Lower Secondary Science-English Language Workbook 9

CAMBRIDGE
UNIVERSITY PRESS
Cambridge Lower Secondary
Science
ENGLISH LANGUAGE SKILLSWORKBOOK9
Mary Jones & Sally Burbeary
ge Assessment
..,econd edition tional Education
( I
( ) CAMBR DGE
UNIVERSITY PRESS
Cambridge ower Secondary
Science
ENGLI~ LANGUAGE SKILLS_WORl$_~Q~JS.2~J
Mary Jones & Sally Burbeary
( 1
( )
( )
lJ
CAMBRIDGE
UNIVERSITY PRESS
University Printing House, Cambridge CB2 8BS, Uni led Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314-321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi- 110025, India
103 Penang Road, #05-06/07, Visioncresl Commercial, Singapore 238467
Cambridge University Press is part of the University of Cambridge.
It furthers the University's mission by disseminating knowledge in the pursuit of education,
learning and research at the highest international levels of excellence.
www.cambridge.org
Information on this title: www.cambri<lge.org/9781108799065
© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2014
Second edition 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2
Printed in Malaysia by Vivar Printing
A catalogue record.for this publication is available.from the British Library
ISBN 978-1-108-79906-5 Paperback with Digital Access(! year)
Cambridge International copyright material in this publication is reproduced under
licence and remains the intellectual property of Cambridge Assessment International Education.
Cambridge University Press has no responsibility for the persistence or ac<.:uracy
of UR Ls for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Inlormation regarding prices, travel timetables, and other
factual information given in this work is correct at the time or first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.
NOTTCE TO TEACHERS lN THE UK

It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you
have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions of
Chapter 3 of the Copyright, Designs and Patents Act r988, which covers, for example,
the reproduction of short passages within certain types of educational anthology and
reproduction for the purposes of setting examination questions.
Contents
>
English Skills and Support
r" Command words 1
Connecting words 2
The language of science experiments 4 E
Modal verbs 9 0
(.)
. I Comparative adjectives and adverbs and superlative adjectives 10 ■
■-
Phrasal verbs 14 0
Graphs 15 C
Turning verbs into nouns 15 m
Prepositions 17
..c
..c
Active and passive 18 C
Conditional sentences 19 m
C)
C
1 Photosynthesis and the carbon cycle (])
1 1.1 Photosynthesis 20 +-'
1.2 More about photosynthesis 22

..c
(.)
1.3 The carbon cycle 24 m
• 1 .4 Climate change 26 en
E
: 2 Properties of materials 0
s.....
'+-
1 2.1 Atomic structure and the Periodic Table 28
LL
2.2 Trends in groups within the Periodic Table 31
0
' 2.3 Why elements react to form compounds 32 a_
2.4 Simple and giant structures 34
iii >
__ c_o_n_te_n_t_s
____________ _,,)
3 Forces and energy

3.1 Density 36
3.2 Heat and temperature 38
3.3 Conservation of energy 40
3.4 Moving from hot to cold 42
3.5 Ways of transferring thermal energy 44
3.6 Cooling by evaporation 46
E
4 Maintaining life 0
(.)
■
4.1 Plants and water 49 ■-
0
4.2 Transpiration 51 C
4.3 Excretion in humans 54 co
4.4 Keeping a fetus healthy 56 ..c
..c
C
5 Reactivity co
C)
5.1 Reactivity and displacement reactions 58 C
5.2 Using the reactivity series and displacement reactions 60 Q)
5.3 Salts 62 +-'
5.4 Other ways of making salts 64 ..c
(.)
5.5 Rearranging atoms 65 co
Cl)
6 Sound and space
E
6.1 Loudness and pitch of sound 67 0
s.....
6.2 Interference of sound 69 '+-
6.3 Formation of the Moon 71 LL
6.4 Nebulae 73 0
a_
7 Genes and inheritance
7.1 Chromosomes, genes and DNA 75
7.2 Gametes and inheritance 77
7.3 Variation 78
7.4 Natural selection 80
Contents
8 Rates of reaction
8.1 Measuring the rate of reaction 82
8.2 Surface area and the rate of reaction 84
8.3 Temperature and the rate of reaction 86
8.4 Concentration and the rate of reaction 88
9 Electricity
E
9.1 Parallel circuits 90 0
(.)
9.2 Current and voltage in parallel circuits 92
■-
.
9.3 Resistance 94 0
,
-: :-,
..
9.4 Practical circuits 96 C
co
..c
..c
C
co
C)
C
Q)
+""'
..c
(.)
co
en
E
0L-
'+-
u....
0
Cl.
V >
__ H_o_w_t_o_u_s_e_th_is_b_o_o_k
_________ ~>
>How to use this book
This workbook will help you to use and understand the English that is involved
while learning science.
It will help you to:
• understand what you read in your science books, and what your teacher
tells you during the lessons ~E
• talk to other learners in your class in English, during your science lessons,
a
0
using the correct vocabulary ■-
• understand questions that you are asked by your teacher or in tests 0

• speak or write answers to science questions that say clearly what you mean.
i: .. ,.~
This workbook contains an English Exercise 2

Skills and Support section. This contains This exercise is about some of the vocabulary you have learnt in this topic.
information about English grammar Complete these sentences. Use: some of these words.
and vocabulary to help you with science. cells chlorophyll chloroplasts fertiliser photosynthesis
nitrate root hairs stomata water yield
You can use the reference section at any
Plants make their own food by ... . ........... They absorb carbon dioxide
time you need help with English while from the air throi1gh the ....................................in their leaves.The carbon dioxide
. studying science. reacts with water inside the ........................ .,....... in the palisade cells in the lear,
forming glucose.
►
Plan ls cHn 11sc the glucose that they make to produce other
substirnccs. For example, plants use ... .... from the soil to convert
1he glucose to proteins. They can also make... . ...................... , using
mngncsium from the soil.
This workbook provides questions for Exercise 1

you to practise what you have learnt in In this exercise, you will use an active verb to rewrite a sentence about how
scientists think the Moon was formed. Look at the information about active
class. There is a topic to match each topic and passive verbs in the English Skills and Support section.
in your Learner's Book and two Exercises Jmpa(.t riiH) of rocl--4and dust rocks aod <lustc-OmC
in each Topic. You can use the English

Skills and Support section to help you as
you complete the Exercises. ------..---. Each or these sen1enccs includes a passiYeYerb.
Underline the passive verb. Then rewrite the sentence using an active verb. You may
also need to change some other words in the sentence so that it makes sense.
Herc is an example.
Rocks were sent llyi11ginto space when the collision happened.
The collision senl ,-ock._~fl1Ji11~i1;lo space..
a Dust and rocks were pulled together by gravity.
vi
EnglishSkillsand Support
> EnglishSkil1'!$
and Support
This book is to help you with English skills when you are studying science.
The English Skills .and Support section gives you:information about important ••
topics lh English tbf!,t ,you will use in science. You1Ca11Jtsethis section at any tfrnef"
you need help with Eriglish while studying science. •
You will see many different grammatical terms in the English language reference
section explained.
.j
Command words
E
0
(_)
Science questions often start with command words, for example, 'suggest', ■-
.
'decide', 'evaluate' and 'explain'. You need to know how to answer these 0
questions correctly. C
co
e,,·
Command words Definition

:;_; ~ -
_,~
..c,-
A
Give a possible reason why something happens or which method

Suggest
could be used. ,-
-
Decide To make a judgement based on different alternatives. (1)

■-
To assess the advantages and disadvantages of something, such as a

Evaluate
scientific investigation.
\U
en
Explain Say why something happens.
r
~
Write down This simply means write on paper. p
'-1-
Predict To say that something will be or may be in the future.
I
Work out mathematically. It is usually important to show your working
Calculate
in an organised way.
For example:
(_ l Question: Suggest how to measure the volume of an object.
Answer: Place the object in a measuring cylinder full of water and measure how much water
is displaced.
Question: Decide what is wrong with this sentence, and underline the word that should be
changed: The more dense a material, the more likely it is to float on water.
Answer: The word 'more' before dense should be underlined and replaced with 'less'.
)
1 >
__ E_n_g_li_sh_S_ki_ll_s_a_n_d_s_u_p_p_o_rt
______ __,)
Question: Describe how the intensity of light affects photosynthesis.

Answer: As light intensity increases, the rate of photosynthesis increases.
Question: Explain why the intensity of light affects photosynthesis.
Answer: Plants use energy in light for photosynthesis. The more light they
have, the more energy they can use.
Question: Write down the result.
Answer: The water boiled at 100 degrees Celsius.
Question: Predict what will happen if you use a silver ring in an
electrical circuit.
E
0
(.)
Answer: I think the silver ring will conduct the electricity. ■
■-
0
Connecting words C
m
i Conh~~in; words h<>lpyou to join two pieces \il~nformation t;~ethe-r ~n • ''] ..c
different ways. • •• • • ..c
C
In science, we often need to talk about more than one thing. We can join two ideas
m
0)
together with connecting words, for example: 'and', 'but', 'because', 'so'. These are C
called connectives. Connectives are like glue - they stick two ideas together. Q)
There are many connecting words in English and they do different things +-'
in sentences.
..c
(.)
,,,
1
!l:I C.on'nective
.II
and Connects two positives together
but Connects a positive and a negative together
Gives a reason why and is usually followed by

because
a subject and a verb
Gives a reason why and is usually followed by a verb

because of
ending in -ing or a noun.
so Gives the result of a situation
as a result of Effect+ as a result of+ cause
in order to Action + in order to + purpo·se
2 >
Here are some examples.
positive + positive
i,;, and
,,. Iron is strong and hard.
-, positive + negative
but
Iron is strong and hard but sodium is much softer.
1, "·
fact or situation + why

because
'
Countries agreed to reduce they want to improve air
·-· because
" carbon dioxide emissions quality.
~
Ii
itC
I '
fact or situation + why
.,
because of
-1
,.
T
Countries agreed to reduce
carbon dioxide emissions
because of global warming. -
sq,
fact or situation + result
-
they can absorb minerals
Plants have roots so
from the soil. ,-
reducing carbon 0
as a result of Air quality has improved as a resu It of
emissions. ro
increase the speed of
in order to We use a catalyst in order to
the reaction.
l.__J
:i....
'-I-
LL
0
a..
)
3 >
__ E_n_g_r_,s_h_S_k_il_ls_a_n_d_S_u_p_p_o_r_t
______ __,>
The language of science experiments

When doing scientific experiments, you often use words such as 'observations',
'explanations', 'conclusions' and 'results'. You need to be clear what they mean,·
and how to use them.
'
To watch, smell, feel or hear what is happening during an
Meaning
experiment or investigation.
observe I
observation
-
t:
I made an observation that water became a solid at
Example
0 degrees Celsius. 0
0 ■
■-
Meaning A result is the raw data that you discover. 0
result·
Two spoonfuls of sugar dissolved in the water,.but only one
Example
spoonful of salt dissolved in the same volume of water.
This is at the end of the experiment when you have looked

Meaning at all the results and make a decision, judgement or find a
conclude/ solution.
conclusion
The conclusion of the experiment was that salt is less soluble
Example
than sugar.
Meaning This is when you explain why or how something happens.

explain/
explanation This is my explanation. The oil floated on the water because
Example
the density of oil is less than the density of water.
A variable is something that can be changed in an experiment.

11
1,r,';
The independent variable is the thing that we change.
m
.. The dependent variable is the thing that we measure to
Meaning
collect results.
Other variables are controlled variables, which means they
are kept the same.
variable
If we want to investigate how light intensity affects the rate at
which bubbles of oxygen are produced by a water plant, we
change the light intensity (independent variable), record the
Example number of bubbles produced per minute at each value of the
light intensity (dependent variable) and keep temperature,
size of plant, species of plant and so on the same (controlled
variables).
4 >
Accuracy is how close a measured value is to the actual

Meaning
(true) value.
).
A thermometer that is wrongly calibrated (the scale not

marked correctly) gives an inaccurate reading (the reading
accurate I
is not true). If the thermometer is correctly calibrated and
inaccurate /
you do not read it carefully, that also gives an inaccurate
accuracy
Example reading. To achieve accuracy, we need to use good-quality
measuring instruments, with care. We can check for accuracy
by measuring the same thing with more than one instrument
- if they both give the same value, then you can be more
confident that this value is correct, or accurate. .
Precision is how close the measured values are to each
Meaning other when you get the same reading for the same value on
every occasion.
precise/ If you get the same temperature readings on a thermometer

precision every time, then these readings are precise - but this does not
always mean that the readings are the true value. You can be
Example
precise by using the measuring instrument correctly and with
,. care, and taking the reading more than once to check that you
get the same reading each time.
""
. ""-,J
. J
Reliability is how much we trust the results. If results are
Meaning reliable, we should get the same ones if we do the same
reliable/ experiment in the s~me way again.
unreliable /
reliability I have repeated this experiment three times in exactly the
Example same way and the results were the same every time. I thin the
results are reliable.
•• I
Meaning Trend refers to the overall 'direction' a set of data is going in.
trend
The trend is, as time increases, the temperature of the beaker
Example
of hot water decreases.
5 >
~>
___ En_g_l_is_h_s_k_i_lls_a_n_d_S_up_p_o_r_t
______
A pattern is something that repeats in a predictable way

Meaning
in a set of data.
There is a general trend that carbon dioxide levels in the

pattern·
atmosphere are increasing. There is a pattern that these fall
Example slightly in the summer and rise slightly in the winter. This is
because plants take carbon dioxide from the air when they
photosynthesise, which they do more in summer.
A hypothesis is an idea or explanation that is based on

scientific understanding, and can be tested by experiment.
Meaning
It is usually presented as a statement, often saying how we
think that changing one variable will affect another.
hypothesis
Plants need water to survive. C
This would be disproved if you find a plant that does not
Example
need water. A hypothesis does not have to be correct -
the experiment will discover whether it is correct or not.
If your results match what the hypothesis predicted, then we

say that they 'support the hypothesis'. We cannot say that they
Meaning
'prove' it. You have to do many different experiments to prove
support a a hypothesis.
hypothesis
After several experiments, the plants I didn't water eventually
Example died. So, the results support the hypothesis that 'plants need
water to survive'.
When your results do not match what the hypothesis

predicted, the hypothesis is refuted (found to be wrong). You
Meaning cannot be sure with just one experiment; you would want to
do it again to check. It is much easier to disprove a hypothesis
than to prove one!
refute a Hypothesis: Adding 50 cm 3 of water to plants each day helps
hypothesis them grow, so adding 100 cm 3 of water each day will make
them grow even more.
Example If you did an experiment to test this hypothesis, it would be
refuted because you would probably find that some plants do
not need that much water. If the soil a plant is in has too much
water, the roots can rot.
6 )
A theory is a scientific idea that has a lot of evidence

Meaning supporting it - many experiments have shown again and again
"
Ii that the theory is supported.
The theory of plate tectonics (the movement of seven large

theory plates on planet Earth) explains how mountains are formed.
1,
Scientists noticed on a map that some of Earth's continents
' Example look as though they could 'fit together' like a jigsaw, but they
are separated by water. The theory of plate tectonics explains
these observations. Many other observations can also be
explained by this theory.
'-'I
Risk assessment is thinking in advance about any risks or·
hazards that might arise while doing an experiment or other
Meaning
activity. ,Each potential risk is identified, and a decision is made
risk about how to keep the risk to a minimum.
assessment
My risk assessment showed that during this experiment, acid
Example could contact my skin. I will wear protective clothing and
' ,.' handle the acid with care to minimise the risk.
A hazard is a part of a scientific practical experiment that could

cause harm or a health and safety risk. You should be able to
Meaning
identify hazards and take measures to reduce the risk that they
' )
hazard/
hazardous pose. ( .
A hazard of using acids is that if the acid gets onto your skin,
Example
it will burn you.
•
~
Limitations are reasons why we cannot be sure that a
Meaning
conclusion is correct. s.....
I measured the heights of four learners and found that the two
limit/
boys were taller than the two girls. I could make a conclusion
limitations
that boys are taller than girls, but this conclusion has many
Example
limitations because I only have four measurements. I need to
take many more measurements in order to make a conclusion
that has fewer limitations.
\ )
7 >
' I
___ E_n_g_li_sh_S_k_ill_s_a_n_d_S_u_p_p_o_r_t
______ __,)
A model is a way of representing a concept (idea) or structure

Meaning
by one that is much easier to understand.
You can represent the lungs and the diaphragm using a

balloon inside a bell jar and you can use this model to show
how movement of the diaphragm causes air to move into the
lungs.
glass tube
stopper
bell jar
model air
Example
rubber
sheet
before the rubber sheet is pulled after the rubber sheet is pulled
An analogy compares one concept, structure or system with

Meaning
another, to explain the concept clearly.
You can use the Solar System as an analogy for the structure
analogy of an atom. The Solar System has the Sun at its centre, while
Example the atom has a nucleus. Planets orbit around the Sun, whereas
electrons orbit around the nucleus of the atom.
Analogies are never perfect. LL
Meaning A unit is the quantity in which a measurement is made.
unit
Which unit should we use to measure the speed of the
Example
reaction, in seconds or minutes?
8 >
Modal verbs
Modal verbs are a special type of verb that go before other verbs in a
, sentence. Modal verbs show that things are certain, probable, possible or
1 impossible.
There are many modal verbs and each one has a different function or functions.
Here are some of the common modal verbs.
This modal verb shows: t:

0
can • an ability to do something
u
• that something is possible . .
Species can adapt to their changing habitats. (Species have the ability to adapt.)
..t...
~
Water can transform into a gas. (It is possible for water to transform into a gas.) ro
,-
This means the opposite. It means: ..c
cannot
• you are not able to do something C
(can't}
• that something is not possible .
ro
rj)
Whales cannot survive on land. (Whales do not have the ability to survive on land.)
Coral reefs can't grow if the water is cloudy. (It is not possible for coral reefs to grow if the
water is cloudy.) ,,
This is a strong modal verb and it means that something is mandatory

must
a (you can't say no).
You must check your equipment is calibrated correctly if you want your results to be
accurate. (It is essential to do this, to ensure your results are accurate.)
-
must not
This means the opposite. It means that it is mandatory not to do something.
(mustn't)
You must not use acids without wearing goggles. (It is essential not to do this as it is
very dangerous.)
9 >
__ E_n_g_l_is_h_S_k_il_ls_a_n_d_s_u_p_p_o_r_t
______ __,)
Use this modal verb to:

should • give advice
• show something you expect will happen .
You should repeat experiments to reduce limitations. (I advise you to do this.)

Water should evaporate more quickly at higher temperatures. (You expect water to
evaporate at higher temperatures.)
This means the opposite. It means:

'
should not
• advise not to do something
E
(shouldn't) . 0
• something that you do not expect to happen. (.)
-
■-
You should not smoke. (I advise you not to do this.)

Wood should not conduct electricity. (You do not expect wood to conduct electricity.)
Comparative adjectives and adverbs and ..c

C
superlative adjectives m
C)
This topic helps you to do two things. It helps you to talk about: C
Q)
1 the differences between things (comparative adjectives and adverbs)
+-'
2 the upper and lower limits of something (superlative adjectives). ..c
(.)
Scientists often want to compare two or more things. For example: m
en
• feathers and leaves are lighter than stones and rocks. (comparative adjective)
• evaporation occurs nwre quickly at higher temperatures. (comparative adverb)
E
0
~
'+-
Comparative adjectives
LL
Comparative adjectives describe similarities and differences between two or more
nouns. They are formed by adding -er to shorter adjectives and more before longer
0
adjectives.
a_
10 >
i
You make a comparative adjective by adding -er to the end of short adjectives. This rule works
with adjectives that have 1 syllable (sound), 2 syllable adjectives ending in 'y, er, le and ow.'
adjective comparative Example sentence
Atoms are smaller than

small smaller
molecules.
( '
The liquid turned cloudier
cloudy cloudier
when more sugar was added.
This method was simpler to

simple simpler
understand.
\U
·- 3' ,. ,. .~,f
~
You make a comparative adjective by adding more before long adjectives. This rule works with
I ) 2 syllable adjectives not ending in 'y, er, le and ow' and adjectives with 3 syllables or more.
more + adjective Example sentence Q)

--
more helpful This explanation is more helpful than the other one.
more flexible A ball and socket joint is more flexible than a hinge join .
more acidic Vinegar is more acidic than milk.

t:
Spelling rules when forming comparative adjectives.
Adjective + er
• ...
..... )
1 syllable adjectives ending in 2 consonants long longer
1 syllable adjectives ending in 2 vowels and one consonant weak weaker
When the last 3 letters are consonant, vowel, consonant, you big bigger
must double the last letter flat flatter
When the adjective ends in 'y' take off the 'y' and add -ier. busy busier
When the adjective end in 'e' just add -r. safe safer
>
( J
11
__ E_n_g_l_is_h_S_k_i_lls_a_n_d_s_u_p_p_o_r_t
______ __,)
Structure of comparative sentences

Noun+ verb+ adjective+ er+ than+ noun.
,,
Comparatives Other notes about. the se,rt~nce ,.

,.,, ,\'
:.4 ,,, ·,,i
A silver ring is shinier than an iron nail. (singular countable noun + is)
Carbon dioxide gas is heavier than oxygen. (uncountable noun + is)
Metals are stronger than plastics. (plural noun + are)

E
Arctic hares have longer ears than brown hares. (you do not always have to use 'is' or 'are')
Noun+ verb+ more+ adjective+ than+ noun.

)11/i
Comparatives Other notes about the serttence .(J..

{\ irr'
A lemon is more acidic than milk. (singular countable noun + is) ..c
C"'
Sugar is more soluble in water than salt. (uncountable noun + is) ro
r:n
C
Tigers are more aggressive than lions. (plural noun + are) Cl)
Brick has a greater density than water. (you do not always have to use 'is' or 'are')
You can compare two things that have the same properties by saying, 'as+ adjective ro
+ as,' for example, 'Vinegar is as acidic as lemon juice. Neptune is as cold as Uranus.'. en
Comparative adverbs E
0
L..
Adverbs describe how, when, how often, or to what degree an action is done. Most ~
adverbs end in -ly, for example, 'quickly', 'brightly', 'safely'.
LL
Comparative adverbs make comparisons between two verbs. To form comparative 0
adverbs, add -er to the end of 1 syllable adverbs, for example: hard - harder, fast a_
- faster. Most adverbs are two-syllable words, ending in -ly, so you will usually use
'more' in front of the adverb to compare two actions. For example: 'more slowly'
and 'more carefully'.
12 >
• Humans can run fast, but cheetahs can run more quickly.
Ice melts at room temperature, but ice melts more slowly at low temperatures.
• We got the results more quickly .this lesson, compared with last week.
• The chemical reaction happened faster than I expected.
0 I study harder than him.
• Eagles fly higher than crows.
Superlative adjectives E
In science, we also want to say what is at the top or the bottom of a range of things. 0
. ·, Superlative adjectives say what is at the top and the bottom of a range . u.
■-
Remember, you make a superlative adjective by adding: 0

C
0
-est to the end of short adjectives (hard, cold, large, small). ro
For example: The blue whale is the largest marine mammal on Earth. ..c
• 'the most' before longer adjectives (reactive, conductive, reflective). ..c
For example: White is the most reflective colour. C
Be careful! Words of two syllables (sounds) can use both -est and 'the most'.
co
C)
For two-syllable adjectives ending in 'y', add -est (heavy - the heaviest). C
I ~ - _I
Q)
For adjectives of two or more syllables not ending in 'y', add 'the most' before the +-'
adjective (active - the most active; reactive - the most reactive). ..c
u
Notice that you always put 'the' before superlative adjectives.
co
Be aware that some adjectives are irregular. This means they do not follow the en
usual rules.
E
Irregular adjectives 0~
"
,. l.f-
ti
Adjective Comparative Superlative LL

:c,:,..·.
0
far further the furthest a..
few fewer the least
i, '
little less the least
many more the most

)
13 >
__ E_n_g_l_is_h_S_k_il_ls_a_n_d_s_u_p_p_o_r_t
______ __,)
Phrasalverbs
Phrasal verbs are mostly made up of a verb followed by a preposition.
Prepositions are usually short words-for example: 'in', 'out', 'up', 'of', 'by',
'into'. Phrasal verbs are used a lot in Engli$h and science. Each phrase can
have many meanings, but these are some common uses of phrasal verbs used
in science. You could add more to the list if you meet some different ones.
Verbs used without a preposition have one meaning, for example 'work', but when
you add a preposition to the verb it has a different meaning, for example, 'work out'.
'r
E
'" Q
Meanin'g Example ' 0
out
A fire or light stops shining or The fire will go out if I starve it
- 0
''go
stops burning. of oxygen. ~
To extinguish (usually fire I put out the fire by covering it with

put out
or light). a damp cloth.
To solve a problem or calculate I can work out if aluminium is conductive

work out
the result.
Carry something on water until

by connecting it to a circuit.
Seaweed was washed up on the

-
washed up
'
it lands on the beach or land.
Composed of - what is inside

beach after the storm.
Salt is made up of two elements,

-
made up of
or included. sodium and chlorine.
CIJ
Metals are divided into

divided into Create smaller groups.
two categories.
F
The phrase 'can tell' is not a phrasal verb, but it is a useful phrase to know because it
is used a lot in science. It means that something is noticeable. An example sentence is:
LL
I can tell this plant has been over watered. 0
a_
14 >
Graphs
You need to know the names of the different parts of a graph.
Here is a distance/time graph for a girl riding a bicycle.

500
400
\._ )
Distance 300 E
( )
y-axis travelled 0
(.)
( in metres
200
■-
.
{ ~
0
;.-:-:-~ 100 C
.•:•) co
0 ..c
0 20 40
Time in seconds
60
..c
C
x-axis co
C)
The line is straightand slopingupwards from 0 seconds to 40 seconds.
C
The line is straightand horizontalfrom 40 s to 60 s. Q)
+-'
Turning verbs into nouns ..c
( i (.)
co
We can turn many verbs into nouns by adding -ion or -ment to the end of en
the verb. When you add letters to the end of words, these are called suffixes.
E
Words Example Example
0L-
Remove Add '+-
ending in verbs nouns
separate separation
u....
ate the final 'e' 10n illuminate illumination
0
I I
Cl.
formulate formulation
globalise globalisation
1se the final 'e' ation equalise equalisation
immunise immunisation
corrode corrosion
ode the final 'de' s1on explode explosion
implode implosion
15 )
__ E_n_g_li_s_h_S_k_il_ls_a_n_d_S_u_p_p_o_r_t
______ __,)
Words Example Example '

Remove Add
ending in ' verbs nouns ;•~
examine examination
ation or
ine the final 'e' imagine imagination
ition
define definition
attract attraction
ct 10n instruct instruction
M,
obstruct obstruction E
"m 0
administer administration (.)
er the final 'er' ration ■-
■
filter filtration
0
alter alteration C
er ation
consider consideration
ro
..c
Notice that verbs ending in -er have two rules. Also, note that all words ending in ..c
-ate, -ise, -ode, -ine, -ct, and -er, make a noun by adding -ion. C
The verbs that take -ment at the end to make a noun have an easy spelling rule:
ro
C)
just add -ment to the end. C
Q)
Add Example verbs Exqmple nouns +-'
:;~,,' "' "' ..c
(.)
develop development
ro
ment
improve improvement
en
nourish nourishment
state statement E
0
I...
Example sentences: '+-
I would like to separate the particles by using afilter. LL
• The separation of particles is done by filtration. 0
Acid rain corrodes rocks.
a_
• Corrosionhappens when rocks are exposed to acid rain.
Opposite magnetic poles attract.
• Magnetic attraction is the opposite of magnetic repulsion.
I would like to improve this experiment.
• When I checked the calibration of the equipment, there was significant
improvementof the results.
16 )
Prepositions
' Prepositions are usually short words, for example: 'in', 'on', 'at', 'by', 'from'.
Each preposition has a particular meaning and it is important that you know
r how they are used in sentences.
I 1
'In', 'at' and 'on' are very common prepositions. You can use them to talk about
time or place. Here are some examples of how they are used to talk about place.
ii
I.
Prep·ositions- place Usage
?
Examples ' ti;
in a town/country
u
(.)
Within a space or area, or inside in the water
{. in
something. in a school (inside the building)
in the centre ff'.
·-
(·_
at my desk ..c
~
at A point or particular place. at the top/bottom
at school (at this place)
my book is on the table
""
J)
on A surface. wood floats on water (1
on the floor
Moving from one end to Electricity flows through copper wire.

through
the other, in something. Blood travels through the body.
Metal ore is extracted from rocks.
from Comes from a source.
Arteries carry blood away from the heart.
Indicates movement towards Light comes into the room.

into
the inside of a place. Water flows into the river. 0
Consists or has these parts A water molecule is made up of two
made up of
inside. hydrogen atoms and one oxygen atom.
( I
In the middle of and The Earth is between Venus and Mars.
separates two things. The similarity between magnesium and
between
Indicates the connection calcium is that they are both shiny and
\_,I
linking two things. silvery-white.
I I
17 >
__ E_n_g_li_sh_s_k_il_ls_a_n_d_s_up_p_o_rt
______ ___,J>
Prepositions Usage Examples
Shows who or what caused The experiment was conducted by the students.
by
the action or situation. The explosion was caused by mixing chemicals.
links something with magnesium reacts with oxygen to create

with
something else magnesium oxide
indicates the lack of
photosynthesis cannot take place without
without something in the described
sunlight
context I""'\
-
Active and passive
(.)
■-
.
0
, You will see sentences using active verbs and passive verbs in science. C
I
co
..c
Active verbs ..c
C
Use active verbs in sentences to give direct information. co
Structure: Who does/did what. C)
C
Examples: Q)
• I carried out the experiment. +-'
• He calibrated the thermometer. ..c
• She recorded the temperature accurately. (.)
co
Cl)
Passive verbs
Sometimes you need to use passive verbs. When the verb is passive, the subject E
has the action done to it, rather than the subject doing it. 0
!....
'+-
Structure: Something is/are/was/were done by whom or what. It is possible to
not include who did the action if who did it is not important. LL
Examples: 0
a_
• The experiment was carried out (by me).
• The thermometer was calibrated (by him).
• The temperature was recorded accurately (by her).
18 >
)
Changing active to passive
"
' i .~
Tense Active
,. '"
,.,.,,
,.
Who/what verb What
"·-
?,'.1.,._• ~t
Simple present I/you/we/they heat the liquid.
Simple present She/he/it heats the liquid.
Verb form Passive l

.,...
E
.. 0
+ past participle
u.
what is/are Who/what
·-0
Past participle The liquid is heated (by them). C
ro
Past participle The liquids are heated (by us). ..c
..c
Notice how the word order changes when you change active to passive. C
ro
C)
Conditional sentences C
Q)
Conditional sentences show the result of conditions. Conditional sentences have an
+-'
if-clause, that shows the condition, and a main clause, that shows the result. There
..c
are four types of conditional sentences, here we will look at zero conditional and u
first conditional sentences. ro
A zero conditional sentence shows facts or things that are generally true. It has two en
present simple verbs (one in the 'if clause' and one in the 'main clause').
If + present simple, .... present simple. For example:
E
0~
--:_
...
If water reaches 100 degrees, it boils. l.f-
If you mix hydrogen and oxygen, you get water. LL

You can reverse the two clauses, for example: 0
Water boils if it reaches 100 degrees.
a..
You get water if you mix hydrogen and oxygen.
Notice that when you start with the main clause, you don't need to use a comma.
First conditional sentences are used to talk about future situations that you think
are possible.
The first conditional structure is: if I when + present simple ... will+ infinitive.
If I study hard, I will pass my science exam.
If I leave the plant seeds for a week, I will see green shoots.
19 )
Oto }:;On~
an.·· t . carbon ;c~cle
E
> 1.1 Photosynthesis 0
0.
·-0
Exercise 1 C
ro
This exercise checks that you can respond correctly to the words 'state', ..c
'describe' and 'explain'. Look at the information about command words in the ..c
English Skills and Support section to help you to answer these questions.
C
ro
0)
The diagram shows some apparatus that Zara used to investigate the production of C
bubbles of gas by a water plant. Q)
gas collecting +-'
..c
test tube 0
ro
beaker
en
pond water
1-----i-- upside down funnel

E
0
L..
water plant ~
block to
support funnel
LL
0
a_
a State the name of the process happening in the plant that produces the
bubbles of gas.
b Describe what happens during the process you have named in a.
20 )
1.1 Photosynthesis
c State the name of the green substance contained in plant cells that helps them
to carry out this process.
d Explain why this green substance is needed ..

( )
f )
E
[ )
e Zara used the apparatus to investigate the effect of changing the light intensity
0
(.)
on the rate at which bubbles were produced. ■-
.
Describe how she can vary the light intensity. 0
C
co
C I
..c
..c
C
co
Exercise 2 C)
' l C
Q)
This exercise is about using connecting words to link two ideas together.
+-'
..c
(.)
( 1 Complete each sentence, using these connecting words or phrases. Sometimes,
more than one word or phrase will fit - just choose the one you think is best. co
en
and as a result of because because of
but in order to so
E
0L-
a Plants produce oxygen .....................................photosynthesis. '+-
LL
b Plants are green .....................................they contain chlorophyll.
0
c Plants need carbon dioxide .....................................water ..................................... Cl.
make oxygen and glucose.
f )
l I d The light intensity received by this plant is high, .....................................it is

(_; photosynthesising rapidly.
e Plants do not photosynthesise at night .....................................it is dark.
21 >
__ 1_P_h_o_t_o_sy_n_t_h_e_si_s_a_n_d_t_h_e_c_a_rb_o_n_cy_c_le_~>
> 1.2 More about

photosynthesis
Exercise 1
In this exercise, you will practise using some words associated with scientific
experiments. Look at the information about vocabulary for scientific experiments
E
in the English Skills and Support section, to help you to answer these questions.
0
(.)
■
■-
Marcus tests a leaf for starch. 0

C
a This is one of the steps in his experiment. ro
..c
..c
C
I
ro
C)
C
Q)
+-'
..c
(.)
What hazarddoes Marcus need to think about as he does this experiment? ro
en
E
b Marcus takes the leaf out of the hot water 0
I...
and puts it into a tube containing ethanol. '+-
He stands the tube of ethanol in the beaker
of hot water.
LL
0
a_
Describe the observationthat Marcus will make when the leaf is in the hot ethanol.
22 )
1.2 More about photosynthesis
c Marcus takes the leaf out of the ethanol,

rinses it in water and places it on a white tile.
He adds iodine solution to it. The leaf goes
blue-black.
What is Marcus's observation?
ii What conclusioncan Marcus make?

E
( I
0
(.)
■-
.
Exercise 2 0
C
This exercise is about some of the vocabulary you have learnt in this topic. co
..c
..c
Complete these sentences. Use some of these words. C
cells chlorophyll chloroplasts fertiliser photosynthesis
co
C)
nitrate root hairs stomata water yield C
Q)
Plants make their own food by ......................................They absorb carbon dioxide +-'
..c
(.)
from the air through the .....................................in their leaves.The carbon dioxide
co
reacts with water inside the .....................................in the palisade cells in the leaf, en
forming glucose. E
0
L-
Plants can use the glucose that they make to produce other '+-
substances. For example, plants use .....................................from the soil to convert

u....
0
the glucose to proteins. They can also make ....................................., using Cl.
) magnesium from the soil.
Farmers often add .....................................to the soil, to give crop plants more of
l ·'
the minerals that they need. This can increase the .....................................that the
farmers get from the crops.
23 >
____
1 Photosynthesis and the carbon cycle
___,
>
> 1.3 The carbon cycle
Exercise 1
In this exercise, you will practise turning statements into questions.
Change each statement into at least one question. Write more than one question
if you can, but try not to ask anything that cannot be answered by reading the
statement. E
0
The first one has been done for you. (.)
■-
.
Statement: Plants take carbon dioxide from the air to use in photosynthesis.
0
Questions: C
co
• Do p\o.rtts lo.k__e
co.r--bOhdioxide fr-om lhe o.ir--lo use ih pholos~hlhesis? ..c:
• \.Jhich ~o.s do plo.hls lo.k_efr-om lhe o.ir--lo use ih pholos~hlhesis?
..c:
C
• \Jher-e do p\o.hls lo.k__e
co.r-boh dioxide fr-om> lo use ih pholos~hlhesis? co
C)
• \.Jh~ do p\o.htS Med lo lo.k__e
co.r-boh dio)(ide fr-om lhe o.ir-? C
Q)
a Statement: Decomposers are important in the carbon cycle because they break
+-'
down carbon compounds in other living things. ..c:
(.)
Questions: .................................................................................................................. . co
en
E
0~
'+-
b Statement: All organisms release carbon dioxide when they respire. LL
0
Questions: .................................................................................................................. . a_
24 )
1.3 The carbon cycle
c Statement: The combustion of fossil fuels adds carbon dioxide to the air.
Questions: .................................................................................................................. .
d Statement: Fossil fuels formed from organisms that died millions of years ago.
Questions: .................................................................................................................. . E
r ;
0
(.)
■
■-
f J
0
C
rn
..c
..c
Exercise 2 C
rn
0)
This exercise is about modal verbs. Look at the information about modal verbs
C
in the English Skills and Support section to help you to answer these questions. Q)
+-'
Complete each sentence, using the words that you think fit best. ..c
(.)
Choose from the list. rn
Cl)
can cannot must must not
should should not E
0
s....
a Fossil fuels are non-renewable resources, so we ..,..................................try not to '+-
use too many of them. LL
b When we do experiments with animals, we .....................................treat them
0
with respect.
a...
( J
c If we destroyed all of the plants on Earth, there .....................................be
anything to remove carbon dioxide from the air.
d Decomposers .....................................get carbon from every kind of

r jl living organism.
e Living organisms .....................................use carbon in the form of an element.
I )
25 >
__ 1__ P_h_o_to_s_y_n_th_e_s_is_a_nd_t_he_c_a_rb_o_n_c_yc_l_e
_ __,)
f Now write a sentence using one of the words in the list that you have not used
in your answers to a, b, c or d. Your sentence should include some information
about the carbon cycle.
> 1.4 Climate change E

0
(.)
■
Exercise 1 ■-
0
C
This exercise is about comparative adjectives and adverbs. Look at the ro
information on comparative adjectives and adverbs in the English Skills and ..c
Support section to help you to answer these questions. ..c
C
Choose the best comparative adjective or adverb to complete each sentence. ro
C')
faster greater higher larger lower C
Q)
more frequently more slowly smaller +-'
..c
a Snow turns to slush as the temperature gets ...................................... (.)
ro
b Meteoroids are .....................................than asteroids. en
c When a meteor enters the Earth's atmosphere, friction with the air makes it E
0
travel ...................................... I...
'+-
d As the Earth's mean temperature increases, the volume of water in the oceans LL
becomes ......................................
0
a_
e Scientists think that extreme weather events will happen .....................................
as global warming continues.
26 >
1.4 Climate change
Exercise 2
(1 In this exercise, you will use phrases to complete sentences about the
causes and effects of climate change.
Here are some phrases about climate change.

• increase in the Earth's mean temperature
( J
• mass extinction
• rise in sea level
E
0
• asteroid collision
(.)
■-
.
Use these phrases, and your own words, to complete the sentences. 0
Try to use all four phrases at least once. C
ro
( '
a Global warming ........................................................................................................ .c
t' ) .c
C
\· .I
ro
C)
...
l
-'
C
b 67 million years ago ................................................................................................... Q)
......,
)
.c
~ :,I (.)
~
ro
en
c Cities on coastlines, such as Los Angeles and Shanghai, ......................................
E
0
L...
'+-
LL
0
Rr0Rerties ot·
materials . .
E
> 2.1 Atomic structure and the· 0
(.)
.
·-0
Periodic Table C
ro
.c
Exercise 1 .c
C
This exercise asks you to think about the words model and analogy. You can ro
find information about the meanings of these two words in the English Skills
C)
and Support section. You will also practise using some of the vocabulary that C
Q)
you have learnt in this topic.
+-'
.c
The diagram shows a model of a lithium atom. (.)
first
ro
Cl)
electron
shell
E
0
s.....
'+-
second
electron LL
a lithium atom
shell
0
a_
a Explain why we say that this diagram shows a model of an atom.
28 )
2.1 Atomic structure and the Periodic Table
b A run says that we can use the structure of the Solar System as an analogy to
help us to think about the structure of an atom.
/ :
Describe one similarity and one difference between the structure of the Solar
System and the structure of an atom.
r )
( ) Similarity: ..................................................................................................................
.
Difference: ..................................................................................................................
.
E
0
u.
c In which electron shell of this atom do the electrons have a higher energy level? ·-0
C
ro
d The electron shells are concentric. Explain what 'concentric' means. ..c
( ..c
C
(.
I
co
C)
I
J e What do we call the forces that hold the electrons in place in their shells? C
Q)
@the correct words. +-'
: .1
..c
electoral forces electrical forces electrostatic forces
u
co
Exercise 2 en
This exercise is about the Periodic Table of the elements, and some of the
E
0
~
vocabulary that we use to describe it. l.f-
The diagram shows part of the Periodic Table.

LL
1 2
H He
hydrogen helium
1 4
( I 3 4 5 6 7 8 9 10
Li Be B C N 0 F Ne
' I lithium beryllium boron carbon nitrogen oxygen fiuorine neon
7 9 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Na
sodium
Mg
magnesium
Al
aluminium
Si
silicon
p
phosphorus
s
sulfur
Cl
chlorine
Ar
argon
23 24 27 28 31 32 35 40
)
19 K 20 Ca
potassium calcium
39 40
) 29 >
__ 2_P_r_o_p_e_rt_ie_s_of_m_a_te_r_ia_l_s
______ _.J>
Look at the Periodic Table.
a What is the mass number of lithium? .............................
b What is the atomic number of lithium? .............................
c Use a pencil to shade one group in the diagram of the Periodic Table.
d What happens to the mass number of the elements as you go down the group
you have shaded?
E
0
(.)
e What happens to the number of protons in the nucleus of an atom, as you go ■
■-
down the group you have shaded? 0
C
ro
f The electronic structure of an atom is 2,4. It contains 6 neutrons. ..c
Draw a diagram to show this atom.
..c
C
Show the electrons in the correct electron shells.
ro
0)
C
Q)
+-'
..c
(.)
ro
en
E
0
L..
~
LL
0
a_
30 )
2.2 Trends in groups within the Periodic Table
ds • grou
·c Table
Exercise 1
In this exercise, you will practise using superlative adjectives and adverbs to
describe trends in the Periodic Table. E
0
The diagram shows the Periodic Table, with two groups shaded.
u.
■-
Group 1 Group 7 0
(alkalimetals) (halogens) C
□ ro
..c
( ) Li F ..c
Na Cl C
K Br
co
C)
(: i C
Look at the Group 1 metals. Q)
a Write the symbol of the Group 1 metal with the greatest mass number. +-'
..c
u
co
b Write the name of the Group l metal that reacts most quickly with water. en
E
Now look at the halogens. Complete these sentences.
0
~
l.f-
Choose from the list.
LL
highest higher least lowest lower most 0
c Fluorine is the halogen with the .....................................atomic number.
a..
d Bromine is the .....................................reactive of these three elements.
e Chlorine has a .....................................boiling point than fluorine.
I I
31 )
__ 2_P_ro_p_e_r_t_ie_s_o_f_m_a_t_e_ri_a_ls
______ __,)
> 2.3 Why elements react to

form compounds
Exercise 1
This exercise gives you practice in writing complete sentences, as well as
thinking hard about how compounds are formed. E
0
(.)
Here are some phrases about why elements react to form compounds.
·--
is called a molecule attracted to each other by ionic bonds
,--
when the outermost electron shell is full a covalent bond is formed
held together by chemical bonds when an atom loses or gains electrons
Use each phrase to complete one of the sentences. C

Q)
a Atoms are most stable ........................................................................................... .
+-'
.c
(.)
b An ion is formed .................................................................................................... . rn
en
E
c In a compound, atoms are .........................................................................:.......... . 0
L..
~
LL
d When atoms share electrons, we say that .............................................................. . 0
a_
·································································································•·······················•·.········.
e The ions in an ionic compound are ...................................................................... .
f A group of atoms held together by covalent bonds .............................................
32 )
2.3 Why elements react to form compounds
Exercise 2
In this exercise, you will check that you can use some of the new vocabulary
you have learnt in this topic. You will also practise answering questions
that begin with different command words. Look at the information about
; I
command words in the English Skills and Support section, to help you to
answer these questions.
The dot and cross diagram shows the structure

of a molecule. E
0
(.)
■-
.
L
0
C
co
a Name the two elements in this molecule. ..c
..c
C
b Write down the chemical formula for this molecule.
co
C)
C
Q)
+,J
c State what the dots and crosses represent in this molecule. ..c
(.)
dots: ............................................................................................................................
co
crosses: ........................................................................................................................
en
d In this molecule, the atoms share electrons.
E
Name the type of bond in which atoms share electrons.
0L-
'+-
u....
e Explain why this molecule is a compound, not an element. 0
Cl.
f Name this compound.
33 >
__ 2__ P_ro_p_e_r_ti_e_s_o_f_m_at_e_r_ia_ls
______ ~>
> 2.4 Simple and giant structures
Exercise 1
This exercise gives you practice in using some of the new words you have
learnt in this topic.
a Complete the sentences about an ionic compound that forms a giant structure.
Choose words from the list.
E
0
(..)
compound lattice molecule negative positive ■
■-
Sodium chloride is a .....................................containing sodium ions and chloride

0
C
ions. Each sodium ion has a .....................................charge and each chloride ion
co
..c
has a .....................................charge. ..c
C
These opposite charges mean that the sodium ions and chloride ions are co
0)
strongly attracted to one another, forming ionic bonds. Millions of sodium C
Q)
ions and chloride ions form a giant structure called a ...................................... +-'
..c
b Complete the sentences about an element that forms a giant covalent structure. (..)
Choose words from the list. co
en
aeroplanes atoms easily ions covalent
ionic pencil leads stronger weaker
E
0
s.....
Graphite is a form of carbon in which the carbon .....................................are '+-
LL
arranged in layers. In each layer, many carbon atoms form strong 0
.....................................bonds with each other, by sharing electrons. a..
There are .....................................bonds between the layers. This means that the
layers can .....................................slide over one another.
This makes graphite very soft, which is why it is good for making
34 )
2.4 Simple and giant structures
Exercise 2
In this exercise, you will complete sentences using comparative words
that you choose for yourself. You may like to look at the information about
,r
comparative adjectives and adverbs in the English Skills and Support section.
These sentences compare the properties of ionic compounds and covalent

compounds. Complete the sentences, using your own choice of comparative
adjectives or comparative adverbs.
E
a Covalent compounds usually have .....................................boiling points than 0
ionic compounds. (.)
■
■-
b Ionic compounds dissolve in water .....................................than covalent 0

compounds. C
rn
c Ionic compounds have .....................................melting points than covalent ..c
..c
compounds. This is because the electrostatic forces that hold the ions together C
are .....................................than the intermolecular forces that hold the
rn
0)
C
molecules together in a covalent compound. Q)
35 )
or e
. .
j ••
Density
Exercise 1 E
0
This exercise is about some of the two-word phrases that we use in science.
0.
You can find information about many different two-word phrases in the English ·-0
Skills and Support section. C
cu
Choose one of these two-word phrases to complete each sentence. You can use each ..c
phrase once, more than once or not at all. ..c
C
go out put out washed up work out cu
C)
a We can .....................................the density of an object by dividing its mass C
Q)
by its volume.
+-'
b Oil is less dense than water, so an oil spill
..c
0
floats and can be .....................................
onto a beach.
c Carbon dioxide gas is more dense than air,
air, so we can ............................. a fire by

pouring carbon dioxide onto it, which prevents
oxygen in the air from reaching the fire.
d We can .....................................the volume of an

irregular object by measuring the volume of
water it displaces.
36 )
3.1 Density
Exercise 2
This exercise is about writing sentences that use connecting words. You can find
information about connecting words in the English Skills and Support section.
Write a sentence about each of the following ideas. Use one of these connecting
words in each of your sentences. You might be able to use more than one of them
in some of your sentences.
because but so
E
The first one has been done for you. 0
(.)
Idea: the difference in density between gases and liquids ■
■-
Go.ses ho.ve o. lower- dehsit~ thO.h \iqu.idsbecallse.-1:.heir-

po.r-tlcles o.r-e 0
C
f u.r-ther- o.po.r-l. m
a Idea: how we can find the volume of a regular and an irregular object ..c
..c
C
m
C)
C
(])
+-'
b Idea: the difference in density between a solid piece of iron and a hollow piece
of iron
..c
(.)
m
en
E
0
s.....
"4-
C Idea: the effect on density of compressing a gas and a solid
LL
0
a_
d Idea: what makes a hot air balloon float
37 )
___ 3_F_o_r_ce_s_a_nd_e_n_e_r9_Y
________ __,)
> 3.2 Heat and temperature

Exercise 1
In this exercise, you will complete sentences about the difference between
heat (thermal energy) and temperature.
Complete each sentence. Choose words from the list. E

average greater less more smaller total
0
(..)
a The higher the temperature of a liquid, the
.....................................the energy of its particles.
b Temperature tells us about the
.....................................energy of particles.
c Heat tells us about the .....................................

energy of particles.
d The more thermal energy we add to a liquid,
the ............................. its temperature

mcreases.
e A large volume of water with a temperature
of 60° Chas a .....................................quantity

quantity of thermal energy than a smaller
volume of water with a temperature of 60° C.
a..
38 >
3.2 Heat and temperature
Exercise 2
( In this exercise, you will write your own questions about heat and
temperature and then answer them.
Write a question about each of these topics. Your question should be a

complete sentence.
Then write an answer to your question. The answer does not need to be a
complete sentence.
E
The first one has been done for you. 0
(.)
measuring temperature ■
■-
Question: \Jho.l thStr·lu-neht do we use lo measur-e the temper-atur-e of 0

C
C\h objed? m
Answer: A ther-mometer-. ..c
..c
r , a thermal energy transfers between two objects at different temperatures C
m
C)
Question: ....................................... '............................................................................. .
C
Q)
+-'
Ansvver: ...................................................................................................................... . ..c
' I
(.)
m
en
b effect of adding thermal energy to a liquid
Question: ............................................. :...................................................................... . E

0
s.....
"4-
!_'·)
Ans1ver: ...................................................................................................................... .
LL
0
(. I
a_
C ice cream melting
I;_ !
Question: .................................................................................................................... .
1- l
Answer: ...................................................................................................................... .
39 )
___ 3_F_o_r_ce_s_a_n_d_e_n_e_r9_Y
________ __,)
> 3.3 Conservation of energy

Exercise 1
This exercise asks you to correct some sentences about cons~rvation
of energy.
Two words in each of these sentences have swapped places. E

In each sentence, draw circles round the two words that are in the wrong place. 0
(..)
Then write the sentence with the words in their correct places. ■
■-
a Conserved is always energy. 0

C
co
b The total energy input from a system cannot be greater than the total ..c
energy output. ..c
C
co
0)
C
Q)
c When energy is transferred from one heat to another, some may be dissipated +-'
as system. ..c
(..)
co
en
d Energy cannot be changed or destroyed, only created from one form E
to another. 0s.....
'+-
LL
0
e When l00J of electrical energy is supplied to a system, the less output energy a..
will be useful than 100J.
40 >
3.3 Conservation of energy
xercise 2
In this exercise, you will practise turning a statement into a question.
Change each statement into at least one question. Write more than one question if you
can, but try not to ask anything that cannot be answered by reading the statement.
The first one has been done for you.
Statement: A lamp changes 10J of its input energy to light, but the remaining
90 J is changed to thermal energy. E
0
Questions: \Jho:t ts the loto.\ ener-~~ inpllt to the \o.wip? (.)
■
■-
\Jho.t pr-opor-ttonof the ener-~~ pr-ovtdedto o. \amp is chan~edto 0
' -, llseft,t\ener-~~? C
a Statement: The law of conservation of energy states than energy cannot be
m
created or destroyed.
..c
..c
C
Questions: ................................................................................................
,..................
m
C)
C
(])
+-'
..c
(.)
b Statement: The total quantity of energy that enters a system is the same as the m
en
total quantity of energy that leaves it.
Questions: ..................................................................................................................
. E
0
s.....
'-I-
LL
0
a_
~ ! c Statement: If we put lO0J of energy into a system, we cannot get more than
(~) 100 J of energy out of it.
C) Questions: ......................................•..............•·•····..····.....·............·..···.....·.......··.........·
\_'
u
u 41 >
__ 3__ F_o_rc_e_s_a_n_d_e_ne_r_9_Y
________ __,)
> 3.4 Moving from hot to cold

Exercise 1
In this exercise, you will choose comparative words of your own, to complete
sentences. You can find information about comparative adjectives in the
English Skills and Support section.
E
Use a comparative adjective to complete each sentence. 0
(..)
■
a The temperature of your hands decreases when you hold an ice cube, ■-
0
because the ice cube is .....................................than your hands. C
co
b A substance that is colder has a .....................................temperature. ..c
..c
c Thermal energy moves to .....................................places. C
co
d The .....................................the difference in temperature between two places, 0)
C
the faster the rate at which the thermal energy transfers from one to the other. Q)
+-'
e When cold water flows through the hot engine of a car, the water gets ..c
(..)
co
en
42 )
3.4 Moving from hot to cold
Exercise 2
This exercise is about information shown in a graph. Look at the sections
on command words and graphs in the English Skills and Support section
to help you to answer these questions.
Arnn put some hot water into

a beaker. He measured the
temperature of the water 60
every 5 minutes for the next
40 minutes. The graph shows 50
his results.
Temperature
in oc 40
30
10-J-J-.J...l........;r........i-...i...i--....:...:...l-l-.J...l...;...J..,/1..1...1...l..l..~-l..J.-I-J-.J..l...l...
0 5 10 15 20
25 30 35 40
t l Time in minutes
a What are the units on the x-axis of the graph? ......,

..c
(.)
b Describe what happens to the temperature of the water during the 40 minutes
co
of Arun's experiment.
en
E
0
L...
'+-
() LL-
- ) ····························.................................................................
0
C Explain why the temperature of the water changes. Q_
)
'
(.
\.
l ) d The temperature of the room is 20° C. Predict what the temperature of the
water will be at 50 minutes.
)
43 >
__ 3_F_o_r_c_es_a_nd_e_n_e_r9_Y
________ __,)
> 3.5 Ways of transferring

t~ermal energy
Exercise 1
In this exercise, you will practise changing a verb into a noun. Then you will
write a sentence using the noun. E
0
Each of these verbs can be made into a noun by adding -ion to it. Sometimes, you
(.)
·-0
.
have to change other letters in the word as well.
Write the noun that can be made from each verb. Then write a sentence that uses C
the noun. rn
.c
The first one has been done for you. This is an unusual one, .because the b in .c
'absorb' changes to ap in 'absorption'. C
''" i \,U
Noun ending vvith '
Verb Sentence
-ion ' '
I'' .i'I,
Ih the SLth, b\o.c~ objects ~et hoHev- tho.h white OheS

absorb o.bsov-ptiOh
beco.Ltsetheir- o.bsov-ption of thenno. I enev-~~is ~v-eo.tev-.
J
radiate
F
0
s.....
convect '+-
II
0
insulate a_
reflect
conduct
44 )
3.5 Ways of transferring thermal energy
Exercise 2
This exercise gives you practice in using some of the vocabulary associated
with scientific experiments. You can find information about this vocabulary
in the English Skills and Support section.
Sofia predicted that hot water in a white can

would cool down faster than hot water in a
black can.
Sofia filled a black can and a white can with
E
0
hot water. (.)
■
She used a thermometer to measure the

temperature of the water in each can,
1, every five minutes.
a List the equipmentthat Sofia used in her experiment.

II
+-'
..c
(.)
b Write down the hypothesisthat Sofia tested with her experiment. ro
en
E
0s.....
' I c Sofia did a risk assessmentbefore she began her experiment. '-I-
Suggest one risk that Sofia should consider.
LL
0
After 20 minutes, the temperature of the water in the black container was lower a..
\ jl than the temperature of the water in the white container.
\
)I
Sofia decided that this showed that the black container lost thermal energy
by radiation faster than the white container.
d What is Sofia's conclusion?
45 )
__ 3_F_o_r_c_e_s
_a_n_d_e_n_e_r_9_Y
_________ )
e What evidence did Sofia use to make her conclusion?
f Does the evidence supportor refute Sofia's prediction?
E
> 3.6 Cooling by evaporation 0
(.)
■-
■
0
Exercise 1 C
ro
..c
In this exercise, you will choose the best phrase to complete a sentence. ..c
C
Here are some phrases about cooling by evaporation. ro
0)
Use the phrases to complete the sentences.
C
the change of state from liquid to gas escape into the air Q)
+-'
to allow water to evaporate from its surface is cooler than before ..c
the average kinetic energy of its particles (.)
ro
a Evaporation is ........................................................................................................... . en
E
0
L..
b The hotter a liquid, the greater .............................................................................. .. ~
LL
0
c A water cooler is made of porous clay .................................................................. .. a_
d When water evaporates, the particles with the greatest energy ..............................
e The water left behind after the most energetic particles escape ........................... .
46 >
3.6 Cooling by evaporation
Exercise 2
This exercise is about using appropriate words to describe the results of
an experiment.
I )
I 1
Marcus prepared two boiling tubes like this.
I I
dry wet
E
cloth cloth
0
(.)
■-
.
0
C
Marcus poured hot water into both tubes. He measured the temperature in the
co
..c
tubes every 5 minutes for 25 minutes. ..c
The table shows his results. C
r i
co
Ji~.
Temr:{erature in ° C • .
Time in minutes water in tube with dry cloth water in tube with wet cloth
., '"I
0 80 80 u
5 71 68
10 64 58
l 15 59 50
cu u....
~JJ 20 54 43
0
(1)
25 52 39
(l)
1 J a Describe the trendin the results for the water in the tube surrounded by the
(1) dry cloth.
"\
!)
dJ
,_[J
,)
l)
w 47 >
__ 3_F_o_r_c_e_s
_a_n_d_e_n_e_r_9Y
________ ----J>
b What pattern can you see in the differences between the results for the water
surrounded by the dry cloth and the water surrounded by the wet cloth?
c Make a prediction of the temperature in each tube at 30 minutes.

E
0
(.)
■-
.
d Suggest how Marcus could change his experiment, to make his data 0
more reliable. C
co
..c:
..c:
C
e Marcus wants to check that the temperatures he reads on the thermometer are co
accurate. His teacher tells him that taking the same reading with two different C)
thermometers will help him to do this. Is his teacher correct? C
Q)
Explain your answer. +-'
..c:
(.)
co
en
E
0
'-
Maintaining life
> 4.1 Plants and wat.er
Exercise 1 E
0
In this exercise, you will choose the best prepositions to complete sentences.
u.
·-0
Choose a preposition to fill each of the gaps in the sentences. Sometimes, more than C
one preposition may work, so just choose the one you think is best. Choose from rn
the list. ..c
..c
between in into of through C
rn
0)
a Water is taken .....................................a plant .....................................
( I
its root hairs. C
Q)
b Root hairs grow .....................................the particles in soil. +-'
..c
c Xylem vessels are found .....................................the centre of a root. u
rn
Cl)
d Water is transported .....................................xylem vessels.
e The wood in a tree trunk is made up .....................................xylem vessels. E

0
s....
'+-
( '.I Exerc~se 2
LL
In this exercise, you will write questions that match the answers. 0
l
(j
l
a...
Here are some answers to questions. Write a question that matches each answer.
Write your question twice. The first time, use a question word such as 'What' or
'Why'. The second time, use a command word such as 'Name', 'State', 'Describe'
or 'Explain'.
( ) The first one has been done for you.
49 )
__ 4_M_a_in_t_a_in_in_g_li_fe
_________ ___,)
Answer: Xylem vessels.

Question with question word: \Jho.t do we co.\\the tu.bes tho.t tr-O.hspor-t ( )
wo.ter-ih o. p\o.d?
Question with command word: No.methe tu.bes tho.t tr-O.hspor-two.ter-
ih 0. p\O.ht.
a Answer: Through root hairs.
Question with question word: .................................................................................... .

E
0
(.)
Question with command word: .................................................................................. . ■-
■
0
C
b Answer: They are arranged in a circle near the outer edge of a stem. co
..c
Question with question word: .................................................................................... . ..c
C
co .•
C) i"' - ,
Question with command word: .................................................................................. . C

Q)
+-'
c Answer: Mineral salts such as nitrate and magnesium. ..c
(.)
Question with question word: ................................................................................... .. co
Cl)
E
Question with command word: .................................................................................. . 0
s.....
'+-
LL
d Answer: They are completely empty inside, and their end walls have 0
bro ken down. a_
Question with question word: .................................................................................... .
Question with command word: .................................................................................. .
50 >
4.2 Transpiration
>•4.2 li anspi at·o

G
xerc1se
This exercise will help you to check that you understand transpiration,
as well as some of the vocabulary that we use to describe it.
In each of these sentences about transpiration, one of the words is incorrect. E

Identify the incorrect word, and underline it. Then rewrite the sentence correctly. 0
(.)
Here is an example. ■-
.
More water is lost from the top of the leaf than the underside. 0
C
Less wo:ter is lost fr-om the top of the leC\f thC\n the u.nder-side. co
a Water diffuses from the inside of a leaf to the air in the form of a liquid.
..c
..c
, C
"·
co
C)
( C
b Transpiration is the loss of water vapour from the roots of a plant. Q)
+""'
r I ..c
(
(.)
•·
co
C A waxy layer on the underside of a leaf helps to reduce water loss. en
E
0
L-
'+-
d Water moves out of leaves through the xylem. U..
(·, ' 0
··············...........................................................................................
Cl..
e Many desert plants have small leaves to reduce the rate of photosynthesis.
51 )
__ 4__ M_a_i_n_ta_i_n_in_g_lif_e
__________ ....,)
Exercise 2
This exercise is about some of the vocabulary that we use when collecting,
displaying and analysing the results of an experiment. Look at the Language
of science experiments information in the English Skills and Support section
to help you to answer the questions.
Arun took two very similar plants growing in pots. He covered the leaves of one
of the plants with a thin layer of Vaseline. He did nothing to the leaves of the
other plant.
E
0
(.)
Arun measured the mass of both plants. He left them both in the same place.
■-
.
He measured their masses each day for the next five days. 0
The graph shows Arun's results. C
co
..c:
..c:
950 C
leaves covered
co
900 C)
with Vaseline
C
850 Q)
+-'
Mass of
800
..c:
(.)
planting leaves not covered
with Vaseline co
750 en
700 E
0~
650 '+-
600
LL
0 2 3 4 5 0
Time in days a_
a What was the variablethat Arun changed in his experiment?
b What are the units in which Arnn measured the mass of the plants?
52 )
4.2 Transpiration
c Describe the trend shown by the mass of the plant without any Vaseline on
its leaves.
' J
( -.
d Calculate how much mass the plant with Vaseline on its leaves lost during
the experiment.
E
0
(.)
■
■-
0
C
m
----·:)
..c
..c
C
\ I
m
C)
C
(])
+-'
t -='; e Explain why one of the plants lost more mass than the other one. ..c
Use the word 'transpiration' in your answer. (.)
m
en
E
0
s.....
'• .', • • • • •' • • • • • • •' • • • • • • • • • • • •' • • • • • • • • • • • • • • • • • o • • 0 I•• o • o • • o O • • • • o • • o • f I•• o o •Io O t • o • • • o • o o • • o ••II• 0 • • o o •It O + 0 t I I I I I• 0 o t O It O O O O IO O O IO o
"4-
LL
0
l_.j a_
\ 1
f Arnn wants to improve the reliability of his results.

What is the best thing for him to do? Tick(✓) one box.
'·;:\ display his results as a bar chart instead of a line graph D
'_) do the experiment again, using six plants instead of two D
use a different kind of balance to measure the mass of the plants D
make a careful risk assessment before he does his experiment D
\. )
53 )
4 Maintaining life )
____ ____,
> 4.3 Excretion in humans·

Exercise 1
In this exercise, you will check that you understand how excretion happens,
and that you can use the vocabulary associated with this topic.
Two words in each of these sentences have swapped places. E

In each sentence, underline the two words that are in the wrong place. 0
(..)
Then write the sentence with the words in their correct places. ■
■-
a Urea is made in the kidneys and excreted by the liver. 0

C
co
..c
..c
b The urethra carries urine away from the kidneys, and the ureter carries urine
C
away from the bladder.
co
0)
C
Q)
+-'
..c
c Urea is a solution of urine dissolved in water. (..)
co
en
E
d Urea is transported in the kidneys to the blood. 0
s.....
'+-
'..........
'" ...............
'''.......
''.....''....''..."'......................
",..''.....'......
'................
'....'.....'..'' L1...
0
•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••·••••••••••••••••••••••••••••••••••••••••••
a..
54 )
4.3 Excretion in humans
Exercise 2
In this exercise, you will write questions based on statements about the
excretory system.
{ .
•1 Change each statement into at least one question. Write more than one question if you
can, but try not to ask anything that cannot be answered by reading the statement.
a Statement: The word 'renal' means 'to do with the kidneys'.
Questions: ................................................................................................................. .. E
0
(.)
■
■-
0
C
m
b Statement: The ureters carry urine from the kidneys to the bladder,
..c
where it is stored.
..c
C
Questions: ................................................................................................................. .. m
C)
C
(])
+-'
( )
..c
(.)
m
i _:.)
c Statement: The kidneys filter the blood and remove urea from it. en
Questions: .................................................................................................................. . E
0
s.....
"4-
LL
0
\ ) a_
1 1 d Statement: The excretory system contains several organs,
including the kidneys, ureters, urethra and bladder.
r -_; Questions: .................................................................................................................. .
' I
l )
55 )
___ 4_M_ai_n_ta_i_n_in_g_l_if_e
_________ _,)
> 4.4 Keeping a fetus healthy

Exercise 1
This exercise is about modal verbs. Look at the information about modal verbs
in the English Skills and Support section to help you to answer these questions.
Complete each sentence, using the words that you think fit best.
E
0
(..)
can cannot must must not ■-
■
should should not 0

C
a A pregnant woman .....................................smoke cigarettes. co
..c
b A pregnant woman .....................................eat foods containing plenty of fron. ..c
C
c Nicotine in the mother's blood .....................................get into the fetus's blood. co
0)
d Some drugs, such as antibiotics, .....................................be good for health. C
Q)
e A pregnant woman .....................................take any drugs without consulting +-'
her doctor. ..c
(..)
Exercise 2 co
en
In this exercise, you will use phrases to write sentences about how a mother E
can take care of her health, and the health of her fetus. 0
s.....
'+-
Use each of the phrases to write a sentence about how a mother can keep herself LL
and her fetus healthy. 0
a Phrase: diffuses into the fetus's blood a..
Sentence: .................................................................................................................... .
b Phrase: to make haemoglobin
Sentence: .................................................................................................................... .
56 >
I I
4.4 Keeping a fetus healthy

I )
( )
c Phrase: supplied by its mother's blood
(J Sentence: .................................................................................................................... .
C)
(_)
- d Phrase: extra calcium is needed
Sentence: .................................................................................................................... .
e Phrase: carbon monoxide, nicotine and tar E

0
Sentence: .................................................................................................................... . (.)
■
■-
0
i C
'I
m
I
..c
( ' ..c
C
I )
m
0)
C
. .· 1vityan
displac .ent reactions E
0
0
Exercise 1 ·-0 ■
C
You may like to look at the reactivity series in Topic 5.1 in the Learner's Book
ro
..c
as you answer these questions. ..c
C
Each of these sentences contains at least one incorrect preposition. ro
0)
Identify the incorrect preposition and underline it.
C
Then rewrite the sentence including a correct preposition. Here are some that you Q)
might find useful - but feel free to choose a different one if you think it works. +-'
..c
at between by from in of onto to 0
ro '
a A more reactive metal can displace a less reactive one into its salt. en
E
b Calcium is in sodium and magnesium in the reactivity series. 0
s.....
'+-
LL
c The word equation shows the reaction at zinc and hydrochloric acid.
0
a..
d If we put an iron nail into copper sulfate solution, the nail becomes coated
onto copper.
e The most reactive metals are written in the top of the activity series.
58 )
5.1 Reactivity and displacement reactions
i I Exercise 2
This exercise will help you to check that you understand the reactivity
series, as well as some of the vocabulary that we use to describe it. You may
like to look at the reactivity series in Topic 5.1 in the Learner's Book as you
answer these questions.
In each of these sentences about reactivity and displacement reactions, two of the
words have swapped places.
Identify the two words and underline them. Then rewrite the sentence correctly.
E
0
(.)
Here is an example. ■
■-
A change in reaction tells us that a chemical colour has taken place. 0

C
A cho.h~eth co\OL.u-
tells LAS tho.t o. chemlco.\r-eo.ctlOhho.sto.k__eh
plo.ce. co
a Iron is higher in the reactivity series than potassium. ..c
..c
C
\ )
b In a displacement reaction, zinc will displace calcium from its salt.

co
C)
(J C
Q)
C If a zinc nail is placed into copper sulfate solution, there is no reaction +-'
\
)
because copper is less reactive than zinc. ..c
(.)
)
co
en
d Acids near the top of the reactivity series react violently with metals.
(:.-:-·.
E
0s.....
>.
'-I-
e Magnesium cannot displace silver from magnesium sulfate.

LL
0
a..
' )
(_ I
59 >
__ s_R_e_a_c_ti_v_ity
___________ __,)
> 5.2 Using the reactivity series

and displacement reactions
Exercise 1
This exercise is about some of the vocabulary that we use when doing
experiments. Look at the Language of science experiments information in E
the English Skills and Support section to help you to answer the questions. 0
(.)
■
■-
Sofia heated some copper oxide with powdered carbon sprinkled on top of it. 0
The diagram shows the equipment that she used. C
ro
..c
powdered
carbon
..c
C
'
copper ro
oxide 0)
C
Q)
+-'
..c
(.)
a Name at least three pieces of equipment that are shown in the diagram.
ro
en
E
0
L..
~
b Sofia did a risk assessment before she began her experiment. State one risk that
she should be aware of, and describe what she should do to stay safe. LL
0
risk: ............................................................................................................................. . a_
staying safe: ....................................................................••.••••..•••..•··· ··············..···· · ···..
60 >
5.2 Using the reactivity series and displacement reactions
Sofia let the hot tube and its contents cool down. Then she tipped them into a
beaker of cold water. She saw little pieces of dark metal falling to the bottom of the
beaker. She thought that this must be copper, which had been displaced from the
copper oxide by the carbon.
c What was Sofia's observation?
l l
l )
d What was Sofia's conclusion? ·E

0
(.)
) ■
■-
i 0
e Write an explanationfor Sofia's results. C
co
..c
..c
C
co
C)
I ) C
Q)
Exercise 2 +-'
I J ..c
In this exercise, you will write questions that match the answers.
(.)
( J
co
en
If you like, you can use a question word such as 'What' or 'Why'. E
Or, if you prefer, you can use a command word such as 'Name', 'State', 0s.....
'Describe' or 'Explain'. '-I-
The first one has been done for you. LL

Answer: molten iron 0
Question with question word: Who.-!:.is pr-odu.cedwheh ir-Ohoxide o.nd o.\u.mihiU.m
a..
r-eo.c-1:.
ih the -1:.her-wiite
r-ea.diOh?
) Question with command word: S-l:.o.-1:.e who.-!:.

is pr-odu.cedIA)hehir-Ohoxide O.hd
o.\u.rnihtU.W\
r-ea.c-1:.
th the -1:.her-rniter-eo.diOh.
'
.I
61 )
__ s_R_e_a_c_t_iv_it_Y
___________ __,)
a Answer: Displacement reaction.
b Answer: To extract a metal from its ore.
E
0
(.)
■
■-
c Answer: It is heated with carbon in a blast furnace. 0

C
ro
..c
..c
C
ro
0)
> 5.3 Salts

C
Q)
+-'
..c
(.)
Exercise 1 ro
en
This exercise will help you to check that you understand some of the
vocabulary that you have used in this topic.
E
0
L..
~
In each of these sentences about salts, one of the words is incorrect.
LL
Identify the incorrect word and underline it. Then rewrite the sentence correctly.
0
Here is an example. a_
Salts formed from hydrochloric acid are called chlorines.
SG\lt.sfor-med fr-om hljdr-ochlodc G\CidG\r-e CG\l\edch\or-ides.
a The compounds present in sodium chloride are sodium and chlorine.
62 >
5.3 Salts
b Copper sulfate can be made by reacting copper oxide with hydrochloric acid.
c To obtain crystals of the salt, we can heat a solution of the salt we have made
in an evaporating funnel.
I I
E
d One way of making a salt is to add a metal to water. 0
(.)
( )
■-
.
0
C
co
e Nitrates are acids that can be made by reacting a metal with nitric acid. ..c
..c
C
co
C)
C
Exercise 2 Q)
+-'
..c
(.)
This exercise checks that you can remember and spell some of the words
you need when you write about making salts. co
Each of these statements describes a single word. Write the word that is
:=-·1 being described. Make sure that you spell the word correctly.
a salts that are made from citric acid .....................................
I '
b the process of forming crystals from a solution of
a salt ....................................:
c a group of letters, and sometimes also numbers, that tells us which elements
are found in a compound .....................................
d an element that is contained in all acids .....................................

t .
e the liquid that passes through filter paper .....................................
63 >
__ s_R_e_a_c_ti_v_ity
___________ __,)
> 5.4 Other ways of

making salts
Exercise 1
In this exercise, you will practise changing a verb into a noun.
Then you will write a sentence using the noun. E
0
(.)
Each of these verbs can be made into a noun by adding -ion to it. Sometimes, you ■-
.
have to change or add other letters in the word as well. 0
Write the noun that can be made from each verb. Then write a sentence that uses C
the noun. co
..c:
The first one has been done for you. ..c:
Noun ending
Verb
with -i<1>,ri.
react
A sa\-1:.C<'.Ah
be a
fonV1ed b~ -!:.her-ead.ioh be-1:.weeh me-1:.a\
<'.Ahd
r-eact.iOh
<'.Ah
acid. .Ji.....
co
crysta 11
i se en
neutralise
-
0~
'+-
erode 0
filter
evaporate
64 >
5.5 Rearrangingatoms
Exercise 2
In this exercise, you must find the correct word to fit into a sentence.
To do this, you will need to understand how to make salts, and also how
the words in the sentence fit together.
Complete these sentences. Choose from the list.

alkali calcium copper dissolve excess
filter filtrate extra sodium water E
Limestone is made from .....................................carbonate. When carbonates, such
0
(.)
■
■-
as limestone, react with acids, a salt, carbon dioxide and .....................................are
0
produced. This can happen when acidic rain falls onto limestone rocks. C
rn
We can make .....................................chloride by adding copper carbonate to ..c
..c
l 1
hydrochloric acid, until some of the copper salt is left in the bottom of the beaker. C
This is called using .....................................copper carbonate. When the reaction has rn
0)
I j
finished, we can .....................................the mixture to obtain a ..................................... C
Q)
containing .....................................chloride dissolved in water. +-'
..c
(.)
I I
> 5.5 Rearra ~ngato s rn

Cl)
Exercise 1 E
0
s.....
This exercise is about using connecting words to link two ideas together. '+-
LL
Complete each sentence, using these connecting words or phrases. 0
and because because of but in order to so a...
\ I
a When magnesium burns in air, magnesium .....................................oxygen react
to form magnesium oxide.
b We know that the total mass of the products will be the same as the total mass
of the reactants, .....................................the law of conservation of mass.
c The reactants must be heated ................................provideenergyto make them react.
65 >
__ s__R_e_a_ct_iv_i_tY
____________ __,)
d The reaction between potassium and water is exothermic, .....................................

the reaction between sodium hydrogencarbonate and citric acid is endothermic.
e The reaction is endothermic .....................................more energy is needed to

break the bonds than is released when new bonds form.
Exercise 2
In this exercise, you will use phrases to write sentences about how atoms
are rearranged in chemical reactions.
E
0
(..)
■
Use each of the phrases in a sentence about chemical reactions. You may need to ■-
use the phrase at the beginning, in the middle or at the end of the sentence. Try to 0
write a sentence that includes information about what happens in chemical reactions. C
co
Here is an example. . ..c
Phrase: no new elements are formed ..c
C
Sentence: \Jhen G\chemlrn\ r-eG\ctlont.G\k_e.s
p\G\ce,no new e\emen-1:.s
G\r-efor-med. co
0)
a Phrase: when magnesium is heated in air
C
Sentence: ....................................................................................................................
. Q)
+-'
..c
(..)
b Phrase: of the reactants and the products is the same co
Sentence: .................................................................................
:....................................
en
E
0
s......
c Phrase: increases after heating because
'+-
Sentence: ....................................................................................................................
. LL
0
d Phrase: the number of each kind of atom
a..
Sentence: ....................................................................................................................
.
e Phrase: because one of the products is a gas

Sentence: ........................................................................................................
:............
66 )
oud ess and pitchof sound
Exercise 1 E
0
·-0 .
(.)
In this exercise, you will practise the correct use of some of the new vocabulary in
this topic. You will also need to think carefully about the structure of sentences.
C
Here are some sentences about sound. There is something wrong with each sentence. cu
You can make the sentence correct by changing either of two words. ..c
Decide what is wrong, and underline the two words that can be changed to make
..c
C
it correct. Then rewrite the sentence in two ways to make two correct sentences. co
Here is an example. C)
( C
Sounds get louder when the distance from the source of the sound is greater. Q)
Sou.hds ~et qu.let.er- wheh the dlstO.hCe fr-OW\ the sou.r-ce of the sOLJ.hdls ~r-eo.t.ev-. +-'
..c
(.)
Sou.hds ~et \ou.der-wheh the dist.O.hCefr-OW\the sou.r-ce of the SOLJ.hd
ls SW\O.ller-.
co
en
E
0
..._..
a..
__ 6__ s_o_u_nd_a_n_d_s_p_a_c_e
________ ___,,)
a The greater the amplitude of a sound, the higher its pitch.

(
( )
' )
b The faster the vibration, the lower the pitch of a sound.
E
0
(.)
■-
.
c The loudness of a sound depends on its frequency. 0
C
co
..c:
..c:
C
co
C)
C
Exercise 2 Q)
+-'
This exercise checks that you can remember and spell some of the words
..c:
(.)
you need when you write about the loudness and pitch of sound. co
en
Each of these statements describes a single word. Write the word that is being
described. Make sure that you spell the word correctly. E
0~
a a piece of equipment that we can use to see a waveform on a screen
'+-
LL )
b the distance from Oto the top of a peak, or the bottom of a trough, of a wave 0
a_
c the number of vibrations per second, usually measured in hertz
d a back-and-forth movement that produces a sound ............................ .

e how high or low a sound is on a musical scale; it is affected by the frequency ( )
of vibrations ..................................... ( I
68 >
6.2 Interference of sound
> 6.2 nte fere nee of so n

Exercise 1
C
/ I
' This exercise asks you think about the word 'analogy'. You can find information
about this word in the English Skills and Support section. You will also practise
using some of the vocabulary that you have learnt in this topic.
We can use water waves as an analogy to help us to think about sound waves.
E
0
a Explain why this is a useful analogy. (.)
( I ■
■-
0
C
rn
..c
( ..c
b Describe one similarity and one difference between water waves and C
sound waves. rn
0)
f
Similarity: .................................................................................................................. . C
Q)
+-'
( ·I
..c
(.)
D(flerence: ................................................................................................................. .
rn
Cl)
c State what happens to the amplitude of a wave when two waves reinforce E
one another. 0
s....
'+-
d Two waves meet so that the peaks of one wave exactly match the troughs of
LL
the other wave. Underline the word that describes what the two waves do to 0
each other. a...
amplitude cancel increase reinforce
69 )
___ 6_S_o_u_n_d_a_n_d_sp--.-a_c_e
_________ ~>
Exercise 2
This exercise is about modal verbs. Look at the information about modal
verbs in the English Skills and Support section to help you to answer these
questions.
Complete each sentence, using the words that you think fit best.
cannot must should not

E
can must not should 0
(..)
a Water waves .....................................interfere with sound waves. ■-
■
0
b Two waves .....................................only reinforce when they meet with their C
peaks and troughs together.
co
..c
c If the same sound is coming from two speakers, the sound waves ..c
C
.....................................either reinforce or c~ncel each other at different points co
0)
in the room. C
Q)
d Arnn says that he .....................................hear anything, because his noise- +-'
cancelling headphones cancel out the sound.

..c
(..)
co
e If we want to reinforce a sound wave with a frequency of 450 Hz, en
we .....................................use another sound wave with the same frequency. E
f Now write a sentence of your own, using one of the words from the list that
0
s.....
you have not used in your other answers. Your sentence must be about sound. '+-
LL
0
a..
70 >
6.3 Formation of the Moon
>6 3 Fo atio oft e oon

Exercise 1
In this exercise, you will use an active verb to rewrite a sentence about how
scientists think the Moon was formed. Look at the information about active
and passive verbs in the English Skills and Support section.
Earth ir~pact ring of rocks and dust rocks and dust come
together to form the Moon
:.., ■
Theia ■-
0
C
m
Each of these sentences includes a passive verb. ..c
Underline the passive verb. Then rewrite the sentence using an active verb. You may
..c
C
also need to change some other words in the sentence so that it makes sense.
m
C)
Here is an example.
C
Rocks were sent flying into space when the collision happened. (])
The co\lisiOh Seht r-ock_sfl~ih'.:} ihtO spo.ce. +-'
a Dust and rocks were pulled together by gravity.

..c
(.)
m
en
b The Moon was formed from rocks from an object called Theia.
E
0
s.....
"4-
LL
c Rocks from the Moon were analysed by scientists. 0
a_
d It was suggested in the early twentieth century that the Moon was formed by
splitting away from the Earth.
e This idea was not confirmed by the calculations.
71 )
___ 6_S_o_u_n_d_a_n_d_sp_a_c_e
_________ _,)
Exercise 2
In this exercise, you will write questions that match the answers.
You can use a question word such as 'What' or 'Why'. Or, if you prefer, you can use a
command word such as 'Name', 'State', 'Describe' or 'Explain'.
Answer: Collision theory.
E
0
(.)
Question with question word: Who:!:.is the hO.mefor- the theor-~ o.bou.t how ■
■-
we thih~ the Mooh wo.s for-med? 0
Question with command word: No.methe theor-~ o.bou.t how we thih~ the C
co
Mooh wo.s for-med. ..c
a Answer: Theia. ..c
C
co
C) __
,......
C
Q)
+-'
b Answer: The composition of their rocks is the same.
..c
(.)
co
Cl)
E
0
s.....
'+-
c Answer: It is less dense.
LL
0
a_
72 >
6.4 Nebulae
> 6.4 eb e
Exercise 1
This exercise will help you to check that you understand nebulae, as well as
some of the vocabulary that we use to write about them.
In each of these sentences about nebulae, two of the words have swapped places. E
Identify the two words and underline them. Then rewrite the sentence correctly. 0
(.)
Here is an example. ■-
■
We can see the northern nebula from the Orion hemisphere. 0

C
f
\Je co.n see the Orion nebulo. rowi the northern hemispher-e. m
a The plural of nebulae is nebula.
..c
..c
C
m
b Nurseries can be stellar nebulae. C)
C
(])
c A cloud is a nebula of dust and gas. +-'
..c
(.)
d Gravity pulls stars of dust together to form clouds.

m
en
\ E
I _)
/
e A galaxy is a collection of dust, but a nebula is a collection of stars. 0

s.....
'+-
)
LL
(_j
0
( .J a_
\)
\. )
\ J
\_)'
lJ
\....,I
( J
~-)
(
(_) 73 )
__ 6
__ s_o_u_n_d_a_n_d_s_p_a_c_e
_________ _,)
Exercise 2
Choose a preposition to fill each of the gaps in the sentences. Sometimes, more than
one preposition may work, so just choose the one you think is best. Choose from
the list.
at between from in of than to without

E
a One difference .....................................a nebula and galaxy is that a nebula does 0
(..)
not contain mature stars. ■
■-
0
b Many nebulae are more than 10 000 times bigger .....................................the C
Solar System. co
..c
C New stars are formed .....................................stellar nurseries. ..c
C
d We can see some nebulae .....................................a telescope. co
0)
e The most common gases .....................................nebulae are hydrogen C
and helium. Q)
+-'
..c
(..)
co
CJ')
erltance
E
> 7.1 Chromosomes, genes 0
u.
·-0
and DNA C
cu
..c
Exercise 1 ..c
C
This exercise gives you practice in how to respond to different question co
words and command words. C)
C
Q)
Here are some incomplete questions and their answers. +-'
Choose the best word to complete each question. Choose from the list. ..c
u
Describe Explain Name State What Where Which co
en
a Question: ..................................... are chromosomes found?
E
Answer: In the nucleus of a cell. 0
'--
'+-
b Question: ..................................... the chemical that chromosomes are made of.
u....
Answer: DNA. 0
c Question: ..................................... is smaller- a chromosome or a gene? Cl.
Answer: A gene.
L d Question: ..................................... the number of chromosomes in a human cell.

I
.I
Answer: 46.
e Question: ..................................... do genes do?

Answer: Each gene helps to control a particular characteristic.
75 )
__ 1
__ G_e_n_e_s_a_n_d_i_n_h_e_ri_ta_n_c_e
_______ _,)
Exercise 2 ( '
(
In this exercise, you will use phrases to write sentences about genes, ( )
chromosomes and DNA.
Write a sentence that contains the phrases provided.

a Phrase: contains many different genes
Sentence:,,,, ................................................................................................................ .
E
0
(..)
■
b Phrase: have different numbers of chromosomes ■-
0
Sentence: .................................................................................................................... . C
co
..c
c Phrase: like a twisted ladder ..c
C
Sentence: .................................................................................................................... . co
0)
C
Q)
d Phrase: different versions of the same gene +-'
Sentence: .................................................................................................................... .
..c
(..)
co
en
e Phrase: two copies of each chromosome
E
Sentence: .................................................................................................................... . 0
s......
'+-
LL
0
a..
76 >
7 .2 Gametes and inheritance
> 7.2 Gametes a di er ace

•
This exercise is about comparative adjectives and adverbs. Look at the

information on comparative adjectives and adverbs in the English Skills and
Support section to help you to answer these questions.
Use a comparative adjective or a comparative adverb to complete each sentence. E

0
a Sperm cells are .....................................than egg cells. (.)
■
■-
b The faster a sperm cell moves its tail, the .....................................it can swim. 0
C
c Gametes have .....................................chromosomes than other cells. m
d
..c
An X chromosome is .....................................than a Y chromosome. ..c
C
Exercise 2
m
C)
C
This exercise is about using connecting words to link two ideas together. (])
+-'
Complete each sentence, using these connecting words or phrases. You can use each
..c
(.)
word or phrase once, more than once or not at all. m
en
because because of but in order to so
a A body cell has two copies of each chromosome, .....................................

E
0
s.....
gametes have only one. "4-
b A zygote has two sets of chromosomes .....................................it is formed LL

when a sperm cell fuses with an egg cell.
0
a_
c A sperm cell has a tail .....................................swim to an egg.
d A zygote with XY chromosomes develops into a boy .....................................

,1. one with XX chromosomes develops into a girl.
e There are equal numbers of sperm cells containing an X chromosome or a
Y chromosome .....................................there is an equal chance that a baby

will be a boy or a girl.
77 >
____
____,
)
> 7 .3 Variation
Exercise 1
In this exercise, you must choose the best prepositions to complete sentences.
Choose a preposition to fill each of the gaps in the sentences. Sometimes, more than
one preposition may work, so just choose the one you think is best. Choose from
the list. You do not have to use all of the words in the list.
E
0
(.)
at between by from m into of than to within ■
■-
a There is variation ..................................... the height of the people in my class.

0
C
b Variation means the differences ..................................... individuals belonging co
..c
to the same species. ..c
C
c Variation is caused ..................................... genetic differences and also co
the environment. C)
C
d Not all variation ..................................... a species is caused by differences Q)
+-'
in DNA. ..c
(.)
e These leaves are divided ..................................... several small leaflets. co
Cl)
78 )
7 .3 Variation
Exercise 2
In this exercise, you will practise changing a verb into a noun.
Then you will write a sentence using the noun.
Each of the verbs in the table can be made into a noun, by adding either -ionor
-ment. Sometimes, you have to change or add other letters in the word as well.
Write the noun that can be made from each verb. Then write a sentence that uses
the noun. You can use either a singular or plural form of your noun. Try to make
your sentence relate to the ideas you have met in this unit.
E
0
The first one has been done for you. (.)
--
■
.
<ii:])
Noun ending with
Verb ·~sentence C:
'
-ion or -ment
~. ' ' m
C
The wiovewient of these two hor-ses is diff er-ent,
move wiovewien-1:.
beco.use one ho.s \on~er- le~s tho.n the other-.
""-
·-
C)
vary C
t1'\
fertilise
-
..c
(.)
• combine en
measure
-0
C:
s.....
'-1-
u..
0
a..
I /
79 )
____
__,
>
> 7.4 Natural selection
Exercise 1
vocabulary that you have used in this topic.
In each of these sentences about selection, one of the words is incorrect. E

Identify the incorrect word and underline it. Then rewrite the sentence correctly. 0
(.)
Here is an example. ■
■-
Natural selection is a scientific hypothesis. 0

C
No.t.LJ.r-o.\
selectiOh is o. sciehtific theor-~. rn
a Advantageous features decrease the chance that an individual will survive ..c
and reproduce.
..c
C
rn
0)
C
Q)
b Natural selection causes changes in a species over a very short period of time. +-'
..c
(.)
rn
en
c Antibiotic resistance in people is caused by natural selection.
E
, ...............................
-...................................................................
, .................................
. 0
L..
~
LL
d Natural selection is less likely to cause change in a species if there is a change 0
in the environment. a_
e Natural selection can cause change over time if there are no genetic differences
. .
111a species.
80 )
..·)
7 .4 Natural selection
r l
(- I Exercise 2
( \
( )
In this exercise, you will practise turning statements into questions.
Change each statement into one question. Use a command word in your question,
such as 'Name', 'State', 'Describe' or 'Explain'.
Statement: Natural selection can cause genetic changes in a species over time.
Question: NaW\ethe pr-ocess lhal can cau.se 5eMtic chan5es in species

E
C\ 0
l.
lo happen over- tiW\e. u.
■-
a Statement: Natural selection can only happen when there is variation in a 0
species that is caused by genetic differences between the individuals. C
ro
Question: .................................................................................................................... . ..c
..c
C
b Statement: An organism that has an advantageous feature is more likely to co
C)
survive long enough to be able to reproduce.
C
Question: .................................................................................................................... . Q)
+-'
..c
u
c Statement: Natural selection has produced populations of bacteria that are co
resistant to antibiotics. en
Question: ........................................:............................................................................ E
0
~
l.f-
d Statement: Varieties of genes that make an organism better adapted to its
environment are more likely to be passed on to the next generation.
LL
0
Question: .................................................................................................................... . a..
l I
Rates of reactim.n
> 8.1 Measuring the rate-of reactiqn
Exercise 1 E
0
This exercise gives you practice in using suitable language when drawing
(.)
·-0
.
and interpreting graphs.
C
Zara added magnesium to hydrochloric acid. Every 30 seconds, she measured the
co
..c:
volume of hydrogen gas produced. The graph shows her results. ..c:
C
co
C)
C
Q)
50
+-'
..c:
(.)
Total volume of 40
hydrogen gas cu
produced in cm 3 30 ,---i-:-t-t-1--;-;-t-,.➔--H-1-H-;-;---;-- en
20 E
0
~
10 '+-
LL
0 so 100 150 200 250 300 350
0
Time ins
a_
Complete the sentences. Choose from the list. You can use each word or phrase once or not at all.
anomalous axis dependent finished gradient increased

independent rate sixty-five cm3 unreliable zero
In Zara's experiment, the total volume of hydrogen gas produced is the
.....................................variable.
82 )
8.1 Measuring the rate of reaction
The .....................................of the graph tells Zara how quickly the magnesium and
hydrochloric acid are reacting together. This is called the .....................................of

reaction.
Zara ignored one of the points when she drew the line, because she decided the result was
Zara's graph shows that, after 270 s, the volume of hydrogen gas produced per minute
was ......................................This is because the reaction had ...................................... E

0
(.)
.
Exercise 2 ■-
0
C
In this exercise, you will practise using appropriate prepositions. co
..c
Choose a preposition to fill each of the gaps in the sentences. Sometimes, more ..c
than one preposition may work, so just choose the one you think is best. C
co
C)
a The rate of reaction is usually fastest .....................................the start.
C
b We can measure the rate of reaction between a metal and acid by Q)
+,J
measuring the volume of gas produced .....................................a particular ..c
(.)
length .....................................time.
c The steepness .............................the graph tells us how quickly the reaction is happening.
d We can collect the gas given off .....................................attaching a gas syringe

0L-
.....................................the top .....................................the flask. '+-
e Another way of measuring the volume of gas is to collect it u....
0
.....................................water in a measuring cylinder. Cl.
f Now think of a preposition that you have not used in your other answers.
Write a sentenceabout measuring rate of reaction that includes your chosen preposition.
83 >
__ s_R_a_t_e_s_o_f_r_ea_c_t_io_n
________ __,)
> 8.2 Surface area and the rate

of reaction
Exercise 1
In this exercise, you will think of a suitable comparative word to complete
the sentences about the reaction between calcium carbonate and E
hydrochloric acid. 0
(.)
■
■-
Complete each sentence, using a suitable word of your own choice. 0
C
a The smaller the pieces the calcium carbonate are cut into, the .....................................
ro
their surface area. ..c
b The greater the surface area of the pieces of calcium carbonate, the
..c
C
.....................................the frequency of collisions with hydrochloric acid particles. ro
C)
c The lower the frequency of collisions, the .....................................the rate of reaction. C
Q)
d The slower the rate of reaction, the .....................................it will take for all the +-'
..c
calcium carbonate to disappear. (.)
ro
e The closer we get to the end of the reaction, the .....................................the rate at en
which carbon dioxide is produced.
E
0I...
'+-
LL
0
a_
84 >
8.2 Surface area and the rate of reaction
Exercise 2
In this exercise, you will check that you can use the correct names for pieces
of scientific apparatus, and describe what they are used for.
The diagrams show three methods for measuring the quantity of gas produced
in a reaction.
Method 1 Method 2 Method 3
I I E
A
C
B
a Name the -apparatus labelled A, B, C, D and E. Choose from the list.

co
O')
balance beaker conical flask cup delivery tube
C
gas syringe measuring cylinder measuring tube pipe timer (1)
+-'
A ..c
(.)
B co
en
C
D
E
0
s.....
'-I-
E
b Which method or methods measure the mass of the gas produced?
LL
0
a_
c Which method or methods measure the volume of the gas produced?
d Name one other measuring instrument you would need, to measure the rate of
production of the gas using any of these methods ......................................
85 >
__ s_R_a_t_e_s_o_f_r_e_a_ct_io_n
__________ >
> 8.3 Temperature and the rate
of reaction
Exercise 1
In this exercise, you practise using the vocabulary needed to write about
rate of reaction and temperature. E
0
(.)
Complete the sentences. Choose from the list. ■
■-
after before collide cooling decrease heating 0

C
increase less more precipitate the same m
..c
a When the temperature of the reactants is increased, the particles ..c
C
............................. more often. m
b If the mass of the reactants is the same, but the temperature is lower, 0)
C
the total volume of gas produced when the reaction has finished will be Q)
+-'
..c
(.)
c Preliminary work is done .....................................we carry out the experiment. m
Cl)
d We can decrease the kinetic energy of the water particles by .....................................
the water. E
e We can measure how much carbon dioxide is produced by measuring the
0
s....
'+-
.....................................in mass of the flask. LL
0
a..
86 )
8.3 Temperature and the rate of reaction
Exercise 2
This exercise gives you practice in writing about predictions.
Complete each sentence by making a prediction. There are often several different
predictions you could make. Choose just one.
Here is an example.
If Marcus heats the hydrochloric acid, the kinetic energy qfJb.~.
p.4\rJ.c.c;\.~:s
..\'l.i.l\. E
incr-eo.se. 0
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
(.)
■
■-
a If hydrochloric acid is mixed with sodium thiosulfate, a precipitate ....................
0
C
m
b If the hydrochloric acid is hotter, the rate of formation of ................................... ..c
..c
C
m
C)
c If Marcus carries out a trial run, he will .................................................................
C
(])
+-'
d lf he does a risk assessment, ................................................................... . ..c
(.)
m
en
e If we want the frequency of collisions to be greater, .............................................
E
0
s.....
"4-
LL
0
a_
(
87 >
8 Rates of reaction
____ ___;,
>
> 8.4 Concentration and the
rate of reaction
Exercise 1
In this exercise, you will practise the correct use of some of the vocabulary used in
this topic. You will also need to think carefully about the structure of sentences. E
0
(..)
Here are some sentences about rate of reaction. There is something wrong with ■-
■
each sentence. You can make the sentence correct by changing either of two words. 0
C
Decide what is wrong, and underline the two words that can be changed to make it
correct. Then rewrite the sentence in two ways, to make two correct sentences.
co
..c
Here is an example. ..c
C
The rate of reaction increases when the concentration of the acid is less.
co
The r-C\t.e of r-eC\c-llon decr-eC\seswhen -lhe concen-l:.r-C\tlonof -lhe C\Cldls less.
0)
C
The r-C\te of r-eC\dlon lncr-eC\ses when -lhe concentr-C\tlon of -lhe C\Cidls mor-e. Q)
+-'
a If more acid is dissolved in the same volume of water, the concentration of ..c
the acid is decreased. (..)
co
en
E
0s.....
'+-
b When the concentration of the acid is greater, collisions between the acid
particles and metal particles happen less frequently. LL
0
a..
c In a more concentrated solution, there are fewer particles in each cm3.
88 )
( )
8.4 Concentration and the rate of reaction
Exercise 2
In this exercise, you will practise turning statements about rate of reaction
into questions.
()
Change each statement into one question. Use a command word in your question,
such as 'Name', 'State', 'Describe' or 'Explain'.
( \
Statement: Increasing the concentration of reactants increases the rate E
( I
of reaction. 0
CJ
Question: Descr-i6e who.-l ho.ppens -lo the r-o.t.e of r-eo.dion when the ■-
■
concen-lr-o.-lion of r-eo.do.n-ls is incr-eo.sed. 0

C
a Statement: We can make a more concentrated solution by dissolving more of ro
the substance in less water. ...c
(
Question: .................................................................................................................... .
...c
C
ro
0)
l \
b Statement: It increases because the particles collide more frequently when the C
concentration is greater. Cl)
-+■■I
Question: .................................................................................................................... . ...c

CJ
ro
Cl}
c Statement: We can either record how much gas is made every 20 seconds,
or we can time how long it takes to collect 30 cm 3 of gas. E
0
I-
Question: ................................................................................................................... ..
'+-
LL
0
a..
l )
89 >
Exercise 1 E
0
0.
vocabulary about circuits.
·-0
C
rn
The diagrams show two electrical circuits. ..c
Circuit 1 Circuit 2 ..c
C
rn
0)
C
Q)
....-
..c
0
rn
en
Complete the sentences. Choose from the list.
E
ammeters branches cell series parallel lamp 0
~
'+-
a Circuits 1 and 2 both contain a ......................................
LL
b In circuit 1, the lamps are connected in ...................................... 0
c There are no .....................................in a circuit that is connected in series.
a..
d In a .....................................circuit, a gap anywhere in the circuit stops the
current flowing in all parts of the circuit.
e The current divides in a .....................................circuit.
90 )
9.1 Parallel circuits
Exercise 2
In this exercise, you will use modal verbs to write about what happens
in a parallel circuit.
The diagram shows a parallel circuit.
E
0
u.
■-
0
C
ro
..c
..c
C
co
C)
Complete the sentences about the circuit in the diagram.
C
Choose a suitable modal verb from the list. Q)
+-'
can cannot must must not ..c
u
a In this circuit, the current .....................................follow more than one path. co
en
b For any of the three lamps to light, switches S1and S5.....................................
be closed.
E
0
~
C If we Want all three lamps to light, we .....................................close all l.f-
five switches. LL
0
d If we want only lamp L1 to light, we .....................................close switches a..
S3 and S4 .
e If one of the lamps breaks, the other two lamps .....................................light.

(_ J
91 )
__ 9__ E_le_c_tr_ic_it_Y
___________ ___,)
> 9.2 Current and voltage in

parallel circuits
Exercise 1
In this exercise, you will check that you understand the vocabulary used
when talking about current and voltage.
E
0
(.)
Choose the correct sentence endings for each sentence starter. ■-
.
Copy the sentence endings carefully, with no spelling mistakes.
.o
C
the units in which voltage is measured to measure voltage co
a measure of the electrical energy in a circuit the units in which current is measuried
conne~t a voltmeter in parallel with the lamp to measure current
connect an ammeter in series with the lamp co
C)
a Volts are .................................................................................................................... . C
Q)
+-'
..c
b Amps, or amperes, are ............................................................................................. . (.)
co
en
c Voltage is .................................................................................................................. . E
0
~
'+-
d We can use an ammeter ........................................................................................... . LL
0
a_
e We can use a voltmeter ............................................................................................ .
f To measure the current in a lamp, we should ........................................................ .
g To measure the voltage across a lamp, we should ................................................ .
92 )
9.2 Current and voltage in parallel circuits
Exercise 2
f:
In this exercise, you will check that you can write the names of circuit
components correctly.
Each of these symbols represents a component that is used in electrical circuits.

Write the name of each component next to the symbol. Make sure that you spell
•each name correctly.
a ~0--
E
0
(.)
b
---0--- ■-
0
■
C C
d -c
rn
er
..c
e
..c
~I- C
f Q rn
0)
g C
~•--~I- Q)
......,
..c
(.)
rn
(/'J
E
0
s......
'-e-
LL.
93 )
9 Electricity >
> 9 .3 Resistance
Exercise 1
In this exercise, you will practise the correct use of some of the vocabulary
used in this topic. You will also need to think carefully about the structure of
sentences.
E
Here are some sentences about resistance. There is something wrong with each 0
sentence. You can make the sentence correct by changing either of two words. (..)
■
■-
Decide what is wrong, and underline the two words that can be changed to make 0
it correct. Then rewrite the sentence in two ways, to make two correct sentences. C
Here is an example. co
..c
The thicker the wire, the greater its resistance. ..c
C
The thinner- the wir-e, the ~r-eo.-le,its r-esisto.nce.
co
0)
The thick._e, the wir-e, the lower- its r-esisto.nce.
C
a The longer the wire, the lower its resistance. Q)
+-'
..c
(..)
co
en
b Resistance is measured in volts.
E
0s......
'+-
LL
0
a..
c In Ohm's law, the letter I represents resistance.
94 )
9.3 Resistance
Exercise 2
In this exercise, you will use an active verb to rewrite a sentence about
resistance. Look at the information about active and passive verbs in the
English Skills and Support section.
Each of these sentences includes a passive verb.

Underline the passive verb. Then rewrite the sentence using an active verb.
You may also need to change some other words in the sentence so that it
makes sense. E
0
Here is an example. u.
■-
Resistance can be calculated by dividing the voltage by the current. 0
\Je co.n co.\cu\o:!:.e
r-eslst.O.hCebi:1divldlh~ -!:.hevollo.~e bi:1the cur-r-eht. C
ro
a Resistance was studied by Georg Ohm. ..c
..c
C
ro
C)
C
b The thick wire was found by Arnn to have a lower resistance than the thin wire. Q)
+-'
..c
u
ro
c The results table can be used to calculate the resistance of the circuit component. en
E
0~
l.f-
LL
0
a..
' I
95 >
9 Electricity >
> 9.4 Practical circuits
Exercise 1
In this exercise, you will practise using sentences to describe a circuit.
Look at each circuit diagram carefully. Then describe the circuit in words.
Here is an example. E
0
(.)
■-
.
0
This is a po.r-o.llel cir-ClJ.it. H has -1:.hr-ee
lamps, each on a C
H has one ce\\.
co
separ-a-1:.ebr-o.nch of the cir-ClJ.it.
..c:
..c:
C
co
C)
C
a Q)
+-'
..c:
(.)
co
en
b
E
0~
'+-
LL
0
a_
96 >
9.4 Practical circuits
Exercise 2
In this exercise, you will use comparative words to describe changes in circuits.
The diagram shows a circuit that includes a variable resistor.
E
0
(.)
■-
.
Use a comparative word of your own choice to complete each sentence. 0
a When we increase the resistance of the variable resistor, the current in the ·C
co
circuit becomes ...................................... ..c
..c
b The lower the current in the circuit, the .....................................the lamp. C
co
C)
c A .....................................current flowing through the lamp makes it shine
more brightly. C
Q)
d When we decrease the resistance, the lamp is ...................................... +-'
..c
(.)
e It is much .....................................to change the brightness of the lamp if we
co
use a variable resistor instead of a fixed resistor. en
E
0L-
'+-
u....
0
Cl.
97 )
__ A_ck_n_o_w_le_d_g_e_m_e_n_t_s
__________ )
>Acknowledgements
The authors and publishers acknowledge the following sources of copyright material and are grateful
for the permissions granted. While every effort has been made, it has not always been possible to
identify the sources of all the material used, or to trace all copyright holders. If any omissions are
brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
Thanks to the following for permission to reproduce images:

Cover Stephan GeistfEyeEm/Gl; Inside Unit 1 Stephan Geist/GT; Tonnaja/GI; Unit 2 JackOm/GJ;
Unit 3 Georgeclerk/GI; Zoonar rf/GI; Golfbress/GI; Imagenavi/GI; Unit 4 Electravk/GI; Unit 6
DougSchneiderphoto/GI; Bryan Allen/GI; Unit 7 Dole08/GI; Gk HartNikki Hart/GI; Unit 8 SDI
Productions/GI; Unit 9 FatCamera/GI
Key: GI= Getty Images ..c
C
ro
C)
C
Q)
+-'
..c
0
ro
en
E
0
I...
'+-
LL
0
a_
98 >

Lower Secondary Science-English Language Workbook 9

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lower Secondary Science-English Language Workbook 9

Uploaded by

Copyright:

Available Formats

CAMBRIDGE

Cambridge Lower Secondary

Cambridge ower Secondary

NOTTCE TO TEACHERS lN THE UK

1.2 More about photosynthesis 22

3 Forces and energy

4.1 Plants and water 49 ■-

• understand questions that you are asked by your teacher or in tests 0

This workbook contains an English Exercise 2

1he glucose to proteins. They can also make... . ...................... , using

mngncsium from the soil.

This workbook provides questions for Exercise 1

in each Topic. You can use the English

Command words Definition

Give a possible reason why something happens or which method

Decide To make a judgement based on different alternatives. (1)

To assess the advantages and disadvantages of something, such as a

Question: Describe how the intensity of light affects photosynthesis.

and Connects two positives together

but Connects a positive and a negative together

Gives a reason why and is usually followed by

Gives a reason why and is usually followed by a verb

so Gives the result of a situation

as a result of Effect+ as a result of+ cause

in order to Action + in order to + purpo·se

Here are some examples.

,,. Iron is strong and hard.

fact or situation + why

The language of science experiments

This is at the end of the experiment when you have looked

Meaning This is when you explain why or how something happens.

A variable is something that can be changed in an experiment.

Accuracy is how close a measured value is to the actual

A thermometer that is wrongly calibrated (the scale not

precise/ If you get the same temperature readings on a thermometer

A pattern is something that repeats in a predictable way

There is a general trend that carbon dioxide levels in the

A hypothesis is an idea or explanation that is based on

If your results match what the hypothesis predicted, then we

When your results do not match what the hypothesis

A theory is a scientific idea that has a lot of evidence

The theory of plate tectonics (the movement of seven large

A hazard is a part of a scientific practical experiment that could

A model is a way of representing a concept (idea) or structure

You can represent the lungs and the diaphragm using a

An analogy compares one concept, structure or system with

This modal verb shows: t:

This is a strong modal verb and it means that something is mandatory

Use this modal verb to:

You should repeat experiments to reduce limitations. (I advise you to do this.)

This means the opposite. It means:

You should not smoke. (I advise you not to do this.)

Comparative adjectives and adverbs and ..c

adjective comparative Example sentence

Atoms are smaller than

This method was simpler to

more + adjective Example sentence Q)

more acidic Vinegar is more acidic than milk.

1 syllable adjectives ending in 2 consonants long longer

1 syllable adjectives ending in 2 vowels and one consonant weak weaker

Structure of comparative sentences

Comparatives Other notes about. the se,rt~nce ,.

Carbon dioxide gas is heavier than oxygen. (uncountable noun + is)

Metals are stronger than plastics. (plural noun + are)