 1 The mass after heating has increased. Credit
wearing safety glasses. any answer that is in line with the learners’
Step 8: Evaporating: risk of solution spitting practical findings.
and general risk of heating and not touching 2 The magnesium has reacted with the oxygen in
hot items; using tongs to move the evaporating the air and this has added to the mass.
basin; wearing safety glasses, taking care
about how close you get to the apparatus. 3 magnesium oxide
Steps 9 and 10: low risk 4 The safety risks are to do with the heating of
3 blue the crucible. It will get very hot and, since the
lid has to be raised during the experiment,
4 green the tongs or spatula must be used with care.
5 So that they mix together and react before you Before re-weighing the crucible after heating,
add more acid. it must be left to stand for quite a long time
before it is cool enough to touch.
5 So that the air can reach the magnesium and combined with the sulfate to form
the oxygen in the air can react with it. aluminium sulfate, leaving copper.
6 When you lift the lid of the crucible during the c zinc + lead nitrate → zinc nitrate + lead
heating, you must be careful not to allow any d Copper is less reactive than sodium,
of the product to escape. As you lift the lid you so it cannot displace the sodium in the
should be careful not to knock the crucible compound sodium chloride.
and cause the product to spill out.
5.2 a Aluminium is the most reactive
Think like a scientist: The law of b There will not be a reaction as
conservation of mass magnesium is more reactive than lead, so
1 Accept any sensible observations, which lead cannot displace magnesium.
are likely to include that there were bubbles c There will be a reaction:
produced showing that a gas was given off. iron + lead → iron + lead
nitrate nitrate
calcium hydrochloric calcium carbon
2 carbonate
+
acid
→
chloride
+ water +
dioxide 5.3 a hydrogen
b Place a lighted splint in the neck of the
3 calcium chloride test tube; if the gas is hydrogen it will
4 Accept any sensible answers. You should burn with a squeaky pop.
be looking for an understanding that the c zinc sulfate
practical steps in doing this investigation may d All of the acid has reacted when the
lead to inaccuracies. The sum of the masses fizzing stops.
of the individual items is likely to be a little
higher than the total mass at the end because e zinc + sulfuric → zinc + hydrogen
some gas is likely to be lost as there will be a acid sulfate
delay in getting the stopper firmly fixed in the 5.4 a A is a burette
flask.
b hydrochloric acid
Check your progress c Add charcoal to remove the colour from
the universal indicator solution; filter
5.1 a If there has been a colour change in the to remove the charcoal and then pour
solution or the metal. the solution into an evaporating basin
b The more reactive aluminium has and heat gently. Leave the solution to
‘pushed’ the less reactive copper out evaporate and to form the crystals.
of its compound. The aluminium has
Unit 6 Sound and space

Topic 6.1 Loudness and pitch b As frequency increases, pitch increases,
or As pitch increases, frequency increases.
of sound (Can also be written in terms of both
Getting started quantities decreasing.)
1 Vibration of particles; particles vibrate 2 a A
backwards and forwards when the wave b C
moves forwards.
3 a B
2 vibration b C or D
Questions 4 a increases
1 a As amplitude increases, loudness b increases
increases, or As loudness increases,
c decreases
amplitude increases. (Can also be written
in terms of both quantities decreasing.) d stays the same
e decreases
Activity: Pitch and frequency in music 2 a Taller waves should be identified as having
1 The frequency doubles each time. larger amplitude.
b Waves with peaks closer together have
2 Pitch increases from left to right on the keyboard. higher frequencies.
3 A5 = 880 Hz; A6 = 1760 Hz; A7 = 3520 Hz
Questions
4 a decreases the amplitude 1 a B
b does not affect the frequency b A
Think like a scientist: Vibrations in a ruler 2 a peak to peak
1 Table should have column headers as stated in b peak to trough
the Learner’s Book; units should be in column
3 frequency 450 (Hz), amplitude 1.0 (mm)
headers; independent variable should be in the
left column with values in ascending order. 4 a 0.25 mm
2 Frequencies and averages should be correctly b zero / 0 mm
calculated from the results. Activity: Reinforcing and
3 a mass cancelling waves
b frequency / number of complete 1 It makes it easier to get the frequency the same
vibrations in 10 seconds / number of for both; makes it easier to get the amplitude
complete vibrations in 1 second the same for both.
c Any two from: same (mass of / material of ) 2 a In the areas where there is larger amplitude,
metre rule / same length (free to vibrate) / the two waves are said to reinforce.
masses attached to same position on metre b In the areas where there is zero amplitude,
rule / end of metre rule pulled down (or up) the two waves are said to cancel.
by same distance each time.
3 a two loudspeakers (or any named device
4 Graph should have linear scales, points with a loudspaker) / two tuning forks /
covering at least half the grid, axes labelled two musical instruments
with units, all points plotted correctly, line of
b because of sound waves reflecting off
best fit or smooth curve drawn.
objects / walls / furniture
5 Learners correctly describe the trend in their
own graph: ideally, as the mass increases, the Think like a scientist: Listening to
frequency decreases. sound waves reinforcing
6 a As the mass increases, the frequency 1 Frequencies recorded correctly.
decreases. 2 The table should have a column for frequency
b As the mass increases, the pitch decreases. in Hz at the left, and values should be
recorded in ascending order; another column
c The independent variable is length that is
(or more if repeats have been done) for length
free to vibrate. The dependent variable is
in mm / cm / m.
frequency. Control variables include: same
(mass of / material of) metre rule / same 3 As the frequency increases the length decreases.
mass (or no extra mass) attached each
4 Longer wind instruments are capable of
time / masses attached to same position
producing lower pitch notes.
on metre rule / end of metre rule pulled
down (or up) by same distance each time. Topic 6.3 Formation of the Moon
Prediction should be as length increases,
frequency decreases. Getting started
Discussion should refer to a cloud of dust and gas
Topic 6.2 Interference of sound being pulled together by gravity.
Getting started Questions
1 Learners should draw waves on plain paper. 1 A
It is assumed that the scale of each drawing is
the same. 2 C
3 a The composition of the rocks on the two • The Earth and Moon formed at the same time
moons would be different from that of in the same way as the rest of the Solar System.
Mars, and possibly different from each • The Moon formed from asteroids that were
other. pulled together soon after the formation of the
b The composition of the rocks on the two Solar System.
moons would be very similar to that of
Mars, and very similar to each other.
Topic 6.4 Nebulae
4 Most of the objects that were travelling in Getting started
paths close to those of planets have already 1 The planets in the Solar System formed from
collided with planets; soon after the Solar a disc of dust and gas. Particles attracted each
System was formed, there would still be other by gravity and gradually gained mass,
many left-over objects; the Solar System was so attracting more dust and gas to grow still
still developing for quite some time after the bigger.
planets were first formed; idea that the Solar
2 a Stars give out their own light, planets
System has become more stable over time.
reflect the light of stars; stars are much
Activity: Evidence for the bigger than planets; a star is usually at
collision theory the centre of a solar system with planets
orbiting the star.
Evidence that supports the collision theory
b Both objects are round / spherical / same
includes facts such as:
shape; both are formed in a similar way.
• The Moon is less dense than the Earth.
• Samples of rock from the Moon show that its Questions
surface was once molten. 1 a They are clouds of dust and gas in space.
• The Moon has a small iron core, similar to the
b Galaxies are larger; galaxies may contain
Earth.
nebulae but not the other way around;
• There is evidence outside the Solar System of
galaxies contain older stars and planet
similar collisions causing rings of rock and dust.
systems that formed many millions of
• The collision theory fits with the theory of how
years ago; galaxies contain other objects
the Solar System was formed.
such as comets and asteroids.
• The composition of rocks on the Earth and the
Moon are the same. 2 hydrogen and helium
Evidence that seems to contradict the collision 3 a A place in a nebula where stars are formed.
theory includes facts such as:
b B
• The surface of the Earth does not appear ever
to have been molten. A collision that formed 4 Dust and gas particles are pulled together
the Moon would have caused the surface of by gravity; as the object grows, the force of
the Earth to melt. The surface would have later gravity increases; the increasing force of
solidified. gravity attracts more material; as the object
• Venus has no moon; collisions in the early years grows larger the pressure inside increases; high
of the Solar System would have been common pressure inside the object can start reactions
and scientists would have expected Venus to that give out heat and light.
have a moon formed in the same way. 24
_____
• The composition of rocks on the Moon would 5 = 24 000
0.001
be expected to be more similar to rocks on Theia
than rocks on Earth. In fact, the composition of Activity: Virtual tour of nebulae
the Moon is more similar to Earth. 1 Learners may find out about: planetary
Other theories for the formation of the Moon nebulae, reflection nebulae, emission nebulae,
include: dark nebulae and supernova remnants.
• Another passing object was captured by Earth’s 2 The information sheet should contain some
gravity. facts about each type of nebula that has been
• The Moon split away from the Earth soon after researched.
formation.
3 The Hubble Space Telescope (HST) was (where new rock forms) show symmetrical
launched into Earth orbit in 1990. The HST patterns of opposing alignments; this
differs from other telescopes in that it is suggests the new rock forms and pushes
outside the Earth’s atmosphere; being outside the tectonic plates apart at these places.
the atmosphere means much higher quality 83 000 000
_________
images are available (some images of nebulae 5 = 454 000 years
183
taken with the HST should be included).
6 The map supports this statement because
Topic 6.5 Tectonics most of the earthquakes and volcanoes occur
at, or close to, plate boundaries, but a few
Getting started earthquakes and volcanoes have been recorded
1 The Earth consists of an inner core, an far from plate boundaries.
outer core, a mantle and a crust in order of
increasing distance from the centre. This Activity: Pangaea
would be best shown on a labelled diagram. 1 Africa and South America, but learners may
suggest others.
2 The crust is not just one solid layer but has
parts that move independently – these are 2 Pangaea could have been made from one
the tectonic plates. The tectonic plates are tectonic plate that then broke up into smaller
supported by, and move on, the mantle. plates, or it could have been made from the
many tectonic plates that we see today.
3 Volcanoes, earthquakes and the formation of
fold mountains are all more likely at tectonic 3 This is an open question that allows learners
plate boundaries. to be creative within the limits of tectonic
plate theory; some learners may see that the
Questions continents could come back together to form
1 The mantle is heated by the core; molten another Pangaea, but in a different way.
rock in contact with the core is heated (by 4 5000 km × 1000 = 5 000 000 m
conduction); this expands, becomes less dense 5 000 000 m × 100 = 500 000 000 cm
and rises through the mantle; cooling occurs
distance
next to the crust (which is cooler) and the speed = ________
time
molten rock sinks again.
500 000 000
__________
2 A tectonic plate is part of the Earth’s crust =
140 000 000
that can move; it is supported on the mantle
= 3.6 cm per year
and moves on the mantle.
3 The continents were originally one large mass Check your progress
of land; this split apart, so the continental 6.1 B
coastlines that we see today are the lines made
by the splitting. The movement was caused by 6.2 a the loudness increases
the movement of tectonic plates; in theory, the b the pitch increases
continents could be pushed back together to c the pitch increases
fit again.
6.3 a B
4 a Some fossils of the same species are found b C
in continents that appear as if they could fit
together, such as South America and Africa. 6.4 If squared paper is not used then apply
This suggests that these continents were reasonable tolerance on measurements and
once joined. Tectonic plate theory explains alignment.
how the continents have moved apart. a Two waves drawn with the peaks aligned
b Magnetic materials in molten rocks line and the troughs aligned; two waves have
up with the Earth’s magnetic field and same amplitude; resulting wave shown with
remain in this alignment when the rock same frequency and double the amplitude.
solidifies; the Earth’s magnetic field b Two waves drawn with the peaks of
reverses over periods of millions of years. one aligned to troughs of the other;
Rocks either side of mid-ocean ridges two waves have same amplitude; result
shown as a horizontal line.
6.5 a Mars-sized object collided with Earth; ii The place where stars are formed in
disc of dust and debris resulted from some nebulae.
collision; dust and debris came together b Any two from:
because of gravity to form the Moon.
• The newly formed stars are smaller.
b Any two from:
• Newly formed stars emit less light.
• The Moon is less dense than the Earth.
• Light is (partly) blocked by dust
• Samples of rock from the Moon
in nebula.
show that its surface was once molten.
• The Moon has a small iron core, 6.7 a The continents look like they could fit
similar to the Earth. together because they were originally
• There is evidence outside the Solar part of one larger continent that
System of similar collisions causing broke apart.
rings of rock and dust. b Similar / same type of fossils are found
• The collision theory fits with the in different continents suggesting they
theory of how the Solar System were once joined.
was formed.
c The alignment is different in newer rocks
• The composition of rocks on the
than older rocks / suggests that tectonic
Earth and the Moon are the same.
plates are pushed apart by new rock
6.6 a i A cloud of dust and gas in space. being pushed upward.
Unit 7 Genes and inheritance

Topic 7.1 Chromosomes, genes 4 The fruit flies have different versions of the
gene for wing shape. The DNA in the different
and DNA versions of the genes is slightly different.
Getting started Topic 7.2 Gametes and
1 Both are in the centre of a large structure.
inheritance
2 The nucleus of a cell is much, much larger
than the nucleus of an atom. Getting started
1 Learners might think of red and white blood
3 The nucleus of a cell controls the activities of
cells, nerve cells and sex cells (gametes).
the cell.
2 They all have a nucleus, a cell membrane
Questions and cytoplasm.
1 Chromosomes do not usually become visible
until just before a cell divides, so unless you are 3 Full descriptions can be found in Topic 1.3 in
looking at a cell that is going to divide you will the Stage 7 Learner’s Book.
not be able to see them. Also, they need to be Questions
coloured with a stain before they are visible.
1 A gamete is a sex cell – one of two cells that
2 Red blood cells do not contain any fuse together at fertilisation to begin a new life.
chromosomes. Chromosomes are only found
2 For example:
in a nucleus. (Red blood cells do have a
nucleus when they are first formed, but they Sperm cell Egg cell
lose it as they become fully functioning red
blood cells, full of haemoglobin.) a male gamete a female gamete
smaller than egg larger than sperm
3 A chromosome is a long thread of DNA.
cell cell
A gene is part of a chromosome that helps
to control a particular characteristic. Each has a tail and can does not have a tail
chromosome contains many genes. swim and cannot move
does not contain contains food
many food reserves reserves
3 Yes, the sex of a baby is determined by the Think like a scientist: Investigating
sperm cell, which can carry either an X variation in leaves
chromosome or a Y chromosome.
1, 2 and 3 depend on the learners’ results.
4 There are equal numbers of sperm cells with
4 All the leaves on the same tree must have the
an X chromosome and a Y chromosome. If
same genes. So any differences between them
an X sperm fuses with an egg, the baby will
cannot be caused by genes.
have chromosomes XX and will be a girl. If a
Y sperm fuses with an egg, the baby will have Topic 7.4 Natural selection
chromosomes XY and be a boy. The chances
of these two events happening are equal. Getting started
Activity: Modelling sex inheritance Accept any reasonable suggestion that describes
a feature of the frog and how this might help it
Question to survive. For example. the colour of its skin
1 Learners should find that there is an equal helps to camouflage it, so that it can hide from
chance of a baby being a boy or a girl. predators.
Topic 7.3 Variation Questions

Getting started 1 The bacteria are not killed by the antibiotic.
This is an open-ended question that could elicit 2 When an antibiotic is used, bacteria with
many different answers. Learners should be able varieties of genes that make it resistant to
to state that a species is a particular kind of the antibiotic are more likely to survive and
organism, but they may also be able to suggest reproduce. Over many generations, this variety
more focussed ideas such as a group of organisms of the gene becomes more common, resulting
that are able to reproduce with each other to in whole populations of bacteria that are not
produce fertile offspring. killed by the antibiotic.
3 Whenever an antibiotic is used we give an
Questions advantage to bacteria that are resistant to
1 For example, they all have four legs, two ears. it. The gene for resistance becomes more
2 Differences include size, age, coat colour, common in the population. If we do not use
presence of horns, size of horns. the antibiotic then there is no advantage for
the resistant bacteria, so natural selection does
3 5 + 2 + 3 + 9 + 3 = 22 not produce a resistant population. By not
4 yellow using antibiotics we can help to stop resistance
developing, meaning that when we really do
5 This will depend on the learner’s perception of need to use an antibiotic to cure a serious
which form is easier to understand. Reasons infection, the antibiotic works.
should be given.
4 Event 1:
6 Answers will depend on the features that Most peppered moths were pale, but some
learners chose to investigate. For the examples were dark.
given in the sample table:
Event 2:
• natural hair colour is determined mostly by The differences in colour were caused by
genes; however, it can also be affected by having different varieties of the gene that
hair products such as hair dye determines wing colour.
• eye colour is determined by genes alone
Event 3
• shoe size is determined mostly by genes
Before the industrial revolution, pale moths
but also partly by environment, such as
were most likely to survive, because they
how much food the person ate as they were
were better camouflaged from birds. After
growing up and how their feet were treated
the industrial revolution, dark moths were
• height is determined partly by genes and
most likely to survive because the pale
partly by environment such as diet during
lichens on the tree trunks were killed or
the growing years.
covered in soot.
Event 4: 7.3 a Sum = 112; 112 ÷ 20 = 5.6

During the industrial revolution, dark
moths were more likely to reproduce, b Number of
3 4 5 6 7 8
passing on their genes for dark wings to the beans in a pod
next generation. Tally || ||| |||| |||| ||| |||
Event 5: Number of
2 3 5 4 3 3
In each generation the variety of the gene pods
that produced dark wings became more
common and the variety of the gene c suitable scale on x-axis; suitable scale on
producing pale wings became rarer. y-axis; all bars correctly drawn.
7.4 a A substance that kills bacteria (but does
Check your progress not harm humans).
7.1 The nucleus of every cell contains several b The percentage of cases of penicillin-
long threads, called chromosomes. resistant pneumonia has increased.
In most cells, there are two copies of c Any two from:
each thread. • This happened because penicillin was
Each thread contains many genes. used to treat infections.
The threads are made of a chemical • Any bacteria that happened to be
called DNA. resistant to penicillin survived and
reproduced.
7.2 Egg Sperm • Their offspring inherited the genes
Description that made them resistant.
cells cells
contain a nucleus ! ! If penicillin continues to be used over time,
are gametes ! ! the proportion of bacteria that are resistant to
penicillin increases.
can swim !
in humans, contain
! !
23 chromosomes
contain either an X
chromosome or a Y !
chromosome
Unit 8 Rates of reaction

Topic 8.1 Measuring the rate of 2 Because there is no further increase in the
volume of the gas given off after 270 seconds.
reaction
Getting started 3 The syringe plunger might shoot out of the
end of the casing and break or hurt someone.
The point of the first part of this task is a recap
You should watch the experiment very
and discussion. The examples are likely to include
carefully and open the top of the flask if the
colour changes, pH changes, gases being given
volume of gas produced gets close to 100 cm3.
off or other new products being formed. The
You could tie the syringe plunger to the barrel
suggestions as to how the rate of reaction could
with string so that it cannot move very far if it
be measured are not about the “right answer” but is forced out of the casing.
rather the discussion as to what the learners think
they could do. 4 The result at 90 seconds is anomalous. You
can see this because it does not fit the pattern
Questions of the graph.
sulfuric magnesium The experiment should be repeated and if you
1 magnesium +
acid
→
sulfate
+ hydrogen
continue to get a result that does not fit the
Mg + H2SO4 → MgSO4 + H2 pattern, it might help you decide that there
was a change in pattern. If you get a result slope). Credit specific time points mentioned
that fits the pattern, you would decide that the when referring to the rates of reaction.
original result was an error.
5 This will depend on which method they
copper hydrochloric copper carbon used and how well they were able to manage
5 + → + water +
carbonate acid chloride dioxide the practical work. The likely problems are
6 6 cm3 of carbon dioxide is produced in this 20 difficulty in setting up the apparatus quickly
second period, so the average rate of reaction enough to prevent gas being lost at the start
is 6 ÷ 20 = 0.3 cm3/s. of the reaction, and issues about being able
to read the scale quickly enough. They may
This rate is less than one-third of the rate mention accuracy of results as an issue.
between 10 and 30 seconds.
6 This will depend on the method used. Credit
Think like a scientist: Measuring the repeating the investigation several times and
rate of reaction any suggestions about tightening up the
1 This will depend on the method that learners method to avoid variation in the start time
use but will include: safety glasses, calcium due to not getting the measuring cylinder or
carbonate, hydrochloric acid. It may include syringe in place quickly at the start of the
a flask, a top pan balance, gas syringe with reaction.
tubing and a rubber bung to fit the flask, a
large beaker or trough, a beehive shelf and Topic 8.2 Surface area and the
water-filled measuring cylinder, delivery tube rate of reaction
and thistle funnel.
Getting started
2 This will depend on the method used. It The exact measurements are not very important,
should include safety measures for using but learners should record the surface area for all
acids, such as wearing safety glasses and being six faces of the book in cm2 and add them together
careful to avoid spills; issues relating to the to find the total surface area. To place two books
syringe and the production of large volumes together with the minimum surface area, the
of gas that could cause the plunger to shoot largest surfaces of the two books should be placed
out of the casing. together, thus losing these two surfaces from the
3 This should allow for enough space for many total. To put the books together with maximum
results and have two columns as shown. surface area, place the two smallest surfaces
together.
Time in s Total volume of carbon
dioxide gas produced in cm3 Think like a scientist: Burning iron
0 1 This will depend on what the learners see but
30 should include: the nail just glows as it gets
hot, the iron wool burns and pieces fly off,
60 whereas the iron filings burn brightly.
90
2 Increasing the total surface area increases the
120 rate of reaction.
4 This will depend on their results but credit 3 For a reaction to take place the atoms of iron
a graph drawn with time on the x-axis and must collide with the atoms of oxygen. The
volume of gas on the y-axis; axes correctly larger the surface area of the iron, the more
labelled; suitable scale; ruler and pencil used; iron atoms are in contact with the oxygen in
points plotted true to the results and a suitable the air, so the faster the reaction.
line of best fit drawn.
The description should fit the graph they
Activity: Calculating the surface area
present but should include an indication of the 1 This will depend on the size of the block.
speed of the reaction at various points. The The answer should be given in cm2.
rate should be at its fastest at the beginning of 2 9
the reaction (steepest slope) and then become
slower until the reaction is complete (no 3 9 × answer to 1
4 6 × answer to 3
5 78 × answer to 1 Large chips

6 The shape in Part 2 has a larger surface Time in s Mass at Mass at Change in
area than the shape in Part 1, so the rate of start in g end in g mass in g
reaction would be greater.
0
7 27 × 6 × answer to 1 30
8 The shape in Part 3 has a larger surface 60
area than the shape in Part 2, so the rate of
90
reaction would be greater.
9 The greater the surface area, the more atoms 7 This will depend on the results obtained, but
are in contact with the other reactant and so is likely to be the one using the smaller chips.
the reaction is faster. 8 The smaller size of marble chips reacted
Think like a scientist: The effect of more quickly.
surface area on the rate of reaction 9 As the total surface area of the chips
1 Learner’s or teacher’s choice. increases, the rate of reaction increases.
2 The reaction with the smaller calcium 10 This will depend on the results obtained and
carbonate (marble) chips will be faster. the prediction made in question 2. Credit an
answer that aligns with the findings and the
3 It is important to keep all these variables – the prediction.
volume, type and concentration of the acid –
the same as these factors could affect the rate 11 The prediction should be that the rate
of reaction. The investigation is to see if the of reaction would be even faster if
surface area affects the rate of reaction, so this powdered calcium carbonate were used
is the only variable that should change. in the experiment.
4 The dependent variable is the time taken Topic 8.3 Temperature and the
for the reaction to finish. The independent rate of reaction
variable is the size (and therefore the surface
area) of the marble chips. Think like a scientist: The effect of
5 This will depend on the method chosen. temperature on the rate of reaction –
Part 1: The trial run
6 For the collection of gas method:
1 The answer will depend on what the learners
Small chips Large chips found out, but it is likely to be about
organisation and being ready to start the timer
Time Volume of Time Volume of
as one of them pours in the acid. There may
in s gas produced in s gas produced
be issues over finding the end point.
in cm3 in cm3
0 0 2 This will depend on what the learners found out.
30 30 Think like a scientist: The effect of
60 60 temperature on the rate of reaction –
90 90 Part 2: Preliminary work
3 This will depend on what the learners decide
For the change in mass method:
to do, but is likely to include boiling tubes
Small chips with stoppers, thermometer, timer, beaker
(to act as a water bath), sodium thiosulfate
Time Mass at Mass at Change in solution, hydrochloric acid, measuring
in s start in g end in g mass in g cylinders of suitable size (10 cm3), safety
0 glasses, card with black cross, clamp stand.
30
60
90
4 This will depend on what the learners have 11 This will depend on the results obtained, but
decided to do. The answer is likely to include credit the following points: use of pencil and
using two temperatures fairly close together ruler; good use of the whole of the graph
to see how large an interval they need to use paper; temperature plotted on the horizontal
and may include ideas about keeping the axis; time taken for reaction to be completed
temperature at a set level throughout the on the vertical axis; suitable scale used; axes
reaction. suitably labelled; points accurately plotted
5 Likely answers will include the range and / or using small crosses; a line of best fit should
the interval of temperatures to use. However, be drawn.
it will depend on what the learners have done 12 Credit a statement to the effect that the
in their preliminary work. higher the temperature, the greater the rate of
6 Credit ideas, such as keeping the tube in reaction.
the water bath and some discussion of the Questions
practical aspects of insulation of the tube
1 The steeper line shows the faster reaction.
while still being able to see the end point of
the reaction. 2 If you did the same experiment at 50 °C, the
line on the graph would be steeper than at
7 Credit a plan that mentions what the
40 °C.
investigation is about; the independent and
dependent variables; indicates what must be Topic 8.4 Concentration and the
kept the same; has a safety comment; includes
an equipment list and outline method; rate of reaction
mentions the need for repeats. Questions
Temperature Time for mark to disappear in s 1 The steeper line shows the faster reaction.
in °C 2 The line on the graph would be less steep than
Attempt Attempt Attempt Mean for a low concentration, but it would level off
1 2 3 at the same volume.
Think like a scientist: Investigating

the effect of concentration on the
rate of reaction – Part 1: Planning
the investigation
8 This will depend on what the learners found
out, but is likely to include the range / interval 1 The plan should include a list of equipment
of temperatures to be used, and may involve needed, what the independent variable and
ideas to improve the accuracy of their results. dependent variables are, which variables
Answers should be specific here and based on should be kept the same, an outline of how
their findings. the investigation should be carried out and
a risk assessment and what should be done
Think like a scientist: The effect of to avoid the risks.
temperature on the rate of reaction –
Think like a scientist: Investigating
Part 3: The investigation
the effect of concentration on the
9 The plan should be detailed, specific and
rate of reaction – Part 2: Carrying out
modified from the answers given in question 5
in light of findings in the preliminary work. the investigation
2 Points should include using the same mass
10 Credit any suitable comment that relates to
of marble chips, the same volume of acid,
what the learners did. This is likely to include
carrying out the investigation at the same
the same volume of sodium thiosulfate used
temperature. Do not credit repeating the
and the same volume and type of acid used.
experiment as this does not make the
Do not accept repeating the experiment as
investigation fair, but more reliable.
part of a fair test.
3 This should include repeating the
investigation.
4 Credit a table with sufficient readings, at least b The smaller the pieces of marble are, the
five different concentrations and repeated at larger their surface area. The powder
least three times with the mean shown. Results has more surface area exposed to the
should be in order, ascending or descending. acid and so more collisions between the
Tables should also show the correct units, and acid particles and marble particles will
concentration can be given as solution A to E. happen more often. Thus, the reaction
will happen more quickly.
Solution Time taken to collect 25 cm3 c The test for carbon dioxide is to bubble
of gas in s it through limewater. If the gas is carbon
Attempt Attempt Attempt Mean dioxide, the limewater will turn milky.
1 2 3 d calcium chloride
A
sulfuric magnesium
B 8.2 a magnesium + → + hydrogen
acid sulfate
C b To test for hydrogen he could use a
D lighted splint. If the gas burns with a
squeaky pop then the gas is hydrogen.
E
c warming the acid and stirring the
5 Credit: mixture
• use of pencil and ruler
8.3 a Accept answers from 85 to 90 seconds.
• good use of whole graph paper
• concentration along the horizontal axis b Accept answers from 230 to 250 seconds.
• time taken for the reaction along the c The rate of reaction is very fast up until
vertical axis about 150 seconds. Then the rate of
• suitable scales used reaction decreases between 150 and 240
• axes suitably labelled seconds.. Eventually, the reaction stops
• points accurately plotted using a small cross at 240 seconds (accept their answer to
• points joined appropriately question b here.).
• both lines labelled appropriately. d If Zara increased the temperature of the
6 This will depend on the results the students acid, the rate of reaction would increase.
obtained but it is likely to be solution E with e The rate of reaction increases when
50 cm3 of the acid. the temperature increases because the
particles of acid move faster when they
7 This will depend on the results obtained but it
have more energy. This results in more
is likely to be the more acid that was used to
collisions between the particles of
make the solution, i.e. the more concentrated
acid and magnesium.
the acid, the faster the rate of reaction.
The collisions have more energy and are
Check your progress more likely to result in a reaction.
8.1 a C
Unit 9 Electricity
Topic 9.1 Parallel circuits d The lamp will no longer be lit.
e The buzzer will stop making sounds.
Getting started
1 a Learners should draw the cell, lamp and Questions
buzzer in series (connected end-to-end 1 C
in any order) using the correct circuit
2 A, C and D
symbols.
b ammeter
c 2A
3 a i currents in A2, A3 and A4 add together to give

A1, and that A2 + A3 + A4 = A1
Think like a scientist: Making

predictions about current
1 The values of A1 and A2 should be recorded
with units; a table is not required.
ii 2 A1 and A2 should be added to form the
prediction for the current, A3, through the cell.
3 The recorded value should be in amps and be
approximately equal to the value from 2.
4 and 5 The results and prediction should follow
the same format as 1 and 2; circuit diagrams
should be drawn with ammeters clearly labelled
with numbers that match the results.
6 and 7 The results in this case should be the
current through the cell minus the currents in
b Any two from: if one lamp fails / is the other branches to give the current in the
removed the others will continue to work; remaining branch; circuit diagrams should
the four lamps could be switched on and be drawn with ammeters clearly labelled with
off separately; more (identical) lamps numbers that match the results.
could be connected in parallel without
affecting the brightness. Topic 9.2 Current and voltage in
2.0
___ parallel circuits
c = 0.5 A
4
Getting started
4 a 1 + 1 = 2A 1 electrons
b 2 + 2 = 4A
2 they move faster
c 1.5 + 1.0 + 0.5 = 3(.0) A
3 amps / A
d (0 +) 1 + 0.5 = 1.5 A
5 a 6 − 3 = 3A Questions
b 1.0 − 0.4 = 0.6 A 1 An ammeter is used to measure the current
through a component.
c 0.3 − 0.2 = 0.1 A
An ammeter should be connected in series
d 0.25 − 0.15 (−0) = 0.1(0) A
with the component.
Activity: Measuring current in parallel A voltmeter is used to measure the voltage
circuits across a component.
The teacher should observe the readings on the A voltmeter should be connected in parallel
ammeters. If digital meters are used there may be with the component.
small fluctuations in the readings. This could cause 2 C
learners to think that the results differ from what
they may expect, so using less-sensitive meters or 3 a 220 V
simply advising learners to estimate the mid-point b Redrawn diagram should have switch
of any fluctuations may be required. (open or closed) in the top part above the
1 Table can be horizontal or vertical, so values uppermost lamp and on either side of the
for the current arranged in a row or in a power supply.
column; must be logical and include units in 2.4
c i ___ = 0.4 A
the column / row headers. 6
ii the current will increase / the current
2 Conclusion should be that the current A1 will become 2.4 + 0.4 + 0.4 = 3.2 A
divides / splits into A2, A3 and A4, or that the or 8 × 0.4 = 3.2 A
4 a The rating of each lamp is 2 V / is less Think like a scientist: Measuring current
than 12 V; connecting each lamp in in a parallel circuit
parallel with the battery will mean the
1 Table should have: column for number of
voltage across one lamp will be 12 V / will
lamps (in ascending order); three columns for
exceed the rating; the lamps will be broken
current through the cell in A (or amps); column
/ damaged.
for averages.
12
b i ___ = 6 lamps 2 Graph with axes the right way around (as
2
specified in Learner’s Book). Linear scales
ii Circuit diagram with a battery (two that allow points to cover at least half the grid
cells separated by a dashed line) and in both directions. Line of best fit or smooth
six lamps in series; the circuit can curve drawn, based on their points.
include a switch in the open or closed
position. 3 a As the number of lamps increases, the
current through the cell increases.
iii Circuit diagram in b ii with a
voltmeter placed in parallel with any b When the number of lamps doubles the
one of the lamps.. current through the cell doubles (or a
comment that matches their observed
5 a 9 − 2 = 7V results).
b i voltage decreases 4 Calculation should be based on the results
ii current decreases table or the graph. Predicted current should
be, for example, two times that with four
6 a Voltage across both buzzers = 1 + 1 = 2 V. lamps, or four times that with two lamps.
Voltage across both lamps = 6 − 2 = 4 V.
Voltage across one lamp = 4 ÷ 2 = 2 V. Topic 9.3 Resistance
b i The voltage of the power supply is Getting started
doubled, so the voltage across each 1 Current is the movement of electrons;
component will be doubled, so 2 V. electrons flow from negative to positive.
ii current increases 2 Conductors allow the flow of electrons,
whereas insulators inhibit the flow.
Activity: Measuring voltage in a
series circuit 3 An attempt to stop something from happening
or progressing.
1 and 2 Circuits should be correctly drawn and
should show the lamps labelled with the letter Questions
L and a subscript number. Voltmeters should 1 Copper wires have a very low resistance.
be drawn in parallel with components; these
could be labelled with the letter V and a That makes it very easy for current to flow in
subscript number. copper wires.
A resistor of 10 000 Ω has a high resistance.
3 Tables can show voltages for each circuit in
either rows or columns but should be logical 2 a ohm(s) / Ω
and contain the unit (V) in the header only. voltage
b resistance = _______
4 The explanation could be (if all components current
in series were identical) that the voltage across Equation can be written in terms of
each component is equal. The explanation voltage or current or in letter symbols
should include a statement that the voltages using V, I and R.
across each of the components add up to the c current
voltage across the cell or power supply. voltage 6
3 a resistance = _______ = __ = 2 Ω
5 Any other circuits should be represented by current 3
labelled circuit diagrams. Results should be voltage 9
recorded as in 3. The conclusion should be b resistance = _______ = __ = 4.5 Ω
current 2
that similar trends are observed with other voltage 1.5
circuits. c resistance = _______ = ___ = 3 Ω
current 0.5
4 a voltage = current × resistance Topic 9.4 Practical circuits

= 2 × 6 = 12 V
voltage Getting started
12
b current = _________ = ____ = 0.12 V 1 Drawings of components using correct circuit
resistance 100
symbols.
Activity: Working out resistance 2 cell – to provide electrical energy for the
1 Circuit should show an ammeter in series with circuit / to drive current
the component and a voltmeter in parallel switch – to start and stop the flow of current
with the component.
resistor – to slow current
2 Table should have the name of the component ammeter – to measure current
(independent variable) in the left column, with voltmeter – to measure voltage
further columns for current and voltage. Units
lamp – to emit light
for current and voltage should be in the column
headers, not in the body of the table. buzzer – to make a sound
voltage 3 a in parallel with the lamp
3 a Resistance calculated as _______ for each
current b in series with the resistor
component.
b Another column added to the table with Questions
resistance in ohms or resistance in Ω in the 1 a
column header.
b
4 a and b The correct components from their
list, named in both cases.
2 C
Think like a scientist: Current and 3 Circuit diagram should have a cell and a
voltage in a resistor switch close to the cell, with two identical
1 Table should have columns for voltage (in parallel branches, each containing a variable
ascending order) and current. Units for resistor and a lamp.
current and voltage should be in the column 4 a Circuit diagram should have two cells, a
headers, not in the body of the table. lamp, an ammeter and a buzzer in series,
2 Graph with axes the same way round as with a voltmeter in parallel across the buzzer.
specified in Learner’s Book and labelled b Circuit diagram should have two cells
with units. Linear scales that allow points to and two parallel branches. One parallel
cover at least half the grid in both directions. branch should have a lamp, a switch and
All points plotted correctly and line of best a variable resistor, the other should have a
fit drawn (appropriate line or curve drawn buzzer and a switch.
according to their own results).
Think like a scientist: Designing and
3 a The trend should be that as the voltage
building circuits
increases, the current increases.
1 Observations will be specific to the learner, or
b Greater voltage means more energy to
they may state that the activity was successful
drive the current, so the current can move
and everything worked as expected.
faster (current can be expressed in terms
of electron flow). 2 The suggestions will depend on the learner,
but should be specific. For example, ‘The tape
4 a The line will also be straight, but have a
did not hold the wires onto the cell properly so
gradient that is less steep (the current will
the current varied: it would be better to use a
be smaller for any given voltage).
cell holder or stronger tape.’
b The line will also be straight, but have a
gradient that is steeper (the current will be Check your progress
larger for any given voltage).
9.1 a 1.2 + 1.2 = 2.4 A
b i 6 ÷ 3 = 2A
ii A1 = A2 + A3 + A4
9.2 a (ammeter) in series (with the other 9.8 a A and C

components) b B
b (voltmeter) in parallel across / in parallel c A
with the resistor
9.9 Circuit diagram should have three parallel
9.3 a decreases branches across one cell (cell or battery can
b decreases be shown). One branch to have a lamp, a
c decreases switch (can be shown open or closed) and
an ammeter; one branch to have a lamp, a
9.4 a increases switch and a variable resistor; one branch to
b increases have a switch and a buzzer. Branches can be
in any order.
9.5 a resistance = voltage ÷ current
b ohms / Ω Science Skills
9.6 a resistance = voltage ÷ current Questions
12 ÷ 2 = 6 ohms / Ω F
1 a A = __
p
b voltage = current × resistance
0.5 × 18; = 9; volts / V b F = pA
c current = voltage ÷ resistance = 50 × 3
6 ÷ 4 = 1.5 amps / A = 150 N
moment
9.7 a variable resistor 2 a Force = _________________
distance from pivot
b Current decreases because increased
500
resistance makes it more difficult for b Force = ____
current to flow / more difficult for 10
= 50 N
electrons to flow / slows the flow of
electrons.

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CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

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