Answers

7A Cells, tissues, organs and b A car will not grow and will not reproduce;
systems something can only be an organism if it shows all
seven life processes.
7Aa Life processes
Activity Pack
Student Book
7Aa-1 Life processes
1: 7Aa Doctors past and present (Student Book) L4 1 excretion, growth, movement, nutrition,
L3 1 a symptoms b bad cold, flu reproduction, respiration, sensitivity
L4 2 a lot of pimples or spots on the skin L3 2 any living thing
L4 3 a an organ L5 b pumps blood L4 3 excreting – getting rid of waste; growing –
increasing in size; reproducing – making copies;
2: 7Aa Life processes (Student Book) respiring – releasing energy
L3 1 L2 4 a car
Organism Not an organism L4 b it does not grow and it does not
reproduce (see answer to Q7 in SB above).
cow car
7Aa-2 Life processes in seedlings
daffodil chair
L3 E measuring cylinder; grow; seeds; respiration;
goldfish coal carbon dioxide; excreted; limewater
mouse robot L3 1 After several days, the limewater will
become milky.
octopus rock L4 2 The limewater went milky. This is evidence
snake Sun that plants respire.

L4 2 Mrs Gren 7Aa-5 Trees and growth

L3 3 Animals can usually move their whole L4 1 growth
bodies from place to place but plants can only L4 2 X – 11 years old, Y – 23 years old, Z – 11
move parts of themselves. years old
L4 3 a X – 1998, Y – 2005, Z – 2008
L3 4 one of: make seeds, make fruit, produce
flowers, use insects L4 b These are the years corresponding to the
widest rings.
L4 5 two suitable answers such as: pupils
L4 4 a X – 1994 or 1995, Y – 1991, Z – 2006 or
getting smaller in bright light, moving a hand away
2007
from something hot
L4 b These are the years corresponding to the
L4 6 Humans stop growing after a while, trees narrowest rings.
continue to grow.
7Aa-6 Living and non-living
L5 7 Fish get oxygen from water/using gills but
humans get oxygen from air/using lungs. L3 1 these words should be underlined: cactus,
gerbils, birds, eggs
L5 8 a A car will move, it will sense certain these words should be circled: Sun, clouds, water,
things (e.g. being broken into) and it will respire
nest
in the sense that it uses oxygen to release energy
L3 2 reproduction
from fuel. Most cars will excrete exhaust gases and
require a source of energy (nutrition). L3 3 grow; move/reproduce; move/reproduce;
food; organisms; organisms; grow/reproduce/move

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 Cells, tissues, organs and systems

7 7Aa-7 Life processes and robots

L4 1
b It means that the pharmacist/another
doctor/chemist can easily/quickly understand the

A Question
Can it move?
Life process ASIMO Human
movement/ ✓ ✓
information. It also prevents mistakes like getting
the quantity of tablets muddled with the dose of
medicine in each tablet.
moving
L5 3 penicillin V; tablets 125 mg; one tablet to be
Can it produce reproduction/ ✓ taken four times each day; quantity 20 tablets
babies? reproducing
L4 4 a mg b milligrams
Does it grow? growth/ ✓
growing L5 5 [The top prescription in 7Ab/Conventions in
Writing/Photo B copied. Labels added:]
Does it need respiration/ ✓
oxygen? respiring [label to first line] name of medicine
[label to second line] form of medicine and amount
Does it excretion/ ✓
of medicine in each dose
produce waste excreting
products? [label to third line] instructions to the patient on
when to take and how much/many
Can it sense sensitivity/ ✓ ✓
things around sensing [label to fourth line] total amount of medicine to be
it? given to the patient
Does it need nutrition ✓ ✓ L5 6 It makes it easier for other scientists
a source of to find information (they know where to look),
energy? to understand the information and to compare
information.
L4 2 respiration and excretion
2: 7Ab Organs (Student Book)
L4 3 No. A fire does not sense things around it or
reproduce. A fire could be said to do all of the other L4 1 any five organs and their functions copied
life processes. from diagram B on page 12 (extra credit should
be given for a neatly drawn table with correct
Teacher and Technician Planning Pack headings; further credit could be given for ordering
7Aa Homework 3 the organs in some way, e.g. alphabetically)
L4 1 life processes and if they are found in each L4 2 lung
item L5 3 food pipe/gullet/oesophagus, stomach,
L5 – suitable presentation (e.g. multicolumn table) small intestine
Life process car cow fish river robot Some students might have included mouth, even
movement ✓ ✓ ✓ ✓ ✓ though it is not labelled on the diagram. Note that
the large intestine has little role in getting nutrients
reproduction ✓ ✓ into the body, only reabsorbing water.
sensitivity ✓ ✓ ✓ ✓ L5 4 kidney, lungs, liver
growth ✓ ✓ ✓ L5 5 rectum, bladder
respiration ✓ ✓ ✓ L5 6 leaf
excretion ✓ ✓ ✓ L6 7 a photosynthesis
nutrition ✓ ✓ ✓ ✓ b Light is needed for photosynthesis – with
2 Students’ own ideas about how we can tell that a less light, less food will be made.
life process is occurring in a certain item/organism. L6 8 liver, as it makes and stores some
L4 3 The life process that can never be said substances and destroys other substances
to occur in non-living things (for the moment) is
reproduction. Activity Pack

Student Book 7Ab-1 Using conventions in writing

L3 1 warfarin – name of medicine; tablets 1 mg –
7Ab Organs the form the medicine takes; one to be taken at the
1: 7Ab Conventions in writing (Student Book) same time each day – instructions to the patient;
L3 1 a lansoprazole and naproxen quantity 50 tablets – total amount in prescription
b 28 lansoprazole and 56 naproxen L4 2 1 – ibuprofen SR; 2 – capsules 800 mg; 3
ONE TO BE TAKEN …; 4 quantity 10 capsules
L4 2 a The requirements are written in the same
order on both prescriptions. L4 3 1 – Aim; 2 – Prediction; 3 – Method; 4 –
Results; 5 – Conclusion; 6 – Evaluation

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 Cells, tissues, organs and systems

L4 4 It makes it easier to find/understand/

compare information.
7Ab-8 Organ evidence
L4 1 a It makes it easier for people to understand 7
7Ab-2 Organs
quickly, even if they don’t speak English.
L5 b 9.5 people per 100 000 for liver disease; A
L4 68.8 people per 100 000 for heart disease; 21.5
[first picture] intestines – breaks up food and takes people per 100 000 for lung disease; 3.2 people per
it into the blood 100 000 for kidney disease
[second picture] lungs – gets oxygen into the blood L4 c ordered list of the data in part b, either
alphabetically or ascending/descending death rates
[third picture] heart – pumps blood
L5 d Students’ own answers
[fourth picture] liver – makes and destroys
substances L4 e A major cause of death in the UK is heart
disease.
[fifth picture] leaf – makes food
L5 f liver – makes and destroys substances;
[sixth picture] stomach – breaks up food
heart – pumps blood; lungs – get oxygen into the
[seventh picture] brain – controls the body
blood; kidneys – clean the blood/produce urine
7Ab-6 Investigation reports L4 2 a B, E or F
L4 1 Aim, Prediction, Method, Results, L4 b A or D
Conclusion, Evaluation L5 c C
L4 2 It makes it easier for all scientists to find/ L5 3 nutrition
understand/compare information.
7Ab-9 A new organ
L4 3 Aim – Does temperature affect how many
L4 1 a kg, m
cress seeds germinate?/ I wanted to find out which
L4 b It makes it easier/quicker for all scientists
material was the best insulator out of wool, cotton,
to understand information, even if they don’t speak
paper and felt./ My aim was to see whether adding
a certain language.
salt to water changed its freezing point.
L5 2 a sensitivity
Prediction – I predict that if a surface is rougher
then it will take more force to move it across L5 b nutrition, movement
another surface./ I think that the warmer the water, L5 3 a sensitivity – skin, eye, ear, nose, tongue
the greater the amount of salt that will dissolve. (students are not expected to get all of these);
Method – I measured out 20 cm3 of water using a nutrition – oesophagus, stomach, small intestine;
measuring cylinder./ I used a Bunsen burner that movement – brain, tongue, heart, diaphragm
was set to a blue flame./ We put on safety goggles (students are not expected to get all of these)
in case the liquid splashed in our eyes. L5 b descriptions of organ functions
Results – There were a total of 140 daisy plants L5 4 Brain because it receives and sends out
growing in the lawn./We found that 10 woodlice information/controls things. Credit could also be
moved into the dark and damp area of the dish. given for skin, eye, ear, nose, tongue, since they are
Conclusion – More photosynthesis happens when all organs that sense things in the same way that
there is more light./ My evidence shows that when the ‘new organ’ senses krill.
you double the mass you also double the amount L5 5 The list should be presented in order: krill
the spring stretches by. detection – jawbone movement downwards &
Evaluation – I would repeat my measurements to tongue flattening – jawbone movement upwards –
be more sure of my results./ Next time I will use tongue pressing water out – krill swallowing.
a tape measure because it was difficult to take 7Ac Tissues
measurements using a short ruler.
Student Book
7Ab-7 Where the organs are 1: 7Ac Tissues (Student Book)
L4 1 Students’ own answers: diagram correctly L4 1 the stab in his upper back; it is thought that
labelled this went through to the heart
L4 2 Credit should be given for placing the heart
in a reasonably central position between the two L3 2 Students should spot that it has different
lungs but drawn so that more of it is on the right parts that are different colours.
(see Student Book page 12). L5 3 a fat, muscle (there are others, e.g. nerve
L5 3 Students’ own answers: two organs and tissue, but these have not been mentioned yet)
their correct functions b Fat protects the heart; muscle moves the
L5 4 Students’ own answers: two organs and heart.
their correct functions L5 4 Students should spot that the two livers
L4 5 part of an organism with an important job are not the same colour and the one in photo D

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 Cells, tissues, organs and systems

7 appears to have spots in it. The spots are the same

colour as the fat tissue in the heart in photo B: this
7Ac-2 Microscopes and slides
L3 1 to make things appear larger

A is evidence that the liver in photo D has fatty liver

disease.
L4–5 2 diagram correctly labelled:
course focusing wheel – adjusts the clearness of
L5 5 muscle the image in large amounts
L4 6 a storage organ fine focusing wheel – adjusts the clearness of the
image in small amounts
L5 b at least two of: From photo F, a central
disc can be seen surrounded by an outer disc with eyepiece lens – part you look through
slightly different colouration. These are essentially objective lens – lens closest to the specimen
two tissues. There are also smaller areas of different mirror – directs light through the specimen
colours and these are other tissues (e.g. phloem coverslip – stops the specimen drying out
tissue that carries sugars down into the root to be stage – supports the slide
stored). slide – supports the specimen
L5 7 a root hair tissue, xylem tissue 7Ac-4 Microscope card sort
b Root hair tissue takes in water; xylem L4 The instructions should follow the order of
tissue transports water in the plant. those on page 16 of the Student Book.
L5 8 stem or leaf
7Ac-5 Tissues and organs crossword
L6 9 nutrition
L4–5
2: 7Ac Microscopes (Student Book)
L4 1 There are two types of lenses: eyepiece
lens and objective lens.
L4–5 2 a and b Rules might include: never run
when carrying a microscope; handle the glass slide
very carefully L4 ; do not point the mirror at the
Sun; do not use the coarse focusing wheel when
the objective lens is close to the slide L5 .
L5 3 focusing wheels
L6 4 the object that you look at under a
microscope
L5 5 ×150
L5 6 so that the light from the microscope can
get through it
L5 7 to keep the specimen flat/hold the
specimen in place/stop the specimen drying out
L5 8 any two plant and animal tissues (e.g. fat 7Ac-6 Using microscopes
tissue, muscle tissue, root hair tissue, xylem tissue) L4 1 1 Place the smallest objective lens over the
L5 9 Student plans should include step-by-step hole in the stage; 2 Turn the coarse focusing wheel
instructions on slide preparation and microscope until the objective lens and the stage are as close
use. Plans should include safety advice. Additional as possible; 3 Place the slide on the stage; 4 Look
credit should be given for writing a simple aim into the eyepiece lens; 5 Adjust the light source; 6
for the plan (e.g. to see what rhubarb stem tissue Turn the coarse focusing wheel until what you see
looked like) and possibly an introduction about is clear.
what a microscope does. L4 2 The instructions should follow the order of
L6 10 The light source is not on or is not adjusted those on page 17 of the Student Book.
properly, the objective lens may not be straight over L5 3 to hold the specimen in place; to stop the
the hole in the stage, there may be a cap over one specimen drying out
or both lenses or the specimen is too thick.
7Ac-7 Organs and tissues
Activity Pack L5 1 fat tissue (which protects) and muscle
tissue (which moves) found in the heart; root hair
7Ac-1 Tissues tissue (which takes in water) and xylem tissue
L5 1 tissues correctly labelled (carries water in the plant) found in the root; xylem
L5 2 that different areas are different colours tissue (which carries water in the plant) found in
L5 3 tissues, tissue, root, hair, water, xylem the stem

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 Cells, tissues, organs and systems

L4 2 The definition should include reference to an

organ being something that has a very important
brain nerve
connective
communication/control
supports and connects
7
job in an organism and to an organ being made out
of different types of tissues. skin muscle
tissues
movement
A
7Ac-8 Microscope problems fat protection
L5 1 a The mirror is pointing in the wrong epithelial sweating, protection,
direction. sensing
b Viewing through a microscope using connective joining tissues
direct sunlight will damage eyesight. plant xylem carrying water
c Liquids should be added with a dropper stem
or pipette. phloem carrying dissolved
d The specimen is too thick so not enough substances/sugars
light will get through it. cambium growth
L5–6 2 ×50; ×200; ×15 epidermis protection
L5 3 makes parts of a specimen stand out
7Ad Cells
7Ac-9 Microscope magnification
Student Book
L4 1 a Microscopes have two lenses, the
eyepiece lens and the objective lens. 1: 7Ad Cells (Student Book)
L5 1 the basic building block from which all
L5 b A coverslip is used to hold a specimen in
organisms are made
place and to stop a specimen drying out.
L5 c To start using a microscope, you should L5 2 Granville’s microscope had a better
turn the focusing wheel so that the objective lens magnification. You could mention to more able
and the stage are as close as possible. students that Hooke was observing dead cells that
had not been preserved. The quality of the glass in
L5 d You should not aim the mirror of a
microscope at the Sun because it will damage your Granville’s microscope is also likely to have been
eyes. better.
L5 e A stain is used to make parts of the L5 3 cells
specimen stand out. L6 4 a nuclei
L5 f The magnification of a microscope is b control the cell
worked out by multiplying the magnifying power of
c cytoplasm, cell surface membrane,
the two lenses together.
mitochondria
L5 2 a an air bubble.
d cytoplasm is where the cell’s activities
L5 b Lower the coverslip down onto the
occur; the cell surface membrane controls what
specimen slowly and carefully.
goes in and out of the cell; mitochondria release
L6 c 0.05 mm (width of hair on drawing = energy for the cell by respiration
5 mm; magnification = 5 × 20 = 100, so actual width
= 5 mm ÷ 100 = 0.05 mm) L6 5 a widest part is approximately 2.8 cm;
actual size is 28 mm/600 = 0.047 mm
L6 3
Total Magnification Magnification b length is approximately 6.2 cm; actual
magnification of eyepiece of objective size is 62 mm/275 = 0.23 mm
required lens lens L6 6
×30 ×2 ×15
Part of cell Animal cell Plant cell
×100 ×5 ×20
×300 ×7.5 ×40 cell surface ✓ ✓
membrane
×400 ×10 ×40
cell wall ✓
Teacher and Technician Planning Pack
chloroplast ✓
Homework 5: Organs and their tissues
L5 Indicative answers are in the table. For a cytoplasm ✓ ✓
full discussion of tissues and their subtypes, see mitochondria ✓ ✓
Background information.
nucleus ✓ ✓
Organ Tissues Job of tissue
heart fat protection vacuole * ✓
muscle movement *Note that animal cells can have vacuoles but they
nerve communication/control are small and not permanent.

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 Cells, tissues, organs and systems

7
L6 7 a chloroplasts (or chlorophyll)
b Chloroplasts are clearly visible in photo E
L6 2 a animal cell – it has no chloroplasts and no
cell wall
A but mitochondria are not. L6 b cell wall – some plant cells (e.g. in roots)
don’t have chloroplasts, whereas some animal cells
L6 8 The shape of the root hair cell should
have large storage areas
be similar to that shown in photo F on page 19.
L7 3 a thicker cell wall because cell walls help to
There should not be any chloroplasts shown. The
support cells
following should be labelled: nucleus, cytoplasm,
b more mitochondria because muscle cells need a
vacuole, cell surface membrane, cell wall.
lot of energy to move
Activity Pack c lots of chloroplasts since the cells are in a
good place to trap light energy from the Sun for
7Ad-1 Cells photosynthesis
L4 1 a The microscope on the far right. d no chloroplasts because no light gets to the roots
L5 b It has the highest magnification.
7Ad-10 Cells and organelles
L6 2 Label lines as for diagrams C and E on page
19 of the Student Book. L6 1 a W – an animal cell; X – a plant cell; Y – an
animal cell; Z – a plant cell
L6 3 See Student Book answer to Question 5
(above) although there are no mitochondria on this L6 b W – no cell wall, no chloroplasts; X – has
a cell wall; Y – no cell wall, no chloroplasts, no
sheet.
vacuole; Z – has a cell wall, has a vacuole
7Ad-7 Discovering cells L7 c W – has a large storage space; X – no
L5 1 1590; 1932; 1830; 14th century, 18th century chloroplasts, extended/no vacuole (depending on
L6 2 a cell surface membrane – controls what how you look at it), strands running through it, large
goes into and out of a cell; chloroplast – makes holes in the cell wall, no nucleus; Y – branched;
food in plant cells; nucleus – controls the cell; Z – has a hair-like bit sticking out of it, has no
mitochondrion – where respiration happens chloroplasts
L6 b nucleus; chloroplast; mitochondrion; cell L7 d W – storing substances. This is in fact a
surface membrane human fat cell; X – transporting things, since the
L6 c Smaller things have been discovered holes allow the flow of substances from one cell
as the magnifying power of microscopes has into another. This is in fact a phloem sieve cell,
increased. which transports dissolved sugars around a plant;
Y – movement or high amounts of substance
7Ad-8 Plant and animal cells production because the cells are packed with
L6 1 a Labels as for diagram E on page 19 of the mitochondria; Z – absorbing liquids because it has
Student Book. a large surface area
L6 b chloroplast – makes food; nucleus
L6 2 chloroplasts, mitochondria, nucleus
– controls the cell; cell wall – helps support
the cell; cytoplasm – where the cell’s activities L7 3 Lysosomes can be seen with a laser
microscope and an electron microscope. At 0.1 µm
happen; vacuole – stores substances; cell surface
(100 nm) in diameter they are too small to be
membrane – controls what goes in and out
resolved by a light microscope. Melanosomes and
L6 2 a nucleus, cell surface membrane,
peroxisomes can be seen with all three types of
cytoplasm. Additional credit should be given for
microscope.
‘mitochondria’.
L6 b change shape 7Ae Organ systems
L6 3 a to carry liquids Student Book
L6 b It is hollow, like a straw.
1: 7Ae Organ systems (Student Book)
7Ad-9 Plant or animal?
L4 1 nerves, muscle, fat
L5 1 a x500
L5 b i flagellum L4 2 a They only saw blood vessels in dead
L5 b ii light detector bodies by which time the blood had drained out of
L5 b iii chloroplast the tubes and they contained air.
L6 c mitochondrion L5 b any suitable answer, from surgical
L6 d It has features of both plant (e.g. procedures to internal scanning of the body
chloroplast/vacuole) and animal cells (no large L5–6 3 a group of organs working together
permanent vacuole/no cell wall/it can move).
L5–6 4 trachea/windpipe, lungs, diaphragm

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 Cells, tissues, organs and systems

L5–6 5
7Ae-5 Organ systems wordsearch
L6 7
Organ system
breathing
Organs it contains
trachea/windpipe, lungs,
A
diaphragm
circulatory heart, blood vessels
digestive gullet/oesophagus/food pipe,
stomach, small intestine, large
intestine, rectum
locomotor muscles, bones
nervous brain, spinal cord, (nerves)
urinary bladder, kidneys
Consider awarding extra credit if the table is
ordered in a logical manner (e.g. alphabetical order).
L5–6 6 C nutrition; D excretion; E sensitivity
L5 7 a root, stem, leaf b xylem
L5–7 8 See the planning strand of the Working
Scientifically Investigation assessment grid in the
ASP.
7Ae-7 Organs in systems
2: 7Ae Transplants (Student Book)
L5 1 nutrition – digestive system – stomach, small
L6 1 a Cell copied with nucleus, cytoplasm and
intestine
cell surface membrane labelled.
respiration – breathing system – lungs, windpipe
b sample Y
excretion – urinary system – kidneys, bladder
L6–7 2 Diagram should look similar to one of sensitivity – nervous system – spinal cord, brain
figures B–E and one of figures F–G from pages L5 2 roots, stem, leaves
20–21.
L5 3 a breathing system
Activity Pack L5 b circulatory system
7Ae-1 Organ systems L5 c The breathing system only takes oxygen
into the body. It is the circulatory system that
L5 1 a Completed diagram, showing smooth
carries this oxygen to all parts of the body.
muscle cells making smooth muscle tissue and
nerve cells making nerve tissue, with both tissues L5 4 a tissue
going into the stomach L5 b organ
L5 b digestive system. L5 c organ system
L5 2 a group of organs working together 7Ae-8 Human organ systems
L5 3 L5 1 a digestive system; any two of food pipe/
Organ oesophagus/gullet, stomach, small intestine, large
Function Organs
system intestine, rectum, anus, liver
to carry food b nervous system; any two of brain, spinal
circulatory heart, blood
and oxygen to all cord, nerves
system vessels
parts of the body c urinary system; bladder, kidneys
gullet/ d locomotor system; bones, muscles
oesophagus/food e breathing system; any two of diaphragm,
to break down
digestive pipe, stomach, lungs, windpipe/trachea
food and take it
system small intestine, L4 2 a Students’ own numbering – ensure that
into the blood
large intestine, no numbers are repeated
rectum
L5 b ‘I wanted to find out whether tissue X was
locomotor the same as tissue Y.’
movement bones, muscles
system
L5 c ‘I had taken a small piece of tissue and
nervous communication, spinal cord, brain, put it on some stain on a slide. Then I lowered a
system sensing things nerves coverslip onto the specimen in order to keep it flat
urinary and stop it drying out.’ and ‘I looked at them under
to get rid of waste bladder, kidneys
system the microscope’

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 Cells, tissues, organs and systems

7 L6 d ‘The cells in tissue X were long and thin.’

and ‘Its cells were rounded.’
L4 3 photographs
L4 4 Only one big cat has ever been found in the
A L6 e ‘Tissue X was not the same as tissue Y.’
L5 f an organ
wild in the UK, dead or alive.
L4 5 two of: they give birth to live young, they
7Ae-9 Kidney failure look after their young and protect them, they
L5 1 digestive system (breaks down food and feed their young on milk, they both use sexual
takes it inside the body); circulatory system (carries reproduction
food and oxygen to all parts of the body); urinary
system (removes wastes like urea). 2: 7Ba The scientific method (Student Book)
L3 1 reproduction
L5–6 2 a and b gullet (carries food to stomach);
stomach (starts to break down food); small intestine L4 2 They often saw rats in rotting rubbish; they
(breaks down and absorbs food); blood vessels saw more rats in rotting rubbish than anywhere
(carry blood that carries oxygen and food); heart else.
(pumps the blood); liver (breaks down extra protein L5 3 a an idea that answers a question and can
and stores substances like glycogen); kidneys be tested
(remove waste from the blood, like urea, and L4 b If there is no mud, then no frogs will
produce urine); bladder (stores urine) appear.
L5 3 a It helps to remove substances that the
L4 c no
body does not need.
L5 b It has many functions (e.g. storing L5 d Change the hypothesis or think up a new
glycogen) and so is not just an organ that gets rid of hypothesis.
things that the body does not need. L4–5 4 a result b hypothesis c prediction
L6 4 Heart attack. Urea at too high a L4 5 a Do rotten bananas produce flies?
concentration damages organs like the heart. L5 b Rotten bananas produce flies. The
L6 5 The body does not have a use for the red hypothesis must relate to the question in part A.
substance.
L6 c If flies are not able to get into a jar
L7 6 It filters the blood and removes waste from containing rotting banana peel, then no flies will be
the blood. found in the jar after two weeks (or similar, as long
L7 7 It is the additional protein in the diet that as it is related to the hypothesis in part B).
causes urea production. Urea production will be
lower if there is less protein in the diet. L5 6 a The presence of maggots does not
depend on (rotten) meat.
L7 8
L5 b If flies cannot get to the meat, then no
Treatment Advantages Disadvantages
maggots will appear in the meat.
dialysis does not rely on time consuming;
donors; does not expensive L6 c His results showed that maggots only
require person to appear in the meat that flies can get to and
take medicines therefore the maggots must have something to do
transplant cheaper than may not work; with the flies and not the meat itself.
dialysis; allows a have to take
more normal life medicines for rest 3: 7Ba Animal sexual reproduction (Student Book)
of life; L2 1 young/babies
relies on suitable L4 2 sexual reproduction
donors L6 3 a egg cells
L7 9 A transplant allows them to lead a more b If students measure the widest part of
normal life (e.g. going on holiday). the egg cell on the photo it is about 65 mm. If they
measure the narrowest part it is about 58 mm.
Dividing each by the magnification (x600) and
7B Sexual reproduction in animals rounding to one decimal place gives 0.1 mm (or
100 µm). This is of the right order. For the sperm
7Ba Animal sexual reproduction cell, a measurement of width across the head is
Student Book about 1 mm. So the real life width is calculated
as 0.002 mm (or 2 µm). This is slightly small, the
1: 7Ba Escaped zoo animals (Student Book) average width being about 3 µm but the error is
L3 1 They have reproduced. caused by difficulties in measuring small distances
L3 2 For reproduction in lynx and most other accurately with a ruler. The length of the head is
animals both a male and a female are needed. measured as 3 mm. So the real life length of the

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 Sexual reproduction in animals

head is calculated as 0.005 mm or 5 µm (which is

about right). The visible part of the tail measures
L4 d Why have the numbers of Henderson
petrels gone down?
7
about 12 mm in the photo, which gives a real life
length of 0.02 mm (or 20 µm). However, much of the
L5 e The number of petrels depends on the
number of rats (the rats eat petrel chicks).
B
tail cannot be seen in the photo and the real length
is more of the order of 50 µm. L4 f If rat poison is spread on the island, then
the numbers of petrels will go up.
L5 4 a sperm cell
L5 2 Henderson petrel, human
L6 b It fuses/joins with an egg cell. L6 3 a sperm cell
L5 5 a Students’ own answers (e.g. fish, frog) L6 b fertilisation
L6 b Not all the egg cells will get fertilised and
many of the fertilised egg cells will be eaten. 7Ba-6 Animal reproduction
L5 6 a Students’ own answers (e.g. human, L3 1 a The length of time it takes for an animal
mammal, dog, bird) to develop from a fertilised egg cell until it is born or
L6 b Internal fertilisation helps to make sure hatches.
that sperm cells reach the egg cells; the animals L4 b stickleback
look after their developing offspring. L4 c 8.5 months
L6 7 There is no water/fluid for the sperm cells to L4 d 2.5 years
swim in and reach the egg cells. L4 2 a any two from: gorilla, grey squirrel, grey
wolf, hare, harvest mouse, lion, polar bear, rat, tiger
L6 8 fewer, because the female looks after the
L4 b any two from: black rat snake, king
fertilised egg cells (and the hatchlings) and so more
penguin, sea turtle
of them survive
L4 c any two from: bullfrog, cod, salmon,
Activity Pack stickleback
L4 3 Some mammals have lots of offspring but
7Ba-1 The scientific method do not spend much time looking after them. Other
L5 1 everyday observations [arrow] scientific mammals have fewer offspring but spend more
question [arrow] hypothesis [arrow] prediction time looking after them.
[arrow] experiment [arrow] data(results) L4 4 internal fertilisation and internal
L5 2 a Mice should be drawn in the upper right development
drawing. L5 5 No, as there is only one amphibian on the
L5 b If the grain is covered, then there will not sheet (bullfrog). Several more examples are needed.
be any mice in the grain after two weeks. L5 6 Less offspring are produced by animals that
L5 3 If the number of foxes increases, then the use internal development.
number of rabbits will decrease. L4 7 a 1% of 5000 = 50
7Ba-2 Animal sexual reproduction L6 b two from: some egg cells are not fertilised
L5–6 1 Two parents produce offspring by sexual because the sperm cells are washed away; some
reproduction. fertilised egg cells are eaten; some (fertilised) egg
Sperm and egg cells fuse during fertilisation. cells are damaged (e.g. by drying out, wave action)
Fertilised egg cells are produced by fertilisation. L5 8 a The more aftercare, the higher the survival
Internal fertilisation happens inside a female’s body. rate.
Frogs are organisms that use external fertilisation. L6 b Students might consider the provision
L6 2 Labels should include: sperm cell or male of food to help the offspring grow quickly or the
gamete; egg cell or female gamete; the gametes protection that the parent(s) provide.
fuse/join, they form a fertilised egg cell, this process L6 9 a any one from: protection from predators;
is called fertilisation. supply of food; protection from physical shocks;
L5 3 1 – frog; 2 – dog; 3 – human more chance of offspring surviving
L5 4 in an egg, under a female – blackbird; inside L6 b any one from: protection from predators;
a female’s body – human; in an egg, away from supply of food
parents – goldfish. L6–7 10 a any from: good medical services; good
food; good hygiene; lack of predators. Accept
7Ba-5 Reproduction questions other sensible suggestions. A higher level answer
L3 1 a chicks will include more reasons and give examples
L4 b sexual reproduction (e.g. vaccinations, balanced diets, proper sewage
L4 c Scientists have noticed that there used disposal)
to be millions of these birds but now there are only L6–7 b any from: less good medical services;
about 15 000 males and 15 000 females. less nutritious food; less good hygiene (more

© Pearson 429
 Sexual reproduction in animals

7 diseases). Accept other sensible suggestions. A

higher level answer will include more reasons and
cells wasted, more energy needed to produce more
egg cells

B give examples (e.g. lack of infrastructure links,

lack of education about how to stay healthy, poor 7Bb Reproductive organs
sewage disposal) Student Book
7Ba-7 Comparing animal reproduction 1: 7Bb Reproductive organs (Student Book)
L3 1 a fry L4 1 urethra
L4 b none L5 2 a in the testes b cooler, the testes are not
L4 c female inside the body
L6 d Sperm cells; the salmon that release the L6–7 3 It has a tail (to push it along) and a
egg cells are the females and they are the ones that streamlined shape (to help it move through fluids
build the nests. The salmon of the opposite sex easily). (A higher level answer will include the
are the males and males release sperm cells for reasons as well as the features; the question asks
fertilisation to occur. students to ‘explain’.)
L6 e Some of the egg cells will not be fertilised. L7 4 infertility, as the swollen gland may stop
L6 f Fertilised egg cell (or zygote, but it will be sperm cells passing through the urethra
unlikely that students know this term).
L5–6 5 365/28 = 13 egg cells per year; 13 × 35 =
L6 g It ensures that all the eggs get fertilised 455 egg cells
and so cuts down on waste.
or, number of leap years in her reproductive
L3 2 a lambs
span = 35/4 = 8; number of days = (365 × 35) + 8 =
L5 b Fertilisation is external in salmon but 12 783; 12 783/28 = 456 egg cells
internal in sheep.
L5 6 ovaries
L5 c Salmon do not care for their young but
sheep do, and feed them with milk. L5 7 cervix and uterus
L6 d 1 or 2. The sheep in the drawings have 1 L5 8 It is moved along the oviduct/fallopian tube
or 2 lambs each. by hairs called cilia.
L6 e The sheep produce fewer egg cells L6–7 9 It has a store of food in its cytoplasm,
because the sperm cells are more likely to come which is there because the fertilised egg cell is
into contact with the egg cells. Also the fertilised created by the fusing of the sperm and egg cells
egg cell develops inside the mother where it is and the egg cell’s cytoplasm contained a store
protected and fed and so less likely to die. of food. (A higher level answer will include an
explanation of where the food store came from.)
7Ba-8 Understanding animal reproduction L5–6 10 answers such as: she has not gone
L6 1 a X – people look like their fathers and their through puberty, she has reached menopause, she is
mothers pregnant, she has something wrong with her ovaries
L6 b Take photos/videos using high-powered
microscopes. Activity Pack
L6 2 a The diagram should show a sperm cell 7Bb-1 Reproductive organs
moving towards an egg cell and then the two cells
L4–5 1 a cervix
fusing together. Labels should include: sperm cell,
b ovary
male gamete; egg cell, female gamete; the gametes
fuse/join, they form a fertilised egg cell, this process c oviduct
is called fertilisation. d egg cell
L6 b Sea urchins release their egg cells e sperm cell
and sperm cells into sea water, which are easy L4 2 W – urethra; X – testis/testes; Y – sperm
conditions to recreate on a microscope slide. The duct; Z – penis
conditions inside a mammal are much more difficult L4 3 urethra
to recreate. Some students may also suggest that L5 4 uterus
sea urchin gametes are large and quite easy to see, L5 5 testes
which should be given credit. L6 6 to attack the jelly around the egg cell
L6 3 internal fertilisation: advantages – less L6 7 She has reached the menopause. She has
eggs wasted, more reliable, less energy needed to not yet reached puberty.
produce eggs; disadvantage – more energy needed
to find mate 7Bb-5 Reproduction dominoes
external fertilisation: advantages – quicker, mate L5–6 Note that the chain may start at any
finding can be unimportant; disadvantages – egg point:

430 © Pearson
 Sexual reproduction in animals

What has chemical substances in its head to attack

a jelly coating? – sperm cell
L5 4 a females
L6 b left ovary – F; right oviduct – E; left
7
What organ stores urine? – bladder
Inside what organ does a baby develop? – uterus
oviduct – G; right uterus horn – A; left uterus horn –
D; cervix – B; vagina – C
B
What tube carries both urine and sperm cells? – L5 c bladder
urethra
L6 d The female oryx would not have
In what organs are sperm cells made? – testes offspring as the sperm cells cannot reach the egg
What has a jelly coating around it? – egg cell cells.
Where are egg cells made? – ovaries L5 e To find out how they can be best helped
What tubes connect the testes to the urethra? – to reproduce. Therefore, the numbers of the
sperm duct endangered animals can be increased more quickly.
What is the singular of testes? – testis (A higher level answer will make both these points,
What is another term for fallopian tube? – or similar related points.)
oviduct
What tube leads to the cervix from outside? – 7Bb-8 Eggs and egg cells
vagina L4 1 a thick albumin and thin albumin
What adds liquids to sperm cells? – gland L4 b thick and then thin
What protects the head of the penis? – foreskin L6 2 any two from: the main part of the oviduct
What holds the testes? – scrotum is coiled/twisted in the hen; there is only one tube
What part of an egg cell contains a store of energy? leading into the uterus; the large intestine connects
– cytoplasm into the opening so that eggs and faeces leave from
What ring of muscle is at the entrance to the the same place; the hen’s reproductive system is
uterus? – cervix much longer
What does a sperm cell use to swim? – tail L6 3 a infundibulum and magnum
What organ does a man’s urethra run through? – b They sweep the egg cell/developing egg
penis along.
When does a woman stops producing egg cells? – L6 4 Vitelline membrane. Students should have
menopause worked out that the egg cell is what is released
What is the removal of the foreskin called? – from the ovary and the first coatings to be added
circumcision are the albumin coatings. Therefore, the cell surface
membrane of the egg cell must be inside of these
What is a mixture of sperm cells and special fluids
layers.
called? – semen
L6 5 Blastodisc. The text says that the chick
What sweep egg cells along, inside the oviduct? –
develops from the blastodisc, so students should
cilia
know that the chick grows from a cell that contains
7Bb-6 Human reproductive systems a nucleus.
L5 1 a Correctly labelled diagrams (see pages L6 6 To support the egg cell/yolk and stop it
28–9 of the Student Book). hitting the sides of the egg.
L4 b ovary A; uterus B; testis E; scrotum H; L6 7
foreskin G; vagina D. Part of How the egg develops
L4 2 sperm duct, urethra reproductive
L5–6 3 large cytoplasm containing a food store system
7Bb-7 Endangered animal reproduction ovary the egg cell is produced
L4 1 a male on left, female on right. infundibulum fertilisation can occur
L4 b W – testes; X – penis; Y – ovary; Z – magnum two layers of albumin are added,
oviduct/fallopian tube. two chalazae are also added
L5 2 a male isthmus the shell membranes are added
L5 b testes uterus the shell is added
L5 c tail to help it to swim; chemicals at its tip vagina the egg passes out of the hen
that can attack jelly coatings L7 8 Chicks need to complete their development
L6 3 a The female African wild dog releases egg outside of their mothers and so all the food that
cells throughout her life. they need to do this must be inside the egg. Human
L6 b Even older female animals can give birth babies develop inside their mothers and can be
to young. given food from the mother.

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 Sexual reproduction in animals

7 7Bc Becoming pregnant

Student Book
a problems (and solutions): low sperm
count (injection of sperm cell into egg cell and then

B 1: 7Bc Becoming pregnant (Student Book)

IVF), non-moving sperm cell (injection of sperm cell
into egg cell and then IVF), blocked tubes (widening
L5 1 uterus the tubes or IVF)
L5 2 a mixture of sperm cells and fluids (from b problems (and effects): oviducts too
glands) narrow (egg cells/sperm cells cannot move through
L5 3 oviduct/fallopian tube them so fertilisation cannot happen/fertilised
L7 4 It has chemicals on the top of its head to egg cell gets stuck), problem with uterus lining
attack the jelly coating of the egg. (implantation is stopped)
L6 5 16 – you can see more than eight cells and c easier to transport gametes than live
so it must be the division of cells after the eight-cell animals; can transport gametes easily all over the
stage (when all eight cells divide to become 16 cells). world; animals may be so rare that there is not a
It is not quite as straightforward as this in reality and male and a female in captivity at the same time
some cells may divide slightly quicker than others.
L6 6 a the two girls Activity Pack
b Two different egg cells were fertilised: one 7Bc-1 Becoming pregnant
of these then divided and the two resulting cells L5 1 Drawings numbered clockwise from top left:
split apart and developed, forming two identical 4, 6, 2, 1, 5, 3.
twin embryos. L4–6 2 Drawings numbered clockwise from
L5 7 a food, oxygen, water (accept nutrients/ top left: 1 – fertilised, embryo; 2 – fertilisation; 3 –
vitamins but not heat or warmth since they are not placenta, amniotic; 4 – ovary, oviduct; 5 – fertilised
substances) egg cell, implants; 6 – sperm, oviduct.
b carbon dioxide (that is the expected
answer but urea is also acceptable) 7Bc-2 Making notes
L4 1
L6 8 embryo
Similar problems Different problems
L6 9 a The placenta exchanges substances
between the mother’s blood and the embryo’s blood. tubes getting blocked implantation
low numbers of non-swimming sperm
b The umbilical cord carries blood between
gametes cells
the placenta and the embryo.
c The amniotic fluid protects the baby (from L4 2
physical shocks).
Problems Solutions
L6 10 specialised cell in the embryo – one of:
low sperm count injecting sperm cell into
muscle cell, fat cell, nerve cell (students might
egg cell, then IVF
also mention blood cells); specialised cell not in an
non-swimming sperm injecting sperm cell into
embryo – one of: sperm cell, (fully developed) egg
cells egg cell, then IVF
cell
tubes getting blocked widen tubes / IVF
2: 7Bc Making notes (Student Book) 7Bc-3 Key words for note making
L5 1 a female in which an embryo develops but L4 Answers to this activity are best shown
who is not the biological mother of the embryo using the AT interactives Words and phrases for
(this question is to encourage students to use the comparisons, Words and phrases for problems and
Glossary in the Student Book) solutions and Words and phrases for causes and
L5 2 effects. See Explaining 5.
Similar problems in Different problems in 7Bc-4 Making notes from newspapers
men + women men + women L4 1 But not much more than 1 per cent of the
tubes get blocked uterus lining stops world’s seas are protected, compared with nearly
implantation 15 per cent of the land areas.
L4 2 problem: decreasing numbers of some fish
low gamete number non-swimming
gametes solutions: supermarkets/restaurants buying
sustainable fish; countries introducing marine
L5 3 Students may arrange their notes however reserves
they wish but should use a different method for L4 3 first paragraph: cause and effects; second
recording their notes in each case. paragraph: causes and effects; third paragraph:

432 © Pearson
 Sexual reproduction in animals

problems and solutions; fourth paragraph:

comparisons; fifth paragraph: causes and effects.
vasectomy
implant
0.1%
0.05%
7
L5 4 causes (and effects), any three from: over-
fishing (bluefin tuna become rare); illegal fishing
no sex 0% B
(bluefin tuna become rare); price rises of bluefin Credit should be given for organising the
tuna (over-fishing/illegal fishing); climate change information as a table, and with an order being
(extinction of Galápagos damsel); trends in fish given in the table. Students need not have added
continue (decline in more fish). Students should ‘no contraception’ or ‘no sex’ to their tables.
present their three problems and solutions as a L4–5 4 cause (and effect), any two from:
table with clear headings, flowcharts or a concept bacterium (syphilis); virus (AIDS); failure of any
map. of the types of contraception (pregnancy). Credit
L5 5 Students’ own preference. should be awarded for presenting the notes in a
L5 6 Students’ own responses. Sentences should clear manner (e.g. by using a table).
be clear and concise, with a logical ‘cause to effect’ L4–5 5 problems (and solutions), any two from:
structure. syphilis (antibiotics); STD transmission (condom);
unwanted pregnancy (contraception). Credit should
7Bc-5 Pregnancy be awarded for presenting the notes in a clear
L5 1 a A – oviduct; B – embryo; C – ovaries; D – manner (e.g. by using a table).
uterus; E – fertilisation; F – implants, uterus L6 6 Male contraception: condom, vasectomy.
L5 b clockwise from bottom right: F, C, A, E, B, Female contraception: pill, implant, diaphragm, coil.
D Credit should be awarded for presenting the notes
L4 c E in a clear manner (e.g. by using a table).
L5 2 amniotic fluid – protects the baby;
placenta – takes oxygen and food from mother’s 7Bc-8 Multiple births and fertility treatments
blood and puts waste into mother’s blood; L5 1 A birth in which two or more babies are
umbilical cord – carries oxygen, food and waste born.
between mother and baby L6 2 The treatment causes her to release more
egg cells and so there are more egg cells available
7Bc-6 Making embryos to be fertilised, raising the chances of a fertilised
L6 1 a Students’ own diagrams. egg cell being produced.
L5 b An embryo. L4 3 a It has been going up, since the 1980s.
L5 c The embryo sticks/sinks into the uterus L6 b More and more women aged 40–44 are
lining. using fertility treatments, which are more likely to
L5 2 a S – oviduct; T – ovary; U – umbilical cord; give multiple pregnancies. A higher level answer
V – placenta; W – vagina; X – amniotic fluid; Y – would also include reference to the idea that fertility
amnion, Z – uterus treatments have become more available since the
L5 b any two from: food; oxygen; water 1980s.
(accept nutrients, vitamins etc. but not L4 c It has remained fairly constant.
‘heat’/‘warmth’ since they are not substances) L6 d Women aged 20–24 are not making use
L5 c carbon dioxide (that is the expected of fertility treatments.
answer but urea is also acceptable) L5 4 a Students’ own responses. Expect figure
L6 d It protects the developing embryo (from for ‘women aged 20–24’ to be around 10%, with
physical shocks). the figure for ‘women aged 40–44’ to be above
L6 3 A, C, D 25%.
L6 b Students should be drawing lines of best
7Bc-7 Contraception and STDs fit through the existing points on the graph and then
L6 1 and 2 Students’ own responses. Give credit extending these lines to the current year.
for evidence used to back up opinions. L5 c The source given for the data in the graph
L4 3 a third paragraph is the Office for National Statistics (ONS). This would
L4–5 b make a good place to start to look for the data.
Type of contraception Percentage of time it
fails to work 7Bd Gestation and birth
no contraception 85% Student Book
diaphragm 6%
1: 7Bd Gestation and birth (Student Book)
condom 2%
L6 1 seven months (nine months is the total
coil 0.6% gestation but the first eight weeks [two months] is
pill 0.3% the embryo stage)

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 Sexual reproduction in animals

7 L5 2 a X – amnion; Y – umbilical cord

L6 b The amnion protects the foetus. The
L5
L5
b a scar
5 a rubella
B umbilical cord carries blood to and from the
placenta.
L5
L5
b premature
c 9 months
L5 3 a It is less than 12 weeks old (an average L5 d umbilical cord
12-week-old foetus is 8.7 cm long). L5 e energy
L5–6 b Development of the foetus is checked 7Bd-2 Pregnancy blog
to make sure it is healthy L5 . Answer will also
L3 1 a Week by week, with the same headings
consider the fact that scans can be used to work
for each week.
out the age of the foetus and therefore predict the
date of birth L6 . L4 b It’s easy to find the information you are
looking for in any week. It makes it easy to compare
L5–6 4 Chemicals in the smoke will go through the same items in different weeks and see the
the placenta and can harm the foetus. Smoking progression through the pregnancy.
also causes less oxygen to be carried in a mother’s
L4 2 Notes should be short and students may
blood and so the foetus may not receive enough have arranged them in one of the ways introduced
oxygen and can be born prematurely. in Topic 7Bc. Answers include: gain in mass/weight,
L5 5 contractions start and become more sleeplessness, restless feet/legs, food cravings,
frequent; the cervix opens/widens; the amnion shortness of breath, back pain, increased frequency
breaks; when the cervix is about 10 cm wide, of peeing, feeling emotional.
powerful contractions of the uterus push the baby L5 3 Notes should be short and students may
out; the afterbirth comes out have arranged them in one of the ways introduced
L5 6 the umbilical cord being cut in Topic 7Bc. Problems (and solutions) include:
L6 7 in order to allow the baby out restless feet/legs (soaking feet in very hot water);
shortness of breath lying on back (roll onto side).
L6 8 It is not expected that students will write
all of these, but additional credit should be given to 7Bd-3 Pregnancy and birth
students who have made notes from the whole of L5 1 a labels clockwise from the top right:
pages 34 and 35 and not just the section that deals amnion; cervix; vagina; uterus; umbilical cord;
with smoking, alcohol and drugs. placenta
Women should avoid excessive alcohol L5 b the placenta and umbilical cord
because this can damage the foetus. Women L5 c alcohol; chemicals in cigarette smoke;
should not smoke because chemicals in the illegal drugs like heroin; some medicines
smoke can harm the foetus and smoking reduces L5 2 1 – release of an egg cell; 2 – fertilisation;
the amount of oxygen in the mother’s blood 3 – contractions start; 4 – cervix widens; 5 – baby is
stream, which can result in the baby being born pushed out; 6 – umbilical cord is cut
prematurely. Women should not take illegal drugs L5 3 a milk
because these can damage a foetus’s brain.
L5 b mammary glands
Women should make sure that they are vaccinated
L4–5 4 Correctly drawn bar chart. Credit should
against rubella before having children, since the
be given for neatness. Human pregnancy should
virus can cause deformations in the foetus. Women
be included (9 months). The animals in the table are
should be very careful about what medicines they
all endangered. Students might like to find out a bit
take because some can damage the foetus. Women
more about them.
should have a healthy diet so that the foetus gets
everything it needs for growth and development. 7Bd-4 The developing foetus
Women should have scans to check on the L4 1 a 3.6 cm
development of the foetus. L5 b 14–15 weeks
L5 c foetus
Activity Pack
L5 d ultrasound scans
7Bd-1 Gestation and birth L5 e 10 weeks
L3 1 She gets heavier. She needs more food. Her L5 f between 4.8 and 5.8 cm
uterus gets larger. L5 g premature
L5 2 alcohol, chemicals, drugs, medicines, viruses L5 h 8.6 cm
L5 3 1 – gestation period; 2 – labour begins; 3 – L6 i Smoking reduces the amount of oxygen in
cervix widens; 4 – contractions push out baby; 5 – the mother’s blood, which can mean that the baby
afterbirth; 6 – baby is fed semi-solid food gets less oxygen than it needs. This may cause the
L4 4 a navel labelled on diagram baby to be premature.

434 © Pearson
 Sexual reproduction in animals

L5 2 a contractions
L6 b It widens to allow the baby through.
L6 5 Simple advice might include mentioning
that acne is due to sex hormones, that remedies are
7
L5 c mammary glands
L6 d Antibodies help to stop the baby getting
available in chemists/from the doctor and that acne
disappears with age.
B
diseases caused by microorganisms. L5 6 about 28 days/one month
L5 7 ovulation/egg released
7Bd-5 Foetal development
L5 8 her periods stop
L5 1 The last two drawings use a smaller scale.
L6 9 to ensure that it can provide the placenta
L5 2
with a rich supply of nutrients and oxygen in the
Age of Measured length of Real length blood (some students may also mention that it
foetus femur on diagram of femur helps to support and protect an embryo)
(weeks) (mm) (mm)
L3–6 10 A life cycle similar to that shown on
10 4 8
Worksheet 7Be-6. Better answers will include
12 8 16
accurate names of the different stages, perhaps
16 14 28 a brief note about what happens and timings
24 12 48 between the stages.
32 17 68
Students don’t need to include the middle column 2: 7Be The work of zoos (Student Book)
in the table. Additional credit should be awarded for L5 1 They do not protect their offspring so
students who realise that the developing baby is an many of them will be eaten/die. They need to
embryo at 8 weeks and not a foetus and so is not make sure that at least a few will survive to
included in the table. adulthood.
L5–6 3 Correctly drawn line graph. Credit should L6 2 The time taken for a fertilised egg cell to
be given for neatness, correct axes and scales, grow and develop into a baby and be born.
correct plotting and correct labelling. L6–7 3 one of: ultrasound (to check on the
L6 4 From the graph, an estimate of between 33 development of an embryo/foetus), IVF (to help a
and 41 mm. female animal become pregnant), fertility
L5 5 It is too difficult to measure. treatment (to help a female animal become
L5 6 hair and eyebrows pregnant)
L5 7 The brain controls much of the development L4–6 4 Life cycle similar to that shown on
and so it needs to develop first. Worksheet 7Be-6 drawn but with information
L7 8 Students should identify pros and cons and for Sumatran rhinoceros. A better answer will
use those to state their own position. include the length of time from birth until sexual
Pros could include: adds extra checks on maturity (seven years) and the gestation period
development, nice souvenirs of pregnancy. (16 months).
Cons could include: expense, time, possible effect
on foetus. Activity Pack
7Be-1 Growing up
7Be Growing up L5 1 a menstruation/menstrual flow
Student Book b period
c ovulation
1: 7Be Growing up (Student Book)
L5 2 about 28 days
L5 1 a the time when physical and emotional
changes happen in the body L5 3 Give credit as long as the numbering shows
correct order; it does not matter which diagram is
b sex hormones placed at the start.
c ovaries L5 4
L5 2 the time when physical and emotional Girls Boys
changes occur underarm hair grows ✓ ✓
L6 3 three of: additional hair grows, gametes breasts develop ✓
start being released, growth, stronger body smell, shoulders widen ✓
sexual organs enlarge hair grows on face ✓
L6 4 additional colouration on the male’s face hips get bigger ✓
and backside, gametes start being released, pubic hair grows ✓ ✓
growth, sexual organs enlarge, stronger body smell

© Pearson 435
 Sexual reproduction in animals

7 L5 5 The time when teenagers’ bodies change is

called puberty.
L5–6 5 There is nothing wrong, hair growth is part
of puberty and is triggered by sex hormones. Mum
B Body changes are controlled by sex hormones.
Emotional changes take place during adolescence.
probably shaves her armpits.

7Be-4 The menstrual cycle 1 7Be-8 Cycles

L4 1 correct sequence of drawings L5 1 a fertilised egg cell, embryo, foetus, baby,
child, adolescent, adult
L5 2 a ovulation
L4 b A life cycle is drawn, similar to that shown
L5 b 17 January
on Worksheet 7Be-6. Answers should include the
L5 3 12 July
names of the different stages and additional timings
L5 4 correctly labelled diagram (e.g. time from birth to puberty, length of puberty).
7Be-5 The menstrual cycle 2 L5 2 a use of sperm and egg cells; growth in size
L5 1 day 1: the lining breaks down; day 11: the with time
lining gets thicker; day 14: an egg cell is released; L5 b any two from: young look nothing like
day 21: the lining stays thick adults; external fertilisation; external development
L5 2 a ovaries L6 3 a any two from: hips widening; pubic hair
L5 b ovulation growing; breast development; menstrual cycle
L5 c fertilised egg cell starting
L5 d 11–17 days L6 b any two from: voice breaking; pubic hair
L6 3 A sentence similar to: The uterus has a growth; penis and testes enlarging; sperm cell
lining that thickens during the first part of the production
menstrual cycle. If fertilisation occurs, an embryo L6 4 a The uterus lining breaks down.
can implant into the thick uterus lining and be L6 b blood vessels
supplied with all the nutrients that it needs. L6 c about day 14
7Be-6 Puberty and adolescence L6 d In order to receive a fertilised egg cell
L5 1 develop and get bigger – lines could be (should fertilisation occur) so that it can have a
drawn to testes, penis and shoulders on the male; good supply of nutrients and oxygen.
and to uterus, hips and breasts on the female L6 e it stops
hair grows – lines could be drawn to underarms and
pubic regions as well as the face and chest on the 7Be-9 Acne
male L4 1 a blackhead, whitehead, pimple, cyst
starts to make sperm cells – line drawn to the testes L5 b drawings showing blocked but open pore
ovulation starts – line drawn to the ovaries (blackhead), blocked and closed pore (whitehead),
menstruation starts – line drawn to the uterus split follicle (pimple), split follicle with sebum and
voice deepens – line drawn to male throat (or bacteria deep in the skin (cyst)
mouth) L4 2 Sebum changes colour in air.
L5 2 puberty – physical changes occur – many L6 3 They cause the development of secondary
years sexual characteristics (although students
adolescence – emotional and physical changes will probably use examples rather than this
occur – many years terminology).
menstrual cycle – growth and shedding of the L5 4 a hCG, because it goes up at the same
uterus lining, together with ovulation – about a time that acne rises to its peak.
month L6 b hCG is only produced by embryos, but
L5 3 a human lifecycle males don’t carry embryos.
b correctly labelled diagram L6 5 The doctor will check the severity of her
acne and whether she is pregnant (and sexually
7Be-7 Problem page active). If she is pregnant (or likely to become
L5–6 1 Sex hormones affect the brain. so) she cannot be given Accutane because it will
L5–6 2 Acne, caused by a rise in sex hormones. damage the embryo/foetus.
L5–6 3 They are produced naturally by the body, L6 6 any one from: a certain hormone that causes
in the testes or the ovaries. acne declines as we get older; the ratio between
L5–6 4 There is nothing wrong, different people certain hormones changes; a certain hormone
go through puberty at different ages and at different increases as we get older; the skin changes as we
speeds. get older (e.g. pores become wider)

436 © Pearson
 Muscles and bones

7C Muscles and bones Activity Pack

7Ca-1 Muscles and breathing
7
7Ca Muscles and breathing
L4 1 second largest slice shaded in
L4 2 a respiration
C
Student Book
L4 b carbon dioxide
1: 7Ca Fitness (Student Book)
L5 c gas exchange
L4 1 ballet dancer – suppleness; runner – speed;
L5 3 a diagram corrected labelled
walker – stamina; weight lifter – strength
L4 b D, A, B, C
L5 2 cell, tissue, organ, organ system
L5 4 a cell third from left circled
L5 3 any three parts of the breathing/gas L6 b It contains strands so that it can change
exchange system (e.g. trachea/windpipe, bronchi, shape.
bronchioles, lungs, diaphragm)
7Ca-3 Breathing muscles model
L5 4
L4 1 W – spine; X and Y – ribs; Z – sternum/front
Breathing Digestive Excretory Circulatory of ribcage
system system system system L6 2 a it shows how contraction of a muscle can
windpipe/ windpipe/ kidneys heart pull ribs up; moving the ribcage up and outwards
trachea trachea bladder L6 b the string does not contract and relax
lungs lungs like a muscle does; there are only two muscles/ribs
(liver)
shown
diaphragm diaphragm
7Ca-4 Sport and you
L5 5 any sensible criterion, e.g. decreasing
L4 4 a short and light
resting pulse, less out of breath when running,
L4 c sumo wrestling, throwing the hammer, etc.
ability to run further distances
L5 d basketball – speed; cricket – stamina;
fencing – speed; netball – speed; volleyball
2: 7Ca Muscles and breathing (Student Book) – suppleness; rugby – stamina; weight-lifting
L4 1 respiration – strength; jockey – stamina; distance running –
L5 2 heart, blood vessels (arteries, veins, stamina; synchronised swimming – suppleness
capillaries) L5 e speed – measuring speed; suppleness –
L5 3 a oxygen, carbon dioxide (other gases can measuring how far someone can stretch; strength
also be carried, e.g. nitrogen, carbon monoxide) – measuring the amount of mass/weight someone
b in the blood can lift; stamina – measuring resting heartbeat rate or
speed with which heartbeat rate returns to normal
c They swap places (carbon dioxide leaves
the blood and goes into the lungs, oxygen leaves 7Ca-6 Breathing and respiration
the lungs and goes into the blood). L4 1 to release energy from food
L4 4 It contains different tissues. L4 2 a correctly labelled diagram
L6 5 aThey change shape to move things. L5 b the muscles attached to the ribs contract;
the diaphragm contracts (and moves down/flattens)
L7 b They are long strands that can contract
L5 3 breathing – the movement of muscles to
(and relax).
make the lungs get bigger and smaller; breathing
L5 6 14 breaths per minute (units are important) rate – the number of times you breathe in a minute;
L5 7 a The muscles in the diaphragm/attached exhalation – breathing out; inhalation – breathing in;
to the ribs cannot move so well and so the chest/ ventilation – the flow of air in and out of the lungs.
lungs cannot increase in size as much. L5 4 a oxygen
b If the lungs cannot get as big, they take L5 b carbon dioxide
in less air and there is less oxygen in the lungs that L5 5 It gets shorter and fatter.
can get into the blood.
7Ca-7 Muscles for breathing
L6 c They could be given pure oxygen to L5 1 In gas exchange in the lungs, oxygen for
breathe/put in a chamber with a greater percentage respiration passes from the air in the lungs into
of oxygen in the air. the blood, reducing the amount of oxygen in the
L6 8 respiratory system, because the breathing lungs. At the same time, carbon dioxide produced
movements of the lungs are not any part of the by respiration passes from the blood into the lungs,
process of respiration. increasing the amount of carbon dioxide in the lungs.

© Pearson 437
 Muscles and bones

7 2 It gets shorter and fatter.

L6 3 a The sternum should be drawn higher and
L6 8 because it needs a lot of oxygen and
nutrients for respiration to make new blood cells; or,
C further to the right than on the original drawing,
keeping the lengths of the ribs the same.
to carry newly made blood cells away and into the
body
L6 b diaphragm
L5 9 a plasma, red blood cells, white blood cells
L6 4 a correctly labelled diagram
(there are also platelets but these have not been
L7 b It contains strands that can contract and mentioned in the student materials)
relax.
b Red blood cells carry oxygen, white blood
7Ca-8 Vital capacities cells attack microorganisms and plasma carries
L5 1 a correctly labelled diagram dissolved substances like carbon dioxide, waste and
L7 b It contains strands that can contract and nutrients (platelets are involved in blood clotting).
relax. L6 c in bone marrow
L5 c When they contract they pull the ribs up L7 d They have a large surface area so that
and this moves them outwards as well, so increasing oxygen can enter and leave the cells quickly; they
the volume of the chest/lungs underneath them. have no nucleus so that there is more room for
L5 d diaphragm haemoglobin.
L6 2 a mean diameters: 0 – 20.3 cm; 10 – 20.4 cm;
20 – 20.5 cm; 30 – 20.6 cm; 40 – 20.7 cm; 60 – 2: 7Cb Scientific questions (Student Book)
20.8 cm and so mean vital capacities: 0 – 4360 cm3; L4 1 in the bone marrow
10 – 4450 cm3; 20 – 4530 cm3; 30 – 4600 cm3; 40 – L5 2 65 × 130 ÷ 2 = 4225 cm3 per minute and so
4670 cm3; 60 – 4730 cm3 4225 × 60 = 253 500 cm3 per hour
L4 b correctly plotted line graph L4 3 There must be blood vessels connecting
L6 c about 4700 cm3 arteries and veins (capillaries).
L5 d vital capacity, running speed L5 4 He tested his ideas.
L6 e The muscles attached to his ribs and/or L5 5 students’ own questions: they must be
in his diaphragm are getting stronger and so able to testable questions
expand the lungs more.
L5 6 a scientific
L5 f More air can get into the lungs and so
more oxygen can get into the lungs. Oxygen is b non-scientific and ethical
needed for respiration to release energy. c scientific
d non-scientific
7Cb Muscles and blood
e scientific
Student Book
Activity Pack
1: 7Cb Muscles and blood (Student Book)
7Cb-1 Muscles and blood
L4 1 any two of: pulse/heartbeat rate; breathing
L4 1 a the circulatory system
rate; gases going into and coming out of athlete;
temperature L4 b heart
L4 c heart correctly labelled
L4 2 a the heart beating/pumping
L4 d blood
b 64 beats per minute (do not forget the units!) L4 e to make sure all your tissues get nutrients
L5 3 relax and oxygen
L4 4 carbon dioxide (there are others, e.g. urea) L5 f muscle tissue
L5 5 a Arteries carry blood away from the heart, L5 g contracts
veins carry blood towards the heart and capillaries L5 h artery, vein and capillary correctly labelled
carry blood between arteries and veins (or L5 2 a plasma, red blood cells, white blood cells
capillaries supply tissues with nutrients and oxygen L6 b red blood cells
and remove waste). L5 c bone marrow
L6 b They have very thin walls (so that the 7Cb-2 Scientific questions
nutrients and oxygen can easily pass out of the
L5 1 If the heart pumps blood around the body,
capillaries).
then there must be tubes connecting arteries to veins
L6 6 The left side has to pump blood around the – prediction; hearts beat – observation; A microscope
whole body. The other side only has to pump blood was used to look for tiny blood vessels in tissues –
to the lungs. investigation; Why do hearts beat? – question; The
L5 7 They contain many different types of cells/ heart is a pump – hypothesis; Malphighi found tiny
tissues. tubes connecting arteries to veins – data.

438 © Pearson
 Muscles and bones

L4 2 a Why are larger animals more interesting?

L5 b It cannot be answered again and again
heart L5 , the left side of the heart has more
muscle because it has to push blood around more 7
using investigations.
L5 3 a Should we put a tax on fatty foods?
of the body L6
L5 2 a C C
L5 b bone marrow
L5 b It is about what someone thinks is right or
L5 c haemoglobin
wrong, fair or unfair.
L6 d white blood cells attack micro-organisms
7Cb-4 Asking scientific questions L5 e plasma
L5 6 Students could refer to one or more of the L6 f carries wastes/carbon dioxide/nutrients/food
inaccuracies in: counting pulse beats and/or timing L5–6 3 a Y. Smallest/narrowest L5 ; thinnest
a minute; not using the chart correctly in question walls L6
2; using a mean value in question 3 (when students L5 b arteries carry blood away from the heart.
may vary quite considerably in size at this age). Veins carry blood towards the heart.
7Cb-5 Asking scientific questions 7Cb-8 Blood
L4 1 a, c, d L7 1 a large surface area so that oxygen can
L4 2 a e.g. Do people who exercise have hearts enter and leave the cells quickly; haemoglobin to
that pump more strongly? carry oxygen; no nucleus so there is room for more
L4 b e.g. Do runners have lower resting pulse haemoglobin; flexible so can bend and fit through
rates than weightlifters? the smallest capillary
L4 c e.g. Do people who watch more than 5 L7 b If the gate is very wide more people can
hours of TV a day have less strong leg muscles than get into and out of the field in a shorter time. In the
people who watch less than this? same way, if the surface of a red blood cell is larger,
L4 3 a e.g. Do fish have the same blood cells as more oxygen can cross into and out of the cell in a
humans? shorter time.
L4 b e.g. Do people who run marathons have L5–6 2 a between 0.005 and 0.01 mm
hearts that have bigger volumes? L7 b to fit through very small capillaries
L4 c e.g. Does offering people £5 to give blood L6 c 5 000 000 000
increase the number of people who give blood? L6 3 a oxygen
L4 4 a e.g. Do people who go swimming each L6 b they lose more and more oxygen as they
week have stronger leg muscles? give it up to respiring cells around the body
Do people who go swimming each week have lower L6 c artery, capillary, vein
resting pulse rates? L6 4 the liver
Does increasing the cost of swimming by 50 p L6 5 a to carry dissolved waste (e.g. carbon
mean that less people will use the swimming pool? dioxide) and nutrients
L4 b Students’ own outlines for a practical L6 b The expected answer is white blood
investigation or survey. cells, which attack micro-organisms. There are also
platelets, which help with blood clotting.
7Cb-6 Blood and circulation
L4 1 a oxygen 7Cc The skeleton
L4 b carbon dioxide Student Book
L4 c food/nutrients
L4 d blood 1: 7Cc The skeleton (Student Book)
L4 1 a nutrients (food), oxygen b respiration
L4 2 a Andrew
L4 b 68 beats per minute L4 2 It is a tube shape with a hollow middle and
L4 c wrist, neck strong bone around the outside.
L5 d 66 beats per minute L5 3 It contains different tissues.
L5 3 a artery correctly labelled L4 4 ribcage
L5 b vein correctly labelled L4 5 supports the body or protects the spinal
L5 c capillary cord
L5 d bone marrow L4 6 a skull b backbone/vertebrae
L5 e muscle tissue L4 7 lungs, heart (there are others)
L5 f contract (and relax)
L5 8 a fixed, hinge, ball and socket b ball and
7Cb-7 Heart and blood socket c muscles
L5–6 1 blood flows into chambers, the heart L4–5 9 support, protection, movement L4 ;
muscle contracts, this pushes blood out of the making blood cells L5

© Pearson 439
 Muscles and bones

7 L5 10 a thigh bone/femur
L6 b dislocation
L4 c subordinate clause – often they mean
tendon; subordinating conjunction – though
C c students’ own response (e.g. torn
L4 4 Scientists write about their experiments
and the reports they write are called papers.
ligament due to falling over)
Papers are published in scientific magazines called
journals and/but there is a convention for how a
2: 7Cc Sentences (Student Book) scientific report is set out. Scientists also need to
L4 1 Start each sentence with a capital letter and follow grammatical rules when they write because
end with a full point. this makes their papers easily understood. Other
L5 2  a subject – ribs; verb – protect scientists read papers in journals so they can learn
b subject – muscles; verb – move about new discoveries and about how those new
L5 3  a The heart pumps blood. discoveries were made.
b All your cells need oxygen. L5 5 e.g. The bones in your body form your
L6 4 a main clause – Blood from the capillaries skeleton, which gives your body its shape and also
enters the veins; subordinate clause – which carry supports your body. Your backbone is made up of
it back to the heart; subordinating conjunction – smaller bones called vertebrae, which is the human
which body’s main support.
b main clause – Capillaries have very thin
walls; subordinate clause – so that nutrients and 7Cc-6 Bones and skeletons
oxygen can get to the cells in all the tissues in the L4 1 – D; 2 – A; 3 – B; 4 – F; 5 – E; 6 – C
body; subordinating conjunction – so
c main clause: you inhale; subordinate
clause: When the diaphragm and rib muscles 7Cc-8 Bodies and bones
contract; subordinating conjunction: when L4 1 correct labelling
L4 2 backbone – supports the body; skull –
protects the brain; ribs – protects the heart and
Activity Pack lungs; knee cap – protects a joint
7Cc-1 The skeleton L4 3 Brain injury. There is a hole in the skull.
L4 1 a collar bone L5 4 a the bone is much harder-wearing than the
L4 b from the neck to the shoulders other pieces of tissue/bone does not rot
L4 c cast/plaster/plaster cast, bones, grow/ L5 b bone marrow
change L5 c It makes blood cells.
L4 2 vertebrae L5 d It would be too heavy/Lighter bones are
L4 3 support, protection, making blood cells, easier to move.
movement L5 5 skull – fixed joint; hip – ball and socket joint;
L4 4 a skull elbow – hinge joint
L4 b protects the brain
L4 c femur/thigh bone 7Cc-9 Bones and joints
L4 d supports the body/makes blood cells L4 1 a hip/pelvis
L5 5 hard/strong, hard/strong, knocks, light, L4 b vertebrae
moved L4 c They form the backbone, which supports
the body.
7Cc-2 Sentences L5 d It has gaps between the bones/It is not
L4 1 a subject – bones; verb – are complete.
L4 b subject – (some) bones; verb – support L5 e They will join/fuse together and form fixed
L4 c subject – (The) skull; verb – protects joints between one another.
L4 d subject – Joints; verb – contain L4 f to protect the brain
L4 2 a and L5 2 a to make it lighter
L4 b or/and L6 b There is a thinner layer of compact bone.
L4 c but/yet AND The spongy bone gets bigger ‘holes’ in it.
L4 d yet/but L6 c The bones become lighter or the bones
L4 e and/so become more brittle/fragile.
L4 3 a subordinate clause – are attached by L5 3 a V – muscle/biceps; W – tendon; X –
tendons; subordinating conjunction – which ligament; Y – cartilage; Z – bone
L4 b subordinate clause – of a lack of data; L6 b X – ligament
subordinating conjunction – because L5 c hinge joint

440 © Pearson
 Muscles and bones

7Cc-10 Different types of skeleton

L4 1 support, protection, allow movement
b He exercised a lot to increase the size of
his muscles (and bones). 7
L5 2 They take the shape of their container; they
do not compress/cannot be squashed.
L4 2 right hand: the bones are thicker in the right
arm
C
L5 3 The skull needs to protect the most L5 3 a by the elbow
important organ/the organ that is controlling
b They become shorter and fatter.
development, which is the brain.
L5 4 a The skull may be easily damaged, which L5 4 bone, muscle
may damage the brain. L5 5 it relaxes (or gets longer and thinner but make
L6 b It allows the brain to continue growing. sure students realise that this is not an active process)
(It also allows the baby’s head to squash as it is L6 6 because they can only pull, they cannot push
pushed out through the cervix and vagina during L6 7 a triceps/biceps, wrist flexor/extensor,
childbirth, but students are unlikely to think of biceps femoris/quadriceps, calf muscle/shin muscle
this.)
b calf muscle
L6 5 Difference: in an exoskeleton the muscles
are on the inside; in an endoskeleton the muscles c shin muscle
are on the outside. Similarity: the skeleton parts that d An impulse is sent from the brain, along
make up the leg are both hollow tubes. the spinal cord and down a nerve to the muscle.
L6 6 camouflage, waterproofing This causes the muscle to contract.
L7 7 There are many possible answers here but
Activity Pack
these are those that students are most likely to
get from the text and study of this topic. Only one 7Cd-1 Muscles and moving
advantage and one disadvantage is expected for L4 1 bones/muscles mend when they are broken/
each skeleton. torn
Type of skeleton Advantages Disadvantages L4 2 190 N
endoskeleton grows with muscles on the L4 3 a muscles
increase in outside that L4 b bones
size can be easily L5 c it gets shorter and fatter
damaged L6 d Y
exoskeleton muscles and limits the size L6 e X – triceps; Y – biceps
organs are of the animal L6 f Muscles can only pull (they cannot push).
all inside animals cannot L6 4 a arrow shown coming from brain, along
and so well squash and spinal cord and into nerve down to the muscle
protected squeeze into L6 b impulses
awkward
spaces 7Cd-3 Antagonistic muscle model
hydrostatic allows slow movement L4 1 a The lower arm is lowered.
animals to no protection L4 b The lower arm is lifted.
squash and L4 2 a triceps
squeeze into L4 b biceps
awkward
L6 3 a It shows how the movement of muscles
spaces
can move bones; it shows the positions of two
L7 8 Young butterflies are caterpillars and their muscles that operate the lower arm bone.
bodies allow rapid growth since their skeletons L6 b Muscles contract to move bones (the
can stretch. The growth is not stopped by the string doesn’t contract); there are more muscles
speed with which the skeleton can grow. Young that operate the lower arm than just these two; it
babies need their skeletons to grow in order to only shows one lower arm bone.
grow. Adult butterflies suddenly stop growing when L6 4 Suggestions might include using semi-
they develop their exoskeletons (the adults do not inflated long balloons for the muscles instead of
moult). Humans gradually stop growing as they turn string (anything that will model the behaviour of real
into adults. muscles in terms of getting fatter and shorter and
longer and thinner when they contract and relax).
7Cd Muscles and moving
7Cd-5 Forceful bites
Student Book L5 1 Correctly drawn bar chart, which should
1: 7Cd Muscles and moving (Student Book) contain correctly plotted and neat bars along with
L4 1 a A is light welterweight and B is lightweight. the other criteria on Skills Sheet PD 3 Bar charts.

© Pearson 441
 Muscles and bones

7 L4 2 a masseter
L4 b The jaw needs more force to close and
L6 b means the joints can move easily, means
that less energy is need to move joints, means that
C bite things than to open and the masseter is the
bigger muscle. OR Muscles can only pull and the
joints are less likely to wear away (or they wear
away more slowly)
masseter could not open the jaw because it would L6 3 difficulty in moving; pain in moving
have to push to do so. L6 4 a It causes too much friction.
L5 3 They work in opposite directions to each L6 b CoCr alloy for the ball and polyethylene
other. for the cup because these two materials gave low
friction readings in the investigation.
7Cd-6 Moving bones L7 c suggestions might include: how hard-
L4 1 hamstring wearing the substances are; whether the body will
L4 2 During the 8 weeks the bones will grow back react badly to them; whether they can stand up to
together. impact forces; how expensive they are
L4 3 92 N L6 5 a smaller
L4 4 a muscle drawn on right of humerus L7 b The readings for the investigation are
L5 b nervous system for the substance sliding against steel, which has
a high reading for friction in the investigation, and
L4–5 5 joints, pull, push, pairs, contracts, relaxes,
there is no steel naturally in the body. There is also
respiration
a lubricating layer that forms in an artificial joint that
will further reduce friction.
7Cd-7 Building up muscles and bones
L6 6 Cycling. The runners in the investigation
L4 1 a grams have a greater bone mineral content in the leg,
L4 b runners which shows that running puts more impact on the
L4 c leg leg than cycling. Impact forces are more likely to
L5 d if bones did not change (and respond to cause problems for a weaker hip.
the forces put on them) we would expect to see
similar values for both groups of people 7Ce Drugs
L6 e The more (impact) force on a bone the
Student Book
more it grows. OR The bone mineral content of a
bone depends on the amount of force placed on it 1: 7Ce Drugs (Student Book)
over time. L4 1 a students’ own answers (e.g. strained muscle)
L5 2 a locomotor system L5 b students’ own answers (e.g. ibuprofen to
L5 b quadriceps reduce swelling)
L5 c it contracts (shortens and gets fatter) L5 2 The tubes going to and from the lungs are
L6 d antagonistic pair narrowed (and contain more mucus than normal).
L6 e because muscles can only pull, they L5 3 a pain relief b liver damage
cannot push
L4 4 They are addicted.
L6 f expected answer is: biceps and triceps,
which (help) move the lower arm up and down. L5 5 a All of them can be harmful if misused.
L7 g It contains strands that can contract b Coffee, cola, hydrocortisone cream are
(shorten) and relax (return to their original length). legal to buy at any age. Antibiotics and salbutamol
L6 3 brain makes/generates an impulse → impulse inhalers can only be purchased on a prescription
goes down spinal cord → impulse goes along nerve and these are generally not given to children
to quadriceps muscle → muscle contracts under the age of 12. Many pharmacies will not
sell ibuprofen, decongestant and paracetamol to
7Cd-8 Forces and bones children (but it is not against the law to do so). Note
L5 1 a They hold bones together. that the answers to this question may promote
discussion. It is not envisaged that students will
L6 b It may allow the top of the femur to come
know (or be expected to know) the complete set of
further out of its socket and so make the head of
rules governing the sale of these items.
the femur hit the inside of the socket when the
person walks or runs, wearing it out. c Age restrictions apply to alcohol, strong
L6 2 a by covering bone ends in slippery glue, lighter fluid, nicotine.
cartilage, and having some joints filled with a fluid d heroin, cocaine

442 © Pearson
 Muscles and bones

Name of drug Stimulant or

depressant?
Side effects 7
alcohol depressant liver damage, vomiting, confusion C
caffeine stimulant stomach problems (or from students’ personal experience,
e.g. ‘the jitters’)
cannabis depressant memory loss, lung damage
cocaine stimulant blocked arteries
ecstasy stimulant mental illness, kidney problems
heroin depressant collapsed veins, vomiting, severe headaches
solvents depressant brain damage, stop heart and lungs working

7Ce-4 About drugs

L5–6 6 Coffee contains caffeine, which is a
stimulant L5 . Caffeine speeds up the activity of Alcohol – legal to buy at age 18; between 16 and
the nervous system/allows impulses to travel more 17 you can drink but not buy alcohol with a meal if
quickly in the nervous system. accompanied by an adult. It is illegal to give alcohol
to children under 5.
L5 7 The drugs with relevant information on the
ecstasy – class A drug, illegal to possess (< 7 years
spread are in the table above. Students only need
in prison) and supply (< life in prison)
to have given information for four of them. Students
amphetamines – class B drug, illegal to possess
are only expected to list one side effect for each
(< 5 years in prison) and supply (< 14 years in prison)
drug. Additional credit should be given for ordering
the table (e.g. alphabetical order). heroin – class A drug, illegal to possess (< 7 years
in prison) and supply < life in prison)
L5 8 a in the diaphragm and connected to and
barbiturates – class B drug, illegal to possess < 5
between the ribs
years in prison) and supply (< 14 years in prison)
L6 b Alcohol is a depressant. It slows down LSD – class A drug, illegal to possess (< 7 years in
the speed of impulses in the nervous system, prison) and supply (< life in prison)
including those to the lungs. If there is too much caffeine – legal
alcohol, these impulses can be stopped altogether.
nicotine – legal to buy at age 18. Illegal to smoke in
public under the age of 16 but possession is not an
2: 7Ce Drugs and sport (Student Book)
offence
L4 1 a They affect the way the body works.
cannabis – class B drug, illegal to possess (< 5
L5 b They may be misused by some people, years in prison) and supply < 14 years in prison)
e.g. athletes may use them to cheat.
paracetamol – legal
L6 2 Salbutamol increases the width of air cocaine – class A drug, illegal to possess (< 7 years
passages, allowing more air into the lungs. in prison) and supply (< life in prison)
L6 3 It creates more red blood cells so more penicillin – legal but needs a prescription from a
oxygen can be carried by the blood. Therefore more doctor
oxygen can get to respiring cells.
L6 4 The quickly developing muscles put 7Ce-5 drugs quiz
additional stress on the bones. L4–6 a True
b True
Activity Pack
c False. All medicines can have side
7Ce-1 Drugs effects. Paracetamol causes liver damage.
L5 depressant – cannabis – memory loss d False. Caffeine is a drug (it affects the
stimulant – cocaine – blocked arteries body) and people use it for leisure (rather than as a
stimulant – ecstasy – mental illness, kidney problems medicine).
depressant – alcohol – liver and brain damage e True
stimulant – caffeine – stomach problems f False. A stimulant will decrease your
depressant – heroin – collapsed veins, vomiting and reaction time.
severe headaches g False. Alcohol is a depressant. Caffeine is
depressant – solvents – heart and lungs stop an example of a legal stimulant.
working, brain damage h True

© Pearson 443
 Muscles and bones

7 i False. Long-term effects of cocaine abuse

include blocked arteries, and holes in the nose and
L5 3 in case they are pregnant; because
thalidomide causes defects in developing foetuses
C roof of the mouth.
j True
L6 4 a They slow the speed of impulses in the
nervous system.
k True
L6 b Liver damage because the liver is where
l False. Drugs are mainly broken down in alcohol is broken down. OR Brain damage due to a
the liver. permanent slowing of the impulses in the brain.
L6 5 a Experiments on more mammals including
7Ce-6 Alcohol abuse
pregnant ones could have highlighted the problem
L4 1 a substance that affects the way your body with the drug.
works
L6 b Thalidomide does not have the same
L4 2 a someone who feels that they cannot cope effect on all pregnant mammals and therefore,
without alcohol/they are addicted to alcohol if the wrong animals had been chosen for the
L4 b expected answers are: heroin, cocaine, experiments, the effect may have been missed.
cannabis but there are many more L6 c To look for any new side effects that have
L5 3 a any three of: brain, liver, stomach, kidneys not been seen during the testing of the drug.
L5 b cirrhosis (or fatty liver disease)
L5 4 a People are allowed to buy legal drugs but 7D Ecosystems
are not allowed to buy illegal drugs.
L5 b legal (over 18) 7Da Variation
L5 c caffeine
Student Book
L5 5 vomiting, unable to walk, headache
L5 6 a The alcohol slows down growth. 1: 7Da Exploring the world (Student Book)
L5 b brain and liver L4 1 forest plants → deer → people
L4 2 one of: shelter, water, a mate
7Ce-7 Cold and flu remedies L4 3 two of: skin colour, nose shape, height,
L4 1 a It has an effect on the way the body body piercings/tattoos, hair colour (accept any two
works and anything that does this is a drug. reasonable suggestions)
L4 b paracetamol, pseudoephedrine, caffeine L4 4 a one of: helps us find useful new materials/
L4 2 a It is a dangerous/addictive drug. resources, helps us study different people/cultures,
L5 b collapsed veins, brain damage, liver helps us find useful sites on which to build homes/
damage farms, to study organisms (accept any reasonable
L5 3 a reduces pain and fever suggestion)
L5 b liver damage L5 b harm to/exploitation of native people,
L6 c It is broken down by the liver. damage to the environment, allows others to enter
L5 4 People use it for leisure/fun/do not use it as areas and cause damage (accept any reasonable
a medicine. suggestion)
L5 5 a relaxing 2: 7Da Variation (Student Book)
L6 b it is a depressant/it slows down impulses L4 1 village/town/city/countryside/farm (as
in the nervous system appropriate)
L5 c liver damage, brain damage L4 2 two of: pond, river, ocean, sea, lake,
L6 6 a It speeds up the passage of impulses stream, reservoir
through the nervous system (it is a stimulant). L4 3 The table below gives an example. Accept
L6 b makes them contract any two reasonable similarities and differences.
L6 c If the blood vessels contract they take up Similarities between Differences between
less space and so allow more room for air to get the animals the animals
past them.
backbones different patterns on
L6 d Alcohol has the opposite effect on the their coats/fur
muscles around the blood vessels and so reduces
the effect of the pseudoephedrine. hair different sizes of body
L4 4 in the pattern of stripes (there are also
7Ce-8 The thalidomide story some differences in size)
L5 1 a to help them sleep L5 5 It will have values that can be any number
L5 b addiction, confusion in a certain range of numbers.
L5 2 It was not addictive and had no side effects L5 6 Continuous: natural hair colour, length of
(even in high doses). hair, having naturally curly hair. Discontinuous:

444 © Pearson
 Ecosystems

natural eye colour (although there are different

shades of each colour, those shades fall into one
L6 d The points form a pattern, showing that
the width of the leaf depends on the length of the
7
of several main categories), having a cold, having a
scar, having pierced ears, having a tattoo.
leaf (or vice versa). D
L5 7 a There is little obvious variation between 7Da-6 Variation in animals
them. L2 1 a jungle/rain forest
L6 b Only members of the same species can L2 b habitat
reproduce with one another and Ringerl was of a L4 c pattern on their coats/fur
different species from the other animals. L4 d any reasonable suggestion (e.g. pattern
L6 8 Lions and tigers are different species. on their coats/colour, head shape)
3: 7Da Charts and graphs (Student Book) L4 2 a They all have backbones. Accept other
L5 1 The dependent variable is the number of reasonable suggestions.
students in Class 7K. The independent variable is L4 b any reasonable suggestion (e.g. skin
the number of teeth with fillings (this is the variable covering, pattern on their skins, size)
whose values were chosen by the experimenter). L4 c Bar chart showing four mammals,
L4 2 correctly drawn bar chart three birds and two amphibians. If students have
L6 3 a It is up to students to choose appropriate included the puma and jaguar from Q1, they will
group sizes but they must be equal and non- have six mammals on the bar chart.
overlapping. For example, lengths could be 26–30,
7Da-7 Continuous and discontinuous variation
31–35, 36–40 and widths could be 16–20, 21–25,
26–30, 31–35. L4 1 eye colour, head width, abdomen length
and number of stripes on abdomen
L7 b a correctly drawn bar chart of the data
from the answer to question 3a L5 2 a head width or abdomen length (or other
reasonable suggestion)
L5–7 4 Suitably plotted scatter graph, with leaf
length on the x-axis. The relationship is that the L5 b eye colour, number of stripes
longer the leaf the wider it is (or vice versa). L5 3 a Table thus:
Insect Head width Abdomen width
Activity Pack (mm) (mm)
7Da-1 Variation 1 3  9
L2 1 a place where an organism lives 2 4 11
L2 2 a dolphin, tuna 3 2  6
L4 b any sensible difference (e.g. gills, 4 1  3
blowhole, mouth shape, fin shape)
5 3  7
L4 c any sensible similarity (e.g. fins,
streamlined shape) 6 5 13
L4 d variation 7 2  4
L5 3 Continuous: height, length of hair. 8 6 15
Discontinuous: shoe size, having a piercing, having 9 5 14
a broken arm.
10 4 10
L4 4 a cat
L6 b Cats are a different species from dogs. L6–7 b Scatter graph drawn L6 with a line of
best fit L7 .
7Da-2 Frequency diagrams and scatter graphs
L6 c The wider the head the wider the
L4 1 a correctly filled in bars (eight students abdomen (or vice versa).
have one filling, two students have three fillings)
L6 4 They are of the same type and so can
L3 b bar chart breed together to produce offspring that can also
L4 c because it shows the numbers of things reproduce.
that have been counted
L5 d the number of fillings (this is the set 7Da-8 Gone fishing
of values that the experimenters chose, in their L6 1 The warmer the water, the less oxygen
investigation) dissolves. The warmer the water, the more gill
L5 e the number of students movements per minute.
L5 2 a correctly plotted point (length 25 cm, L6 2 a The less oxygen dissolved, the more gill
width 20 cm) movements per minute.
L5 b scatter graph L6 b The graph should be the same shape as
L6 c yes the one on the left of the worksheet.

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 Ecosystems

7 L4 3 1, 9 & 10; 3, 4, 6 & 7; 2, 5 & 8.

L6 4 A group of organisms that can reproduce to
B – the desert shown is dry, hot, sunny; C – the
grass savannah shown is sunny, hot

D produce offspring that can also reproduce.

L5 5 length of fish (or other reasonable
L4 3 Students’ own answers
L5 4 thick fur to keep warm, small ears to stop
losing too much heat
suggestion)
L5 5 to protect it from being eaten
L5 6 number of spots (on tail) (or other
reasonable suggestion) L5 6 Polar bears live in the Arctic, cacti live in
deserts and jack rabbits live in deserts.
L5–7 7 a Measurements L5 :
L6 7 Meerkats have short hair so that they can
Fish Overall length Spots on tail lose heat and wolverines have thick hair so that
(mm) they do not lose too much heat.
3 20  9 L5 8 Students’ drawings should contain ideas
4 10  3 such as having a flexible stem so that water can
flow over the plant easily and some way in which
6 15  7
the plant is attached firmly to a rock or into the soil
7 29 15 to stop it being washed away.
Suitable scatter graph plotted L6 with a line of L6 9 cold, snowy with polar bears, wolverines
best fit L7 . (you may include other animals and plants, such as
L6 b The longer the fish, the more spots there pine trees)
are on its tail. L5 10 Students’ own examples of features that
L6 8 The drawing should show features from they have inherited (e.g. nose shape, hair colour,
both fish. lobed/unlobed ears)
L6 9 reproduce L5 11 A is mother of C; C is mother of B and D;
L6 10 any suggestion of a hybrid and its parents J is mother of E; E is mother of G and I
(e.g. zebroid – horse and zebra; liger – tiger and L5 12 a her mother
lion; mule – horse and donkey) L6 b because they have been produced from
different gametes (each gamete contains a slightly
7Da-9 Heights different set of instructions for features)
L5 1 a continuous
L5 b There is a gradual range of heights. Activity Pack
L5 c any sensible suggestion (e.g. eye colour, 7Db-1 Adaptations
unlobed/lobed ears)
L4 1 a dry, hot in the day
L5 2
L4 b snowy, cold
Height groups Number of students L4 c lots of light in the day, hot in the day
(cm) in each height group L4 d salty, windy
150 – 154 2 L4 2 Organisms have adaptations so that they
155 – 159 2 can survive the environmental factors in their
habitats. We say that the organisms are adapted.
160 – 164 4
L5 3 gills (to get oxygen from the water),
165 – 169 5 streamlined shape (to move easily through water),
170 – 174 3 fins (to swim)
175 – 179 2 L5 4 a to help keep them warm
180 – 184 2 L5 b they got their white fur from their parents
L6 c It camouflages them. Animals that the
185 – 189 1
polar bear wants to eat are less likely to see it
L6 3 Correctly drawn bar chart using the data coming. Animals that want to eat the Arctic hare are
from the answer to Q2. less likely to spot it.
L6 4 a bell-shaped L6 5 fox, rabbit, grass
L6 b normal distribution
7Db-4 Adaptations for tree living
L5 This work is at level 5 if students design a
7Db Adaptations logical ordering of the subtitles and either use the
Student Book provided sentences or find some adaptations of
woodpeckers and grey squirrels.
1: 7Db Adaptations (Student Book) L6 This work is at level 6 if students describe
L4 1 light, temperature, wind how certain adaptations allow the survival of the
L4 2 A – the Arctic habitat shown is cold, snowy; organisms.

446 © Pearson
 Ecosystems

7Db-5 Animals and their adaptations

L4 This work is at level 4 if students simply
L5 3 a A – farmland/countryside UK; B – desert;
C – Arctic
7
recognise the habitat of each animal and describe a
physical factor associated with that habitat.
L6 b any animal that lives in farmland/
countryside in the UK
D
L5 This work is at level 5 if students identify
L6 c ideally answer should include the name
adaptations of the animals for their habitats.
of another Arctic organism and one physical
L6 This work is at level 6 if students explain how environmental factor of the Arctic (e.g. cold)
an animal’s adaptations allow it to survive in its
L6 4
habitat.
Hare Adaptation How it helps the hare
7Db-6 Bird adaptations for feeding A brown fur camouflage so that it is
L5 seeds – sparrow – the beak is short, thick and less likely to be spotted by
strong to allow the bird to crush its food predators
fruit – parrot – a wide curved and sharp beak, large, running fast away from
allows the bird to cut open its food and gnaw inside strong hind predators
flying insects – nighthawk – the beak is wide and legs
short, with bristles on it to help trap the bird’s food B large ears good hearing to listen out for
meat – eagle – a short, sharp and hooked beak is predators
used to tear flesh large ears to lose heat, so that it
fish – heron – a long, sharp beak that can be used doesn’t overheat in the
like a spear to stab animals to eat (note that herons desert
will usually only employ this for particularly large prey) large hind running fast away from
nectar – hummingbird – a very long, thin and legs predators
delicate beak is used for probing inside flowers no need to doesn’t need a source of
insects in wood – woodpecker – the beak is shaped drink water, which is scarce in the
like a chisel and, like a chisel, it is used to chip desert
away at wood C thick fur to help stop it getting too
small animals buried in mud – curlew – a long, thin cold in the Arctic
beak allows the bird to dig for small animals white fur camouflage so that it is
tiny water plants and animals – duck – a wide beak less likely to be spotted by
can be used like a sieve to strain tiny organisms out predators
of the water small ears so that it doesn’t lose too
much heat and get too cold
7Db-7 Swordfish in the Arctic
L2 1 a ocean circled in the text very wide to help stop it sinking into
L4 b ‘very cold’ and ‘ very dark’ have boxes feet the snow as it runs away
around them from predators, which would
L4 c one from: saltiness, high pressure, water slow it down and make it
L5 d to catch other organisms to eat more likely to be caught
L6 e ‘it produces heat and this keeps the 7Db-9 Searching for coelacanths
temperature of a swordfish’s eyes about 20 °C’ L6 1 dark, cold, sharks are all mentioned in the
underlined in the text text although students may include other organisms
L5 f fins, streamlined body shape (some or physical environmental factors found in deep
students may spot that the sword will help the fish oceans (e.g. high pressure)
‘cut through’ the water, and this is also correct) L6 2 hard scales – protection from being eaten
L5 g gills by predators; blood contains an antifreeze – so that
L5 h They are ‘warm blooded’ and so their it remains a liquid and blood (carrying oxygen and
eyes are kept warm anyway. nutrients) continues to flow around the fish’s body
L5 i They inherited the swords from their even at very cold temperatures; blue colour acts as
parents. a camouflage – the fish is less likely to be spotted
by predators; small gills – very good at getting
7Db-8 Hares oxygen out of water without much energy so that
L4 1 one of: ear size, fur colour the fish can conserve energy and so needs less
L5 2 a coat pattern food; rostral organ allows it to find food; sensitive
L6 b Each hare is born from a different pair of eyes allow it to find food and look out for predators
gametes and so each hare has a slightly different L6 3 a uneven because it is only found between
set of instructions inherited from its parents 90 and 200 m deep and not throughout the ocean

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 Ecosystems

7 L7 b The coelacanth cannot survive close to

the surface because its gills do not extract enough
active at night. These owls are nocturnal. Changes
during a year are called seasonal changes.

D oxygen from warmer water and the brightness of

the light is harmful to its very sensitive eyes.
L5 3 Oak tree – loses its leaves in winter – to
stop it losing water when the water in the ground
is frozen. Dormouse – comes out at night – so
7Dc Effects of the environment there are fewer animals around that would attack it.
Rabbit – grows thicker fur – to help keep it warm in
Student Book winter. Ptarmigan – changes its colour – to match its
1: 7Dc Effects of the environment (Student Book) surroundings. Hedgehog – hibernates – so it does
not have to eat when there is little food in winter.
L5 1 e.g. clothing, face paint, beard, jewellery
Swallow – migrates – to find food in the winter.
L5 2 a A – yellow cress seedlings; B – few
leaves; C – taller sunflower 7Dc-2 Paragraphs
L6 b A – lack of light; B – storm; C – fertiliser L5 1 Alternatives are 3, 2, 5, 4, 1 or 4, 3, 2, 5,
L6 3 acidic 1 depending on whether ‘So, don’t expect to see
L4 4 fading light levels all the birds in the park if you only stay for a short
L5 5 e.g. hedgehogs are not seen, swallows while.’ is used as a summary sentence or not.
have left L5 2 e.g. Some animals migrate amazingly long
L5 6 so that it stays camouflaged in the different distances.
seasons L5 3 e.g. These amazing feats help this mammal
L6 7 a Hedgehogs hibernate so that they do to survive the long, cold winters.
not need to find food when there is not much food L5 4 Students’ own responses should include
available. a topic sentence, followed by a sequence of
b Oak trees lose their leaves so that they do supporting sentences and finish with a summary
not lose water at a time when they cannot get water sentence.
from the ground because it is frozen. 7Dc-7 Changes
c Swallows migrate to places where there is L4 1 a temperature drops; light levels decrease/
food in the winter. days get shorter
d Poppy plants die completely in the winter L5 b grows thicker fur
so that they do not need to photosynthesise to L5 c & d sensible suggestions
make food when there is little light (and the water L5 2 a any deciduous tree (e.g. oak)
they need may be frozen in the ground).
L5 b getting colder/shorter days
2: 7Dc Paragraphs (Student Book) L5 c seasonal change
L4 1 a shows where new ideas are introduced L5 3 b scar, earring, trendy clothes are
L5 b Animals need to change to survive winter, environmental
e.g. hibernation, migration. L6 c fashion
c break before ‘One strategy is hibernation’ 7Dc-8 Changing habitats
and before ‘Other animals leave the country’ L4 1 a One tree has all its leaves and branches
L4 2 A contains too many different ideas; B is on one side.
best – it is interesting, contains only one idea and L6 b wind
makes the reader want to keep reading; C is not L5 c They lose their leaves in winter.
interesting and is not a main idea.
L6 d It means that they don’t lose water at a
L5 3 Students’ own ideas but the sentences time when the water in the ground is frozen and so
should be interesting, relevant to deciduous trees can’t be used by the tree.
and contain only a single idea.
L4 2 a e.g. temperature
L5 4 C, B, D, E, A or C, B, E, D, A
L4 b It goes up.
L5 c They emerge from their cocoons.
Activity Pack L6 d The warmer the temperature in March the
7Dc-1 Effects of the environment earlier the butterflies emerge.
L5 1 Tattoos, earring, hair cut are environmental. L6 e It may make them emerge earlier.

Eye colour (unless changed by coloured contact L6 f Global warming may make average March
lenses!) and ear shape (unless changed by wearing temperatures even warmer.
ear gauges) are inherited. L5 3 a it faces drying out, being attacked by land
L5 2 Changes in environmental factors during animals
a 24-hour period are called daily changes. For L6 b shell stops evaporation, provides
example, most owls rest during the day and are protection

448 © Pearson
 Ecosystems

L5 4 a migration

L6 b To get away from the intense heat and
L6 6 a There might be more voles because there
are fewer snowshoe hares to eat the grass and so
7
dryness of the north 
African summer. There is more
food in the UK. It is cooler in the UK.

there is more grass for the voles to eat.
b There might be fewer voles because
D
L6 c It has got earlier and earlier.
 the whole food web depends on producers – if
L6 d There are numerous possible reasons: producers do not get water they will die and so will
North Africa gets hotter more quickly in spring than everything else in the food web.
it used to, so food becomes more scarce more L4 7 a lynx – predator; snowshoe hare – prey
quickly and the birds leave; North Africa gets hotter L6 b one of: fewer lynxes, more plants to eat,
more quickly in spring than it used to, so the baby milder weather meaning that more offspring survive
chiffchaffs hatch and are ready to fly earlier; the UK c three of: fewer snowshoe hares to eat,
gets warmer more quickly in spring than it used to, disease, very cold weather meaning that fewer
so attracting the chiffchaffs earlier. offspring survive, increasing numbers of a predator,
poisoning, natural deaths
7Dc-9 Learning
L5 1 Inherited variation. Innate behaviour is Activity Pack
something that is pre-programmed into an organism 7Dd-1 Effects on the environment
so it is inherited, even if there are slight variations in
L5 1 water
the behaviour.
L4 2 a birds or humans
L6 2 a & d
L4 b insects or birds
L7 3 a innate, b innate, c learned, d innate,
e learned L5 c It reduced the number of insects (that fed
on the trees).
L7 4 Learning allows them to adapt to new
conditions/situations. L5 d Birds can live in trees, and they can also
hide from predators in trees.
L6 5 a to find food
L4 3 a
L7 b The birds will automatically migrate to an
area where there is food. Lettuce Slug Caterpillar Hedgehog Fox
L7 c The birds will carry on returning to an producer ✓
area that has changed and no longer has a supply consumer ✓ ✓ ✓ ✓
of food, year after year, despite the fact that there is
herbivore ✓ ✓
not enough food.
L7 6 a they shiver carnivore ✓ ✓
L7 b they put on thick clothes, hats, etc. top predator ✓
L4 b lettuce
7Dd Effects on the environment L5 c caterpillar and slug
Student Book L6 d food
1: 7Dd Effects on the environment (Student Book) 7Dd-5 Building a food web
L5 1 a water, food, shelter L4 1
L6 b There is very little water and so no plants. sparrowhawk cat

L5 2 humans
L6 3 a People cut down all the trees so there fox swallow blue tit badger

were no materials left to build boats with which to

fish. The lack of trees also resulted in the loss of hoverfly larva spider thrush mole

many birds, removing another food source from

humans. rabbit peach-potato aphid snail blister beetle

b People ate them and there were no trees,

which the birds needed for shelter/food. lettuce peach tree hosta potato plant

L4 4 a aspen → beetle → thrush → goshawk → L5 2 peach tree (producer), peach-potato

great horned-owl aphid (herbivore, consumer), swallow (carnivore
b aspen – producer (makes its own food); consumer), sparrowhawk (carnivore, consumer, top
beetle – herbivore, consumer (eats plants); thrush predator), potato plant (producer), blister beetle
– carnivore, consumer (eats beetles); goshawk – (herbivore, consumer), mole (carnivore, consumer),
carnivore, consumer (eats voles); great horned-owl badger (omnivore, consumer, top predator), hosta
– carnivore, consumer, top predator (eats thrush, plant (producer), snail (herbivore, consumer), thrush
nothing preys on it) (carnivore, consumer), cat (carnivore, consumer,
L6 5 They both eat snowshoe hares. top predator), spider (carnivore, consumer), blue

© Pearson 449
 Ecosystems

7 tit (carnivore, consumer), lettuce (producer), rabbit

(herbivore, consumer), fox (carnivore, consumer),
L6 d mates (there was only one male left and
he was infertile)
D hoverfly larva (carnivore, consumer)
L7 e The food web should show both lichen
and sedge grass being eaten by reindeer and
7Dd-6 River food web
reindeer being eaten by humans.
L4 1 a Either: pondweed → mayfly larva →
greater water boatman → stickleback → kingfisher 7Dd-8 Leaf litter food web
→ sparrowhawk L5 1 a They move away from the light/heat of the
Or algae → water flea → greater water boatman → lamp.
stickleback → kingfisher → sparrowhawk L6 b They are more likely to find food amongst
L5 b pondweed (producer), algae (producer), the rotting leaves, which are at the bottom of any
water flea (herbivore, consumer), mayfly larvae pile of leaves.
(herbivore, consumer), greater water boatman L7 2
(carnivore, consumer), stickleback (carnivore, centipede ground beetle
consumer), kingfisher (carnivore, consumer),
sparrowhawk (carnivore, consumer, top predator)
L5 2 mayfly larva, lesser water boatman,
spider
freshwater shrimp
L5 3 a one of: shelter, a mate, water, space
b one of: light, water, mineral salts
hunting mite
L5 4 a stickleback
L6 b they both eat the same food – water earwig
fleas
armadillo mite millipede woodlouse
L6 5 There would be fewer mayfly larvae
because they have less to eat. There may be more
lesser water boatman because, with more dead
plants, there is more for them to eat. dead leaves

L6 3 a They will increase because there are

7Dd-7 Populations and competition fewer predators.
L5 1 a water, mineral salts (accept ‘a supply of L6 b They will decrease because there will be
carbon dioxide’) fewer hunting mites, which they depend on for food.
L6 b Wheat plants are found out in the open c centipedes because ground beetles have
since they need full sun. Bramble plants and a greater variety of food sources
stinging nettles might be found in more shaded L6 4 two named carnivores that share the same
wooded areas or in hedges. food source (e.g. centipede and ground beetle)
L6 c They compete for the same food L7 5 a It shows more of the organisms in a
(dormice, wood mice, bank voles and habitat/ecosystem; It allows you to see how some
blackbirds). animals have a variety of food sources; It allows a
L6 d for other resources, such as shelter and better representation of omnivores.
water L7 b It doesn’t show all the organisms in a
L6 e It may go down because there would be habitat/ecosystem; It doesn’t show what parts
fewer peacock butterfly caterpillars to eat. of plants animals eat (e.g leaves, berries, bark); It
L6 f If the brambles are removed, the wood doesn’t show what proportion of an animal’s diet
mice will eat more grass and so there will be less is composed of each food source; It doesn’t take
for the harvest mice, and so their population may into account the time of year; It doesn’t take into
decrease. account the time of day.
L6 g because they both eat the same thing
(brambles) 7De Transfers in food chains
L6 h The tawny owl population is not
Student Book
dependent on the populations of harvest mice or
wood mice, and so the owls must have a broad, 1: 7De Transfers in food chains (Student Book)
varied diet. L4 1 to release energy so that they can move.
L6 2 a The lichen population would go down. L5 2 a the transfer of energy from lettuce to rabbit
L6 b because there was still enough lichen to L6 b some has been lost by the rabbit through
eat in those areas respiration/moving/keeping warm/in waste
L6 c because there was very little left to eat on L4 3 a Students’ own food chains, with grass on
the island the left

450 © Pearson
 Ecosystems

L6 b Students’ own pyramids of numbers (bars

do not need to be proportional)
L5 2 the direction in which energy flows in the
food chain
7
L4 4 a L6 3 one of: respiration, keeping warm, moving,
waste
D
Feeding relationship Organisms
L6 4 a plant plankton → shellfish → fish → humans
top predator grass snake
L6 b from bottom: plant plankton, shellfish,
consumer grasshopper, frog, grass fish, humans
snake L6 c The mercury was not destroyed inside
producer grass the fish and people ate lots of fish and so ate lots of
herbivore grasshopper mercury.
carnivore frog, grass snake 7De-2 Working out food chains
L6 b Students’ own pyramids of numbers (bars L6–7 The food chain, based on ordering the
do not need to be proportional) numbers of animals from most to least, is brazil nut
L7 5 Many fleas can live and feed on a single tree → leaf-cutter ant → orb-weaver spider → blue-
rabbit. grey tanager → jaguarundi.
L5 6 a It increased the populations of rats and
7De-3 Pesticides and birds
rabbits.
L5–7 A pesticide (DDT) is sprayed over fields of
L6 b A predator of rats and rabbits had been
crops to kill insect pests. Some of the pesticide is
removed.
washed into lakes and rivers.
L6 7 It has risen because there are no longer
DDT is absorbed by tiny organisms in the water
cats and rats to eat the birds’ eggs or rabbits to
called plankton. Fish eat many plankton organisms.
destroy their nesting sites.
Any pesticide in the plankton gets into the fish.
L5 8 a It may kill species it is not intended for.
DDT builds up inside the fish.
L6 b It may cause an increase in the aspens
Many wild birds, such as osprey and heron, eat fish.
because they will not be eaten by the beetles. It
may cause a decrease in the thrush population DDT can alter the behaviour of birds, sometimes
because they will have less food. preventing them from building proper nests.
L7 9 Farmers used DDT, which passed up the *DDT may cause wild birds to become infertile.
food chain. The peregrine falcons ingested DDT from *DDT can cause birds to lay eggs with thinner
the blackbirds that they ate, which made them lay shells. As a result more eggs are likely to be broken.
eggs with weak shells. The shells broke when the *In large amounts DDT can be poisonous to birds.
peregrine falcons tried to sit on them, killing the eggs. The populations of many wild birds have decreased
over the last 30 years.
2: 7De Nomads (Student Book) *The starred statements can go in any order.
L4 1 predator – snow leopard; prey – yak
L5 2 a They migrate down from the mountains 7De-4 Energy flow and poisons
when it starts to get cold in winter. L5 1 to kill organisms that harm the plants being
b Birds also migrate to warmer places in grown
winter, where they can find food. L5 2 insects/ants, aphids, blackfly, whitefly,
L5 3 discontinuous (you either have measles or caterpillars and mites
you do not) L5 3 fish and bees
L5 4 Examples of inherited variation include L5 4 Avoid getting it on the skin (wear gloves) or
skin colour, hair colour, ear shape, nose shape. breathing it in (wear face mask/spray in direction of
Examples of environmental variation include skin wind). Wash hands after use.
painting/make-up, clothes, jewellery. L5 5 a the direction in which energy flows in a
L6 5 They have very thick fur. food chain
L7 6 Students’ own pyramids of numbers, e.g. L5 b There is less energy as you go along a
grass, cattle, humans; grass, yak, snow leopard; food chain because animals lose it (in their activities
grass, yak, human (these should be arranged and in waste).
as a pyramid of numbers with the first organism L5 c In food chain X – lettuces: more because
mentioned having the longest bar) fewer are eaten by insect pests; rabbits: no change
or more because there is more lettuce to eat; fox:
Activity Pack
no change or more because there are more rabbits
7De-1 Transfers of energy and poison to eat.
L5 1 animals that harm things that humans want In food chain Y – rose bushes: would look healthier
to use as no aphids feeding off them; aphids: killed so

© Pearson 451
 Ecosystems

7 far fewer; ladybirds: numbers decrease as fewer

aphids to eat.
L7 c Energy is lost at each step of the food
chain so as you go along a food chain there is less
D In food chain Z – pondweed: no change; tadpoles:
no change; sticklebacks: some may die as Zymac is
and less energy available for the animals and so the
populations of the animals are smaller and smaller.
poisonous.
L7 d Because the herons eat many trout each,
7De-5 DDT they get more doses of DDT than a single trout does.
L5 1 a substance that kills pests (organisms that L7 2 a i animal P ii animal R
harm things that humans want) L7 b pyramid of numbers drawn, with leaves
L5 2 the name of any pest on the bottom and bars getting progressively
L5 3 Advantage: one of less damage to shorter, with animal P at the top
environment, no expensive pesticides; sell produce L7 3 It was carried there by migrating fish.
for more money. Disadvantage: may lose a lot of L7 4 The producer is a single very large organism
crop to diseases; can be very labour intensive. compared with the animals that are living off it.
L5–6 4 A level 5 answer will be in terms of the 7De-7 Pyramids of biomass
fact that DDT kills an insect/pest that harms each of L6 1 It is lost in respiration (e.g. for keeping
these organisms. A level 6 answer will give details warm, moving) and as undigested waste
for some or all of the organisms (e.g. the dog will
L6 2 food chains drawn, starting with the
not have fleas; the tomato will not be damaged
organism in the bottom bar in each case
by insect pests; the human will not be bitten by
L6 3 Table showing – Producers: phytoplankton,
insects/will be able to grow nicer vegetables/
oak tree. Primary consumers: caterpillar,
flowers; the cow will not be bothered by insects; the
zooplankton. Secondary consumers: blue tit,
potato will not be damaged by insects; the chicken
herring. Tertiary consumers: owl, mackerel.
will not have fleas).
Quaternary (allow 4th) consumer: tuna.
L6 5 The DDT only needed to be applied once,
L7 4 Energy is lost at each step of the food chain
which meant that less substance needed to be
so as you go along a food chain there is less and
applied and it took less time to apply pesticides
less energy available for the animals and so the
than other pesticides that required more than one
populations of the animals are smaller and smaller;
application.
however, for the oak tree, the producer is a single
L5–7 6 Level 5 will mention one advantage in very large organism compared with the animals that
terms of DDT killing pests. A level 6 answer will
are living off it.
include a general drawback (such as ‘harming
L7 5 a the dry mass of biological (living)
wildlife’). A level 7 answer will be more detailed and
material
explain why killing pests is an advantage and how
DDT affected wildlife as a disadvantage. L7 b Both pyramids should be pyramid-
shaped.
L6–7 7 Advert, explaining how DDT affects
wildlife. A level 6 answer will explain how DDT in L7 6 Factors such as the weather cause different
the body of a top predator may kill it or make it less organisms to have different amounts of water in
likely to reproduce, or may explain that if DDT kills them at different times.
organisms lower in the food chain there will be less L7 7 It drops its leaves in winter.
energy available for organisms higher in the food L8 8 Things that might be explained include:
chain resulting in a decrease in population. A level trophic levels; why the biomass decreases so
7 answer will explain how a persistent pesticide rapidly; what the units mean; a calculation might be
gradually increases its concentration in the bodies done to show that 99.99% of the producers support
of organisms as you go along a food chain, and 0.01% of the other organisms.
explain how it is only when a certain concentration L8 9 Advantage of pyramids of numbers:
is reached that problems can be caused. relative ease of counting organisms in an area.
Disadvantage: can produce strange-looking
7De-6 Toxic chemicals and food chains pyramids, which do not reflect the underlying loss
L5 1 a the flow of energy from one organism to of energy through a food chain. Advantage of
another pyramids of biomass: much more reflective of the
L7 b pyramid of numbers drawn, with algae on true losses of energy in a food chain. Disadvantage:
the bottom and bars getting progressively shorter, much more difficult to collect the data, organisms
with heron at the top have to be destroyed to collect the data.

452 © Pearson
 Mixtures and separation

7E Mixtures and separation L4 2 a large solids

L5 b A sieve has large holes/gaps that let
7
7Ea Mixtures
Student Book
everything through except large solids. E
L5 3 A suspension contains suspended solids; a
1: 7Ea Mixtures and separation (Student Book) solution contains dissolved solids.
L3 1 a any suitable answer, e.g. solid – glass (in L5 4 A suspension, because it contains solids
beaker), sodium chloride crystals, steel (in furniture); that settle out if left to stand (it is also a solution
liquid – water, hydrochloric acid, cola; gas – air, because there are dissolved solids in the water).
oxygen, carbon dioxide
L5 5 The polystyrene and air are mixed in a way
L4 b any suitable description, e.g. solid – holds that is not easy to separate again (so it is not a
its own shape; liquid – fixed volume but not a fixed suspension), but the solid is not dissolved (so it is
shape, flows to fill bottom of container; gas – no not a solution).
fixed shape or volume, spreads out to fill all space,
L4 6 A colloid, because it is a cloudy mixture
can be squashed/compressed to a smaller volume
with no sediment after it has had time to settle.
L4 2 a Gravel can be separated from water by
L5 7 filtered or left to settle and water removed
sieving.
from the top; because the solids are now large
b Sand can be separated from water by enough to settle from the liquid
filtering.
L5 8 flow chart similar to: waste water from
L4 3 a A solution is a mixture where a solid has homes → sieved to remove large solids → settle
been dissolved in a liquid. and strained, or filtered to remove smaller solids →
b evaporate the water treated with chemicals to clump finest solids then
L4 4 a You can return to the original constituents settled or strained to remove clumps
by the reverse/opposite process – in this case,
evaporation.
Activity Pack
b any suitable change, e.g. melting,
freezing, condensation 7Ea-1 Writing a clear method
L4 1 A – action; B – sequence; C – apparatus;
2: 7Ea Writing a method (Student Book) D – diagram; E – language
L4 1 to explain how to carry out the experiment
L4 2 a unlock, open, put, close, sit
L5 2 It can show more clearly how the apparatus L4 b A – Unlock the car. B – Open the car door.
is arranged. L4 c The steps are not in the right order as
L4 3 so other scientists can repeat the same you can’t put the seat belt on before you sit in the
or similar experiments; to allow other scientists to seat.
check that the reported method works in the way L5 d C – Sit in the car seat. D – Put the seat
that is claimed belt on. E – Close the car door. (Steps D and E can
L4–5 4 any three of: fold (A and B), place (D and be in either position.)
E), stir (F), pour (G) (they are all instructions to do L5 3 Method should be written with one action
something) per step, each step starting with an imperative verb,
L4 5 any suitable example, such as: ‘mixture’ or and sequenced in the correct order. For example:
‘suspended’ (the name of a piece of apparatus is A – Place the ready-meal container in the
also appropriate) microwave. B – Set the correct power for cooking
the meal. C – Set the correct cooking time. D –
L4–5 6 Steps A and B could be drawn as a
Press the start button. E – Test to make sure the
diagram, which would be clearer as it would show
food is hot.
clearly where the folds should be made.
L4–6 7 The method should be written using 7Ea-2 Types of mixture
clear language, one action per step, arranged in L4 1 suspension – a mixture where the solid
the correct order and using an imperative verb in settles out of the liquid if left to stand still
each step. Steps should include a logical order for colloid – a cloudy mixture where the solid doesn’t
placing the equipment, e.g. place the tripod on the settle out of the liquid if left to stand still
bench, put the gauze on the tripod, fill a beaker with
solution – a mixture in which the solid is dissolved
water and then put this on the gauze.
in the liquid
3: 7Ea Mixtures (Student Book) L4 2 large suspended solids
L4 1 It contains substances other than water, L4 3 a polystyrene – solid; b air – gas
such as mud, human waste and other solids. L4 4 cloudy/opaque

© Pearson 453
 Mixtures and separation

7 7Ea-3 Ordering a method

L4
L5 3 Styrofoam cup – The air stops heat passing
quickly through.
E Correct order:
Fold the filter paper in half, and then into quarters.
Hairspray – The air spreads the liquid droplets so
you don’t get too much in one place.
Open out one layer of the filter paper to make a Gel in a disposable nappy – The water is absorbed
cone. and locked away.
Place the filter paper cone into the wide end of the Hand cream – The water helps it to spread more
funnel. thinly.
Put the narrow end of the funnel into the top of the
flask. 7Ea-8 An emergency water filter
Carefully pour the sand/water mixture into the filter L4 1 Labelled apparatus diagram of filter paper,
paper. filter funnel and container such as a conical flask or
Leave the apparatus to stand until all the liquid in beaker.
the mixture has filtered into the flask. L5 2 Clearly written method, with one instruction
in each step and in correct order.
7Ea-5 Apparatus diagram L5 3 The layers of stones, sand and moss will
L4 1 (In either order) They show the same pieces separate out the larger solids as the dirty water
of apparatus. The pieces of apparatus are arranged filters through them.
in the same way. L5 4 The water may also contain harmful
L4 2 (In either order) The picture looks like microorganisms that would not be trapped in the
the real apparatus but the diagram doesn’t. The filter because they are too small. Boiling the water
diagram shows the apparatus as if cut through, but would make it safer to drink. Also, the finest solids
the pictures shows the apparatus as if seen from will probably not be removed by the filtering.
the side. 7Ea-9 Different kinds of colloids
L4 3 Any suitable answer, e.g. you don’t have L4 1 Hairspray: liquid aerosol of liquid in gas.
to draw as much; it’s much simpler to draw the Mayonnaise: emulsion of liquid in liquid. Smoke:
diagram. solid aerosol of solid in gas. Jelly: gel of liquid in
L4 4 It is easier for everyone to understand what solid. Styrofoam: solid foam of gas in solid. Inks: sol
the diagram shows. of solid in liquid. Whipped cream: liquid foam of gas
L4 5 A suitable drawing done using a ruler and in liquid.
showing the neck of the flask and bottom of the L4 2
funnel open.
Gas in … Liquid in … Solid in …
7Ea-6 The right steps gas – liquid aerosol solid aerosol
L5 1 A – Anything that clearly describes how to liquid liquid foam emulsion sol
fold the paper and open it out to make a cone that solid solid foam gel –
fits into the top of the funnel. L5 3 Hand cream – emulsion. Dirty water – sol.
B – Anything that clearly states that the narrow Fog – liquid aerosol. Pumice – solid foam.
end of the funnel is inserted into the neck of the L5 4 a Suspension, because the liquids separate
flask. on standing.
C – Anything that clearly describes how the water is b Emulsion, because it is a colloid of liquids.
poured carefully into the filter paper, so that it filters c Any suitable answer that shows understanding of
through the filter paper. the problems caused by trying to group things that
L4 2 Correct apparatus symbols for filter funnel may not fit only one group in a classification.
and paper, and conical flask, neatly drawn with
sharp pencil and a ruler. 7Eb Solutions
L5 3 Any suitable explanation, e.g. it is quicker
Student Book
and neater to use symbols; everyone understands
what the symbols mean. 1: 7Eb Solutions (Student Book)
L4 1 The water contains dissolved substances/
7Ea-7 Different mixtures solutes.
L4 1 correct statements: The flour is a solid L4–5 2 any two suitable solutes, e.g. sodium
and the water is a liquid. The flour will settle to chloride, copper sulfate (other possibilities include
the bottom of the container if the mixture is left to any chloride, iodide, bromide, fluoride, calcium
stand. carbonate, magnesium), and any one gas, e.g.
L4 2 hairspray – liquid; air – gas; gelatine – solid; oxygen (other possibilities include carbon dioxide,
water – liquid ammonia)

454 © Pearson
 Mixtures and separation

L4–5 3 It may be coloured (e.g. copper sulfate)

but still transparent. It may taste or smell different
7Eb-7 Solution questions
L5 1 a soluble b insoluble, soluble
7
from the solvent that does not contain the solute.
L5 4 propanone is the solvent, nail varnish is the
L4 2 solution 1: solvent is water, solute is copper
sulfate
E
solute
solution 2: solvent is propanone, solute is nail
L5 5 20 + 150 = 170 g varnish
L4 6 a sodium chloride L5 3 The amount of solute that dissolves in a
L5 b 5 × 32 = 160 g particular amount of solvent.
L6 c As the liquid cools, the copper sulfate will L5 4 a The amount of sodium nitrate that dissolves
start to crystallise out. This is because the solubility in water increases as temperature increases.
of the copper sulfate decreases as the temperature L5 b no
decreases and so less of it can stay dissolved in the L5 c The solution was saturated.
solvent.
7Eb-8 Solution questions
Activity Pack
L4 1 The copper chloride dissolves in ethanol.
7Eb-1 Solution words and definitions L4 2 a All
dissolves – when a substance splits up and mixes L4 b Most
with a liquid to make a solution L4 c Some
soluble – something that will dissolve in a liquid L4 d Possibly all.
transparent – See-through See Addendum to page 520 for more detail.
insoluble – something that will not dissolve in a L4 3 Copper chloride is the solute, because it is
liquid the solid that ‘disappears’ in the ethanol. Ethanol
solution – a mixture formed when a substance is the solvent, because it is the liquid in which the
dissolves in a liquid copper chloride ‘disappears’.
solute – the substance that has dissolved in a liquid L5 4 a 220 g
to make a solution L5 b The mass of solute is added to the mass
solvent – a liquid in which other substances dissolve of the solvent.
saturated – when a solution contains the most L5 5 a All the copper chloride would dissolve
solute that will dissolve in the solvent because this mass is lower than the solubility.
solubility – the amount of substance that dissolves L5 b Most of the copper chloride will dissolve,
in a given amount of liquid but 7 g of the copper chloride would remain
7Eb-2 Solvents and solutions undissolved at the bottom of the beaker, because
A matches with 2, label a this mass is greater than the solubility at this
B matches with 5, label b temperature.
C matches with 7, label a L5 c Some of the copper chloride would
D matches with 8, label b remain undissolved at the bottom of the beaker
because 60 cm3 can only dissolve 53 × 60/100 =
7Eb-3 Temperature and solubility 1
32 g copper chloride at this temperature.
Students should find that more salt dissolves if the
water is hot. L5 d Possibly all of the copper chloride will
dissolve because solubility usually increases with
7Eb-4 Temperature and solubility 2 temperature.
Students should find that the solubility increases as
7Eb-9 Hot water and oxygen
temperature increases.
L5 2 a It goes down/gets less.
7Eb-5 Graphing solubility 1
L5 b It is the opposite – most solids get more
L5 2 a goes up
soluble as the temperature increases.
L5 b chloride
L5 3 a fresh water
L5 c nitrate
L6 d 41 L5 b Fresh water – the graph goes down more
steeply (or, the solubility changes by 9.9 mg/dm3 for
L6 e 45
fresh water as the temperature goes up from 0 to
7Eb-6 Graphing solubility 2 60 °C, but only goes down by 7.5 mg/dm3 for sea
L5 2 a Solubility increases as temperature rises. water).
L5 b potassium chloride L5 4 a answer from graph – should be
L5 c potassium nitrate approximately 12.8 mg/dm3
L6 d answers from graph – 15 °C, 24 °C, L5 b a half of 12.8 mg/dm3 is 6.4 mg/dm3, and
27 °C, 31 °C, 34 °C, 37 °C this solubility occurs at 40 °C

© Pearson 455
 Mixtures and separation

7 L5 5 Less oxygen would be dissolved in the

warmer water, so there would be less oxygen for
L5 6 evaporating all the liquid from a solution to
leave behind the solids that were dissolved in it
E the fish and they may be harmed. (The warmth also
encourages the growth of microorganisms that
L5 7 a They were heated gently until most of the
water had evaporated. Then they were left to dry
further deplete the oxygen supply, but students are from the heat left in the dish.
not expected to know this.)
b The water in the sample on the right
L5 6 Heating sea water does not have as big contained more dissolved solids than the water in
an effect on solubility as heating fresh water. the other sample.
Also, the sea has a far greater volume than rivers,
so the warm water spreads out and the overall Activity Pack
temperature increase is very small apart from very 7Ec-1 Safety when heating
close to the outlet pipe.
L4 2 a Small, but very hot blue flame. b Larger,
7Ec Evaporation bluer flame. c Large, yellow flame.

Student Book 7Ec-2 Evaporation

L4 1 Evaporation
1: 7Ec Safety when heating (Student Book)
L4 2 Dissolved/Dry Salts/Solids
L4 1 to heat things
L4 3 Sodium Chloride
L4 2 so the burner is lit with a safety flame, L4 4 Brine
which is less hazardous than a blue flame
L4 5 Sea Salt
L5 3 It is not very hot, like the noisy blue flame, L4 6 Boiling
so it is easier to stop the heating before the solution L4 7 Boiling Point
starts spitting; it is not smoky like/it is hotter than
L4 8 Heat To Dryness
the yellow flame.
L5–6 4 a hot apparatus that could burn on touch; 7Ec-6 Making salt
spitting of liquid during heating correct order: B, F, E, G, J, A, C, I, D, H
b Do not touch the apparatus until it is cool; 7Ec-7 Dissolved salts in water
if the apparatus must be handled, use heatproof L4 2 a Any one appropriate hazard, for instance
tongs or gloves; switch the Bunsen burner off before hot apparatus or spitting of evaporating solution.
all liquid evaporates from the solution. L4 b Suitable risk reduction for hazard given,
L6 5 The plan must identify the hazards of for instance don’t touch apparatus until cool/
heating solutions and include instructions to wear heat-resistant gloves/use tongs or wear eye
minimise risk from these. protection.
L5 3 a using a bar chart
2: 7Ec Evaporation (Student Book) L5 b same volume of each water was evaporated
L4 1 a the water evaporates L5 c Bottled water 2, as it has the highest
b The salt does not evaporate, so it is left amount of dissolved solids.
behind when the water evaporates.
7Ec-8 Gandhi and the Salt Act
L5 2 Faster in the warm ponds, because the
L5 1 Gandhi’s salt would have been mixed with
rate of evaporation increases as the temperature
sand.
increases.
L5 2 No, sea water has more than one substance
L5 3 rock salt: water pumped into rock layers dissolved in it. Also there would have been small
→ brine pumped to surface → brine heated to animals and possibly some pollution in the sea
evaporate water and leave dry salt water.
sea salt: salt water from sea taken into shallow L5–6 3 Mix the impure mixture with water, so the
ponds → water evaporates from salt water (warmth salt will dissolve in the water.
from Sun speeds up rate of evaporation) → dry sea Filter the mixture. The sand will be trapped in the
salt left in ponds and collected for use filter paper, but the dissolved salt will go through
L4 4 At 100 °C all the liquid water is trying to the filter paper.
evaporate at the same time, causing many bubbles Evaporate the filtrate. The water will evaporate,
of water vapour in the liquid. Below boiling point, leaving the salt behind in the evaporating dish.
evaporation happens only at the surface of the liquid. Students should draw a labelled diagram, using the
L5–6 5 At 80 °C all the ethanol will turn to vapour correct apparatus symbols, illustrating each step in
and leave the liquid. Some of the water will be the process.
evaporating at this temperature too, but it will not They should also identify hazards from hot
be boiling because 80 °C is below its boiling point. equipment and from spitting liquid in the final stages

456 © Pearson
 Mixtures and separation

of evaporation if the solution is still heated. Heat-

resistant gloves or tongs should be used for handling
b The water analysis method shows how
much of each substance is present, which paper 7
anything hot. Eye protection should be worn. The
source of heat should be switched off when there
chromatography does not.
c The water needs to be tested to show
E
is still a little liquid in the evaporation basin, and the how much of some substances there are, because
rest of the liquid left to evaporate naturally. there are limits on how much of these substances
are safe in drinking water.
7Ec-9 Carry out a risk assessment
L7 The full risk assessment should be laid out
neatly and clearly. Activity Pack
It should identify all the hazards including hot 7Ed-1 How does chromatography work?
equipment, spitting liquid and any chemicals used. Chromatography can separate … different coloured
Hazards of a large number of people include risk dyes in a mixture.
of bumping into each other, falling into equipment, A drop of the mixture … is put onto a piece of
tripping hazards from bags, etc. special chromatography paper.
Assessment of risk will vary but should be realistic. The bottom of the paper … is put into a solvent
Ways of reducing risk should include safe ways of such as water.
handling hot equipment or rules not to touch until The solvent dissolves the dyes and … travels up the
cool, protection for eyes and clothing, switching off paper.
heat while still a little solution left. The different dyes in the mixture … are carried at
Action needed if something goes wrong should different speeds in the solvent.
include rapid treatment of scalds or burns, suitable The paper is dried … to make a chromatogram.
advice for dealing with spills. You can work out the number of different dyes in
the mixture … by seeing how many different colours
7Ed Chromatography are on the chromatogram.
Student Book 7Ed-2 A chromatography method
1: 7Ed Chromatography (Student Book) L4 1 Make the dots as concentrated as possible
L4 1 a technique that separates substances by applying the substance several times in the
dissolved in a solvent same place and letting it dry between times.
L5 2 Substance A, because it has the higher L4 2 Use something that isn’t soluble in the
peak on the graph. solvent, e.g. pencil when using water.
L4–5 3 Dots of the inks were placed near the L4 3 Along a line above the bottom of the paper,
base of the paper. The paper was then placed in the so that they all start at the same level and so that
beaker. A small amount of solvent was placed in the they don’t dissolve into the solvent at the bottom of
beaker, so that the level of solvent was below the the beaker.
ink dots on the paper. L4 4 Do a test beforehand to make sure the
substances dissolve in the solvent.
L4–5 4 a Black ink contains blue, purple and red
dye; brown ink contains yellow and red dye; red L4 5 Spread the dots of the different dyes out
ink contains red and yellow dye; green ink contains across the paper at the same level.
blue and yellow dye; blue ink contains blue and L4 6 Support it, e.g. by attaching it to a stick that
purple dye; orange ink contains yellow and red dye. is balanced across the top of the beaker, or roll it
into a cylinder and clip it before putting it in the
b red
beaker.
L4–5 5 The solvent carries the substances at L5 7 Safety instructions will depend on hazards
different speeds so they are spread out. for any substances used, but always use eye
L4–5 6 Evaporation leaves the solid substances protection when using solvents.
still mixed up so it is difficult to identify them.
7Ed-4 Chromatography
L4 7 a tartrazine, carotene, natural orange
L3 1 correctly labelled diagram (clockwise from
L4 b orange squash 3 because the the bottom left): water, pencil line, beaker, paper,
chromatogram shows that it does not contain any spots of ink
tartrazine L4 2 a A, B and E
L4 8 any two suitable examples, such as: b These inks have all got only one spot on
forensic analysis, testing for banned drugs, water the chromatogram.
analysis, food analysis L4 3 a A and E b A and B
L4–6 9 a They separate out the substances in the L4 4 a F
mixture. b It has not moved from its original position.

© Pearson 457
 Mixtures and separation

7 7Ed-5 Who scraped the gatepost?

L5 1 Paint does not dissolve in water.
L5 5 concentrated salty water or solid salts,
because the salts do not evaporate
E L4 2 B
L5 3 F
L5 6 sea water heated → water evaporates to
form water vapour leaving behind dissolved salts →
L5 4 C and D water vapour condenses on a cool surface to form
L5 5 D liquid water → liquid water is collected for drinking
L5 6 Test the paint from a Post Office van to see
L4 7 a Violent boiling could cause the flask to
if it matched the sample. (Higher-attaining students
shake and spill boiling liquid.
may point out that manufacturer D may also make
Post Office vans, in which case this would not L5 b Adding anti-bumping granules to the
prove anything.) liquid prevents violent boiling.
L5 7 See if there was damage to the vehicle, L5 8 a Sea water is dangerous to drink and once
or if any paint from the gatepost was transferred any fresh water has been used the people will soon
onto it. need more.
b Bacteria in the water do not evaporate, so
7Ed-6 Gas chromatography in water analysis this is a good way to separate them from the water
and make the water safe to drink.
L5 1 They separate out the dissolved substances
in the solution. L5 9 a similarities – they both use the processes
L6 2 It is easier to identify the separate of evaporating the water to separate it from the
substances than if they are mixed together. dissolved substances and condensation to collect
L6 3 The gases and liquids are colourless, and pure liquid water; differences – the solar still uses
they need detecting. Also spectrometry identifies heat from sunlight to warm the water while the still
the amount of substance, not just whether it is in diagram C uses heat from a burner; the solar still
present or not. uses air to cool the cooling surface while the still in
diagram C uses cold water
L6 4 Samples taken after treatment check that
the treatment processes are working properly. L5–6 b The still apparatus will be the more
Samples taken from people’s taps check that efficient as it will heat the water to a higher
nothing has leaked into the water as it travels from temperature, increasing the rate of evaporation,
the treatment plant to the tap. and cool the water more rapidly in the condenser,
L7 5 Because the internal standard is a therefore increasing the rate of condensation.
substance never found in water, the graph
produced will always be the same. This allows the 2: 7Ee Safe drinking water (Student Book)
machine to be checked between samples. L4 1 a because we have a lot of rain, effective
L7 6 The known amount of dieldrin gives a peak water treatment and we separate drinking water
height that can then be used by comparison to from polluting sources by carrying it in pipes
calculate the amount of dieldrin in the sample. b Climate change could change the amount
L6 7 The amount of dieldrin in the sample was of water we receive in rain, causing longer periods
within safe limits. The known sample containing of drought or worse flooding. Droughts will reduce
62.5 ng/dm3 produced a peak with a height of 0.9 the amount of water we store for use. Floods can
on the vertical scale. The sample has a peak that damage pipes carrying drinking water and sewage,
reached 0.3 on the vertical scale, which suggests polluting the water supply.
that level of dieldrin will be around 21 ng/dm3 L4 2 a Water passes through the holes in the
(62.5/3 = 20.8). 21 ng/dm3 is the same as filter but the undissolved solutes are trapped in the
0.021 μg/dm3 which is lower than the safe limit of filter.
0.03 μg/dm3.
L5 b extremely small particles including
disease-causing organisms (filters usually have
7Ee Distillation bigger holes than this and therefore leave filtered
Student Book water unsafe until it is treated with chemicals to kill
these organisms)
1: 7Ee Distillation (Student Book)
L5–6 c Dissolved solids are small enough to pass
L3 1 because it contains only small amounts of
through most filters. If the concentration of some
dissolved substances
dissolved solids is too high, it can make the water
L4 2 because they do not get much rain dangerous to drink.
L4 3 removing salts from water L4–6 3 any suitable answer that makes clear
L5 4 They use sea water to produce fresh water that different problems in different places need
by desalination. different solutions, e.g. areas at risk of flooding

458 © Pearson
 Acids and alkalis

need emergency water supplies that would not

be affected by the flooding, drought areas need
warmer. The warmer the water, the faster the rate of
evaporation. 7
safe sources of water that are below ground or
processes such as desalination that can make salty
L6 4 Any suitable answer with a good science
explanation, such as: F
water suitable for drinking • Paint the inside of the still black so it absorbs
more heat and heats the water faster.
Activity Pack • Shade the lower part of the glass cover so it is
cooler, so water vapour condenses faster.
7Ee-1 Distillation apparatus
L4 1 correctly labelled diagram (clockwise from 7Ee-6 Distilling scents for perfumes
the bottom left): flask, thermometer, water out, L6 1 They evaporate quickly from warm skin
Liebig condenser, beaker, water in, heat carrying their smell, which makes us smell nice.
L4 2 a E inside the flask b C inside the L5 2 correctly labelled diagram showing:
condenser chopped material in flask, separate heated flask
L4 3 The dirty water mixture is put into the flask. containing water, water evaporates to form steam,
The mixture is heated. steam passes through the chopped material
The water evaporates and forms steam. The dirt causing the volatile oils in the plant tissues to
does not evaporate. evaporate, the hot vapour is cooled as it passes
through a condenser so that the vapour condenses
The steam goes into the condenser.
to liquid, the cooled liquid is collected in a flask with
The cold water flowing around the outside of the
the oil and water forming separate layers
condenser cools the steam.
L5 3 a Dry distillation uses direct heating to
The steam condenses to form pure water.
evaporate the oils from the plant material. Steam
The water runs into the beaker. distillation uses steam to warm the plant material so
that the oils evaporate.
7Ee-2 Building a solar still
Suggested improvements should be well supported L6 b Only oils that evaporate below 100 °C can
be extracted using steam distillation. Also some oils
by a scientific explanation, for instance:
are changed by high heat, so steam distillation is
• Dark objects placed in the hole will heat up faster
better for extracting those damaged by heat.
and increase the air temperature in the hole, so rate
of evaporation will be faster. L6 4 Cooler temperatures can be used when
preparing absolutes than in the preparation of
• Cooling part of the sheet surface, e.g. by shading,
essential oils. So chemicals that are spoilt by heat
will increase the rate at which water vapour
are best extracted using the wax/ethanol method.
condenses on that part of the surface.
L6–7 5 a The boiling point of water is 100 °C,
• Digging a shallow hole reduces the volume of air
which is much higher than that of ethanol at 78 °C.
inside the still and so reduces the amount of heat
If the temperature is kept at just above the boiling
energy wasted.
point of ethanol but well below that of water, then
• Placing fresh plant material, or dirty water, into all the alcohol in the mixture will evaporate but only
the hole will increase the amount of water that can some of the water.
evaporate.
L6–7 b Water evaporates at any temperature,
7Ee-4 A solar still though it evaporates faster as temperature
L4 1 a heats b evaporates c condenses increases. So there is no temperature at which
d runs down some water will not evaporate but the ethanol will.
L4 2 distillation
L5 3 It helps the dirty water to stay warmer for
longer so more water evaporates. 7F Acids and alkalis

7Ee-5 How a solar still works 7Fa Hazards

L5 1 Heat from sunlight heats up the dirty water. Student Book
Water evaporates to form water vapour, leaving
the dirt behind as the dirt doesn’t evaporate. 1: 7Fa Chemistry in the home (Student Book)
Water vapour condenses into liquid water on the L4 1 Students’ own answers
underside of the glass cover. The liquid water runs L4 2 They might spill it on their skin or drink it.
down the cover and into the collection trough. L5 3 Keep bleach locked away in a cupboard or
L4 2 Distillation is the separation of the solvent/ use dilute bleach.
liquid from a solution. L6 4 a so you know the harm that the
L5 3 The insulation reduces heat loss from substance can cause and how to reduce the chances
the water to the environment, so the water stays of that harm happening before you use the substance

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 Acids and alkalis

7 b Young children cannot read; they may

mistake a substance for something else.

L6 3 a Toxic gases are formed.
b Carry out the experiment in a fume
F 2: 7Fa Hazards (Student Book)
L4 1 a by adding water b It is a mixture as water
cupboard.
L6 4 a It could cause burns as temperatures
has been added to dilute it. reach over 100 ºC.
L4 2 Students’ own answers, e.g. hydrochloric b Leave to cool for 20 minutes.
acid is used in the laboratory, ethanoic acid is used
in everyday life Activity Pack
L4 3 a two of: metal, stonework, skin L5
b plastic or glass 7Fa-1 Hazardous or safe?
L5 4 A corrosive chemical will damage the skin. L5 Quick-light: flammable
An irritant will not usually cause serious injury but Drain-clear: corrosive
can cause the skin to become red. Pest-gone: danger to environment
L4 5 sour Super-clean: caution (irritant)
L5 6 a citric acid or phosphoric acid b They do Home-fresh: explosive
not cause damage. Germs-away: toxic
L6 7 a dangerous to the environment, toxic, 7Fa-2 Comparing acids 1
flammable L5 1 Students’ own answers depending on acids
b caution selected
L7 8 less volume to transport so transport costs L5 2 Students’ own answers depending on acids
are less selected
3: 7Fa Controlling risk (Student Book) L5 3 It fizzed the least/slowest.
L4–6 1 7Fa-3 Comparing acids 2
Hazard Risk Precaution to Students need to create a table with a row for each
reduce risk acid and a column for each concentration.
Unattended lit this could set fire Never leave a lit Students should see bubbles forming on the marble
Bunsen burner to someone’s Bunsen burner chips with each acid and at each concentration
hair or jacket. unattended. except perhaps with the most diluted acid. Ensure
Bottle of a the heat could Remove the that students note the similarities and differences in
flammable liquid make the liquid bottle of their observations.
beside lit Bunsen catch fire. flammable liquid L4 1 Most hazardous produces most bubbles/
burner and store it fastest/most vigorous. Least hazardous, the least/
safely.
slowest.
Student heating boiling liquid Wear safety L5 2 Adding water makes the acids less
test tube while could spurt goggles (and
hazardous as they react more slowly.
not wearing out of the test point test tubes
safety glasses tube onto the away from L5 3 Some acids are corrosive (react away
student’s face. people). substances), others are irritants (will sting).
Student eating the student Do not eat or
L6 4 Most hazardous: safety goggles, rubber
food beside could eat drink in the gloves, protective clothing, Corrosive warning
bottles of something toxic. laboratory. symbols, special containers.
chemicals Least hazardous: safety goggles, Caution warning.
Student heating fumes could be Carry out the 7Fa-4 Hazard symbols
beaker and dangerous to all experiment in a
L5 Match symbol to description and example:
fumes billowing in the laboratory. fume cupboard.
out Corrosive – concentrated sulfuric acid
Caution – dilute sulfuric acid
Bags left in a student could Keep all
corridors trip over the corridors and Flammable – petrol
bags and fall. working areas Toxic – cyanide
clear.
7Fa-5 Hazard under control
L5 2 a concentrated sulfuric acid L5–6 The Pipeclear! label should show the
b It can destroy certain substances such as Corrosive symbol prominently and explain that
metal, stonework and skin. Pipeclear! can attack/wear away materials, burn
c the hazard label on the bottle skin and severely damage eyes. If spilt it should
L6 d Diluting it with water would reduce the be diluted with cold water (adding a weak base
risk. like baking soda would be better but hasn’t been

460 © Pearson
 Acids and alkalis

covered yet) and mopped up while wearing rubber

gloves, shoes, safety goggles. If the product is used
hazardous than dilute so must be kept away from
where it may cause harm. 7
as suggested (poured from the bottle straight down
the pipes) then the chance of coming to harm is
ii There is a low chance/probability of
people being harmed by concentrated nitric acid if F
small so the risk is low. it is kept securely out of people’s reach and there
The diluted version label should show the Caution is little chance of people being seriously harmed by
symbol and explain that the product can irritate the dilute nitric acid.
skin and eyes. It should explain that the product
contains water diluting the hazardous material 7Fa-9 Hazchem in action
(students will probably not understand the concept L6 The report should include the following points:
of concentration). Risks: Petrol is flammable, people are at risk of
being burned (and asphyxiated or poisoned by
7Fa-6 The Hazchem code smoke).
L5 1 a Corrosive Phosphoric acid is corrosive and people could
L7 b B (a fog means a fine spray mist of water) suffer from chemical burns.
L7 2 a True, the V in the code for P shows this. There could be a violent reaction if both substances
b False, for P full protective clothing is are mixed or contact other chemicals.
recommended. L7 When dealing with the petrol tanker the fire
c True, for P the code says ‘dilute’. It is safe service will be: spreading foam; wearing breathing
to wash dilute sulfuric acid down the drain. apparatus.
d False. There is no E in the code for They will be trying to contain leaking petrol to stop
sulfuric acid so evacuation is not needed. it contaminating the environment and they will be
L7 3 a Use a fog and full protective clothing, evacuating people from the scene.
dilute the methanol but evacuate the area. (NB For the phosphoric acid lorry they will: wear full
methanol is flammable and toxic.) protective clothing; use a fog or fine spray mist of
b Use a fog and full protective clothing , water to dilute the acid.
contain the phosphorus and evacuate the area.
(NB phosphorus is flammable and burns to form 7Fb Indicators
corrosive and toxic smoke.) Student Book
L7 4 For those who know the code, single letters
stand for a lot of information. It can be displayed 1: 7Fb Indicators (Student Book)
clearly and is easily read (from a distance). It does L3 1 red cabbage and litmus
not cause unnecessary concern to members of the L4 2 a red b red
public. The full safety instructions would have to be L4 3 It is alkaline.
in small print and difficult to read quickly. L4–5 4 by filtration (including students’ own
diagrams)
7Fa-7 Acids and hazards L3 5 A – acid; B – neutral; C – neutral; D – acid;
L4 1 any six examples: any named fizzy drink, E – neutral; F – alkaline
yogurt, milk, vinegar, lemon juice, pickles, any citrus L5 6 a i red ii yellow
fruit, blackcurrants, cheese, acid drops (or similar L6 b No, neutral solutions do not change the
sweets), etc. colours of indicators.
L5 2 corrosive L6–7 7 No, she would need to show that the
L5 3 from left to right: Caution (irritant), purple berries changed colour in different types of
Flammable, Explosive, Toxic solution and check that it was red in other known
L5 4 Wear safety goggles, rubber gloves and alkalis.
protective clothing; dilute the substance with water;
mop it up and dispose of it. Activity Pack
7Fb-1 Indicators, acids and alkalis
7Fa-8 Nitric acid hazards
L4 Turn litmus solution red: sulfuric acid, vinegar,
L5 1 a E b B c no hazard d F e A f C g D citric acid, lemon juice, hydrochloric acid, yogurt.
L5 2 a By diluting the concentrated nitric acid Turn litmus solution blue: toothpaste, sodium
with water (it is usually done by adding the acid to hydroxide, soap, baking soda, bleach, oven cleaner.
water).
Do not affect litmus: salt, sugar, alcohol.
L5 b Wear safety goggles, rubber gloves and
protective clothing; do it in a fume cupboard; use a 7Fb-4 Evaluating indicators
drip tray to catch any spillages. L5 1 a red b blue c purple
L6 c i Concentrated nitric acid is more L5 2 Litmus is purple in a neutral solution.

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 Acids and alkalis

7 L6 3 Purple is the colour produced by mixing red

and blue.
L6 7 When the solutions were mixed they made
a neutral solution.
F 7Fb-5 Indicator colours L5 7Fb-9 Indicators at home
L5 1 a indicator b red, alkali 1 good examples: red cabbage, beetroot, tea,
L5 2 sodium hydroxide – blue, salt – purple, blackcurrant, onion skins, etc.
sulfuric acid – red, soap – blue, vinegar – red, 2 acids – vinegar (preferably clear vinegar), lemon
bleach – blue, citric acid – red, sugar – purple, pure juice in water, lemonade
water – purple, limewater – blue alkalis – detergent, baking soda in water (not baking
L6 3 It is an alkali. powder), washing powder
3 Method should be logical and show the chosen
7Fb-6 Colourful hazards indicator being added to the examples of acids and
L5 1 Answer depends on indicator chosen but alkalis chosen.
could be: the distinctiveness of the colours, the Conclusions:
association of particular colours with acids and
1 Students’ own opinions based on the evidence
alkalis.
collected.
L5 2 Depends on the indicator. Some indicators
2 See answer to question 1 above.
show a mixture of the colours in neutral solutions
3 Not all coloured substances act as indicators.
(e.g. litmus), others show either the acid colour
They have the same colour in acid or alkali.
(phenolphthalein) or the alkali colour (methyl
orange). Explanations could include that neutral 7Fb-10 Comparing indicators
is halfway between acid and alkali or a mixture/ L5 1 Daffodil – it is the same colour in all the test
combination of the two. substances.
L5 3 Students’ own opinions. They may point L5 2
out that many acidic or alkaline substances are Indicator Acid Neutral Alkali
harmless so don’t need warnings.
litmus red purple blue
7Fb-7 Sort the labels red cabbage red purple blue-green
L6 A citric acid B battery acid (sulfuric acid) phenolphthalein colourless colourless purple
C drain cleaner (sodium hydroxide) D baking soda
onion skins colourless colourless yellow
(sodium hydrogen carbonate) E vinegar (ethanoic
acid) L6 3 a Litmus and red cabbage. They have a
distinctive colour in acidic solutions (the others do
7Fb-8 Robert Boyle’s indicator
not).
L5 1 It has a sharp/sour taste. It turns litmus
b Litmus and red cabbage. These are
paper red.
the only indicators that have a different colour for
L5 2 They feel slippery like soap. They turn neutral solutions.
litmus paper blue.
L6 4 Soap appears as neutral with
L5 3 The dye acted as an indicator and some phenolphthalein and onion skins and as an alkali
substances were acids and some alkalis. with litmus and red cabbage. Sodium hydroxide
L4 4 a He found that these coloured substances and ammonia appear as an alkali with all four
turned one colour in acids and another colour in indicators. This suggests that sodium hydroxide
alkalis. and ammonia are more alkaline than soap.
L4 b Indicators could be used to identify which Also red cabbage turns a different colour in soap
substances were acids or alkalis. (blue-green) than in sodium hydroxide and ammonia
L5 c He suggested that acids had a sharp (blue).
taste because they were made up of tiny particles L6 5 Purple is a mixture of/halfway between the
with spikes. Alkalis, however, were made up of soft blue colour seen in alkali and the red colour seen in
slippery balls. When acids reacted with alkalis the acids. Neutral is between acid and alkali.
acid spikes stuck into alkali balls. L6 6 Students’ own opinions. Likely to choose
L5 5 He could have added the solution of violets litmus or red cabbage because of their distinctive
to known acids and known alkalis and noted the colours in acid, neutral and alkaline solutions.
colours. Reasons should match the choice.
L5 6 Other people could use it to repeat his
experiments and check his results. They could use 7Fc Acidity and alkalinity
his conclusions to investigate new substances and
Student Book
they could test his ideas to see if they were correct.
Or, it spread his results and ideas around so that other 1: 7Fc Acidity and alkalinity (Student Book)
people began to study chemistry in a similar way. L4 1 a pH 4–5 b acid c not very acidic

462 © Pearson
 Acids and alkalis

L4–5 2
7Fc-3 pH colours and numbers
L6 1 Using two methods to measure pH means 7
Name of
chemical
Colour of
universal
Acid,
alkali or pH
that one method can check that the other is correct,
thus improving the reliability of the data. F
indicator neutral L6 2 Students’ own opinions. Reasons should
hydrochloric match the choice e.g. pH meter gives a more
red very acidic 1 or 2
acid precise measurement but it has to be calibrated
pure water green neutral 7 and checked regularly, and it doesn’t contaminate
the solution. Universal indicator is quick and simple
sodium
blue/purple alkaline 10–14 to use but less precise and contaminates the
hydroxide
solution. (Students will not use the term ‘precise’ or
carbon dioxide not very ‘contaminates’ but may offer explanations covered
orange 4–5
solution acidic by these terms).
L4 3 a 2 b 9 c 4 d 8 L6 3 Students’ own answers.
L5–6 4 The hazard rating increases the lower the 7Fc-4 pH indicators
pH of the acid and the higher the pH of the alkali. L5 1 Check that students have recorded the
L5–6 5 The pH would go up as washing soda is colours of their indicator over the pH range tested.
alkaline. L6 2 Students will probably find that their
L5–7 6 a probably not, as it is close to the pH of mixture does not differentiate between pH numbers
rainwater across part (or all) of their chosen range.
b pH of river water at different places L6 3 The report should include an aim,
(above and below factory) a description of the work done, results and
L5–7 7 benefit – looks good; drawback – conclusions.
damages hair
7Fc-5 Using pH
L5 D Universal indicator is used to work out
2: 7Fc Writing titles (Student Book) the pH number of solutions. If the pH is less than
L4 1 a lipstick b Red27 c Tina and Sandra 7 the solution is an acid; if it is over 7 it is an alkali
L5 2 a Colour-changing is the special property of and if it is equal to 7 it is a neutral solution.
this lipstick. F Check that the correct colours are used
b ‘fashion-conscious girls’ for each box.
c temperature, pH; ‘turns different shades Acids: vinegar, fizzy drinks, stomach acid, rainwater,
of pink depending on the temperature and pH of lemon juice, milk.
your lips’ Alkalis: toothpaste, washing powder, oven cleaner,
L5 3 a top climate scientists soap, hair dye, sea water, baking soda.
b global warming forecasts Neutral: pure water, salt water, sugar solution.
L5 4 Students’ own answers (must reflect the pH
scale or its use) L6 7Fc-6 pH applications
L5 5 a It could describe any number of test 2 Examples of the keywords and pH in each box
tubes and their contents. are:
b key words: common solutions, testing, Box 1: changes in pH; seawater; carbon dioxide in
universal indicator, colour, red, yellow, blue, purple, the air increases
acids and alkalis Box 2: hairdressers; shampoo pH 9; skin pH 5.5;
c e.g. testing common solutions with citric acid pH 3; hair dyes pH 11
universal indicator Box 3: pH of drinks; mineral water pH 8; milk pH
L5 6 how the pH depends on the type of fizzy 6.5; yogurt pH 4.5; lemonade pH 5; most acidic
drink cola pH 3; phosphoric acid; beer pH 4
Box 4: coal; power stations; sulfuric acid; lakes pH
2; chalk streams pH 7.5; peaty streams pH 6
Activity Pack Box 5: cleaning metals; sulfuric acid pH 1 cleans
7Fc-1 Indicator rainbow iron and steel; pH 7 for cleaning aluminium; alloys
clean with pH 12
L5 1 Students’ own answers – check colouring is
correct Box 6: soil pH; crops pH 5.5; potatoes pH 5.5;
sugar beet pH 8
L5 2 A – acidic, red; B – neutral, green;
C – alkaline, blue 7Fc-7 Inventing indicators
L5 3 stomach acid – pH 1 – red; soap – pH 10 – L6 1 a methyl red (red below pH 4, yellow above
green/blue; pure water – pH 7 – green pH 6.5)

© Pearson 463
 Acids and alkalis

7 pH
colour
0
yellow
1
yellow-green
2
yellow-green
3
green
4
blue-green
5
blue
6
blue
7
blue
F 7Fc-7, 4

b bromothymol blue (yellow below pH 6, 7Fc-10 pH colour changes

blue above pH 7.5) L7 1 a yellow b yellow c blue
c thymol blue (yellow below pH 8, blue L7 2
above pH 9.5) and phenolphthalein (colourless
pH Colour Colour of Colour of
below pH 8, red above pH 10)
number of methyl thymol a mixture
L7 2 Only a little thymol blue is needed to
orange blue of the two
produce an intense/bright colour.
indicators
L6 3 between pH 4 and 10 (none of the indicators
changes colour below pH 4 or above pH 10). 3 red yellow orange
L7 4 e.g. using methyl violet and bromocresol 7 yellow yellow yellow
green (see table at top of page)
10 yellow blue green
Other mixtures may be used. Check that the
colours of the mixtures match the pH ranges of L7 3 a yellow b yellow c purple
each indicator. L7 4 a The mixture would produce different
L7 5 From students’ own research. pH meters colours across the range of pH numbers.
are important as they give an accurate, precise b 4 (red, orange, green, brown)
and continuous reading without having to add c See table at bottom of page.
any substances to the sample. Beckman was a L7 5 A mixture can show whether a solution is
physical chemist who had an interest designing more or less acidic or alkaline.
measuring instruments. He founded Beckman
Instruments.
7Fd Neutralisation
7Fc-8 The pH test
Student Book
L5 1 A false; B true; C true; D false; E true.
L5 2 A Experiment 7, dilute sulfuric acid turned 1: 7Fd Neutralisation (Student Book)
the indicator red, not blue. L4 1 a below 7 b above 7
B Experiment 3, vinegar turned the L4 2 a cauliflower and mushrooms b leeks
indicator orange, which is the sign it is an acid. L4 3 a more acid L5 b The indicator colour is
C Experiments 1, 5, 9 and 11 had no effect red.
on the indicator paper. L5 4 a that the pH is 1 (or 2) b 12 (to 14)
D Experiments 2, 8, 10 and 12 were L4 5 a 7 b The indicator turns green.
solutions that did not turn the indicator red, orange L5 6 A sodium hydroxide; B hydrochloric acid;
or yellow. C water, sodium chloride; D hydrochloric acid,
E Only substances that are solutions or sodium hydroxide; E sodium chloride, water
are wet (e.g. toothpaste) changed the colour of the L6 7 a lithium chloride; water b sodium
indicator. hydroxide; water
L5 3 Test more substances that are known to L6 8 ammonium hydroxide (ammonia) + sulfuric
be acids or alkalis; add water to crystals and other acid
dry substances to see if the indicator changes L5–6 9 neutralise with alkali and/or dilute with water
colour.
L5 4 Dilute sulfuric acid. It made the indicator
change to red, the other acids only turned it orange. Activity Pack
L5 5 Washing soda has the higher pH because it 7Fd-1 Neutralisation
makes the indicator turn more blue. L5 1 Set 1: test tube 1 = red; test tube 2 = blue.
7Fc-9 A day of pH Set 2: test tube 1 = red; test tube 2 = blue.
Check that students star the most acidic and Set 3: test tube 1 = purple; test tube 2 = blue.
alkaline substances they recorded. Set 4: test tube 1 = blue.

pH 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
colour red orange green black/brown
7Fc-10, 4c

464 © Pearson
 Acids and alkalis

L5 2 a alkali b neutralisation (or chemical)

c reactants d neutralised, acid e neutralisation
sulfuric acid + calcium hydroxide → calcium sulfate
+ water 7
f products c Makes the soil neutral so that crops can
grow. F
7Fd-2 Acids and alkalis react nitric acid + calcium hydroxide → calcium nitrate +
L5 1 The indicator on the test tube changes water
colour. d Neutralising citric acid with potassium
L5 2 5 cm3 (may be 4–6 cm3) hydroxide.
L5 3 sodium chloride, water citric acid + potassium hydroxide → potassium
L5 4 New substances have been formed. citrate + water

7Fd-3 Making salts 7Fd-6 Using neutralisation

Part 1: L5 1 an alkali
1 10 cm3 (probably between 9 and 11 cm3) L5 2 a vinegar
L6 2 The hydrochloric acid was neutralised by L5 b It is an acid.
the sodium hydroxide solution. L5 3 a physical, should be chemical
Part 2: L5 b adjudicator, should be indicator
L6 1 a white solid, sodium chloride (common salt) L5 c hydroxide, should be sulfate
L6 2 hydrochloric acid + sodium hydroxide → L5 d reactants, should be products
sodium chloride + water L5 4 Students’ own answers e.g. use of
neutralisation in farming, medicine (indigestion),
7Fd-4 Changing pH food, toiletries, etc.
L5 1 The pH should have risen by less than one
unit. 7Fd-7 Changing soil pH
Conclusions L5 1 a 5
L5–6 2 graph – check axes and plotting of points L5 b 7
(on this occasion it does not matter if the line is L5 2 neutralisation
drawn as a ‘join the dots’ or a smooth curve). L5 3 underline nitric acid and calcium hydroxide,
L5 3 should be around 20 cm3 (i.e. between 18 circle calcium nitrate and water
and 22 cm3) L5 4 new substances
L5 4 sodium chloride and water
7Fd-8 Sorting word equations
L6 5 hydrochloric acid + sodium hydroxide →
L5–6 1 A product of the reaction of an acid and
sodium chloride + water
alkali: salt (last)
L5 6 It is an S shape with a rapid change of pH
Substances that react
between about 18 and 22 cm3.
with acids. alkalis (all I ask)
L6–7 7 Neutralising. When diluting, the acid
The pH when all of an
remains in the solution. When alkali is added, a salt
acid and alkali react. seven (evens)
is formed which is neutral.
The salts formed by
L6–7 8 Add an alkali to neutralise the acid.
sulfuric acid. sulfates (use flats)
L6 7Fd-5 Neutralisation equations It happens to an acid
1 hydrochloric acid + lithium hydroxide → when alkali is added. neutralised (late side run)
lithium chloride + water Shows when an acid
ethanoic acid + sodium hydroxide → sodium and alkali have reacted. indicator (A dirt coin)
ethanoate + water L6 2 a potassium chloride
citric acid + potassium hydroxide → potassium b sulfuric acid, water
citrate + water c sodium hydroxide (or oxide)
nitric acid + ammonium hydroxide → ammonium d hydrochloric acid, calcium hydroxide (or
nitrate + water oxide)
sulfuric acid + calcium hydroxide → calcium sulfate L6 3 Letter should suggest that the soil is too
+ water acidic and must be neutralised by adding an alkali
2 a Neutralising nitric acid with ammonium such as calcium hydroxide (lime).
hydroxide. 7Fd-9 pH changes
nitric acid + ammonium hydroxide → ammonium
nitrate + water Dilution
b Makes the water neutral so animals and L5 1 1 cm3 of the acid is diluted into 100 cm3,
plants can live. then 1% of this first solution is put into the second

© Pearson 465
 Acids and alkalis

7 and final solution. 1% of 1 is 0.01 cm3. Another

way to look at this is that the first solution contains
7Fe Neutralisation in daily life
Student Book
F 1cm3 of acid. 1/100th of this acid is put into the
second and final solution: 1 ÷ 100 = 0.01, so there 1: 7Fe Neutralisation in daily life (Student Book)
is 0.1 cm3 in the final solution. L4 1 a a base or an alkali b above 7
L5 2 A very large volume of water is needed L4 2 a neutralisation reaction
to raise the pH of the acid to 5 so it is not very L5 3 It would make the stomach too alkaline.
effective (100 x 100 = 10000 cm3 or 10 litres for L5 4 to neutralise acids in the mouth
every 1 cm3 of pH 1 acid) L6 5 aluminium hydroxide + hydrochloric acid →
aluminium chloride + water
Neutralisation L6 6 Wasp stings are alkaline so it was thought
L7 1 Check the title, axes and the points plotted that treating them with an acid like vinegar would
are correct. The line may be drawn as a smooth neutralise them. Bee stings are acidic so it was
curve or ‘join the dots’. thought that treating them with an alkali like
L7 2 It is an S curve with a rapid change of pH bicarbonate (of soda) would neutralise them.
close to 10 cm3 of alkali. L6 7 because the acid he is using is corrosive
L6 3 The sodium hydroxide neutralises the L6 8 calcium hydroxide + sulfuric acid →
hydrochloric acid. calcium sulfate + water
L5 4 new substances are formed L4–7 9 Take a measured volume of hydrochloric
L6 5 hydrochloric acid + sodium hydroxide → acid in a beaker. Add universal indicator. Add an
sodium chloride + water indigestion tablet and stir to dissolve. Continue
L7 6 a sodium chloride, water and unreacted adding indigestion tablets until neutralised. Repeat
hydrochloric acid this exactly with other tablets. The one that requires
b sodium chloride and water the least number of tablets to neutralise the acid is
c sodium chloride, water and unreacted the best indigestion tablet.
sodium hydroxide 2: 7Fe Danger at home (Student Book)
L7 7 10 cm3. This is the amount needed to make L6 1 (i) flammable (ii) corrosive (iii) dangerous for
the solution neutral/pH 7. the environment (iv) harmful
L7 8 Yes – because much less of the sodium L5 2 Students’ own answers, e.g. A vinegar;
hydroxide is needed to make the acid safe than B bleach; C methylated spirits; D drain cleaner
pure water.
L4 3 a Add universal indicator paper or liquid; you
No – If too much sodium hydroxide is added can tell the pH from the colour of the paper or solution.
it becomes alkaline, which is also hazardous.
L5 b pH numbers below 7 are acidic, pH 7 is
(Students may note that adding an alkali of lower
neutral, pH above 7 is alkaline
pH would be safe and effective.)
L6 4 a Heat was given out.
L4 b neutralisation
7Fd-10 Balancing pH
L5 c sulfuric acid + sodium hydroxide →
L7 1 At first the pH does not change. The pH
sodium sulfate + water
falls rapidly when between 8 and 12 cm3 of acid is
added. After this, the pH remains constant as more L6 5 Student’s own safety information leaflets
acid is added. Activity Pack
L7 2 The shampoo is neutral at pH 7. Reading
from the graph, 10 cm3 of acid was needed to L5 7Fe-1 Using acids and bases
neutralise the shampoo. 1 Problem: Indigestion means there is too much
L7 3 If she doesn’t use enough acid the pH hydrochloric acid in the stomach.
remains high and if she uses too much the pH goes Solution: Indigestion remedies contain magnesium
too low. hydroxide, a base.
L6 4 Citric acid is not as acidic/has a higher 2 Problem: Burning fuels makes acid gases.
pH than hydrochloric acid so is safer to use in a Solution: Lime (calcium oxide) is a base that is
shampoo. mixed with the gases.
L6 5 nitric acid, potassium hydroxide (or oxide) 3 Problem: Food leaves acids in the mouth which
L6 6 nitric acid + potassium hydroxide → cause tooth decay.
potassium nitrate + water Solution: Toothpaste contains aluminium hydroxide,
L7 7 They should carry out experiments to a base.
measure how much potassium hydroxide is 4 Problem: Steel becomes coated with rust (iron
needed to neutralise a sample of nitric acid (or vice oxide), a base.
versa). Solution: Rust repair kits contain sulfuric acid.

466 © Pearson
 Acids and alkalis

L5 7Fe-2 Indigestion 1
1 Tubes with Antac, Magplus and Superbase.
Word equations:
nitric acid + ammonium hydroxide → ammonium 7
2 Probably both Magplus and Superbase (the
others may remain cloudy if the mixture is not
nitrate + water
sulfuric acid + iron oxide or hydroxide → iron sulfate F
+ water
stirred sufficiently or the volume of acid was less
than 10cm3). 7Fe-6 Healthy teeth
3 Students’ own opinions. Antac is probably the L6 1 a C b B c A
best as it neutralises the acid and has the least L5–7 2 The advert should emphasise the benefits
amount of magnesium hydroxide left over. of the aluminium hydroxide in neutralising acids to
prevent decay and cavities.
L6 7Fe-3 Indigestion 2
L5–7 3 e.g. indigestion remedies, treating
1 The pH of the acid will rise when just enough
rust, treating waste gases from power stations,
antacid has been added to neutralise it.
neutralising acid soils
2 a Students’ own opinions based on
evidence collected. Superbase should turn out L5–6 7Fe-7 Acids and bases
to be the most effective as it contains the highest 1 iron
proportion of base. 2 base
b The ‘best’ antacid neutralises the most 3 purple
acid. 4 reactant
3 Repeat measurements. Other improvements will 5 product
depend on how effective the student’s own method 6 indicator
was. 7 alkali
7Fe-4 Making crystals 8 chloride
L6 1 sulfuric acid 9 salt
L6 2 sulfuric acid + copper (II) oxide → copper 10 seven
(II) sulfate + water (the (II) may be omitted) Hidden word: neutralise

Part 1 7Fe-8 Investigating indigestion

L5 3 There is a change of colour. L5 1 They all suggest using an indicator which
L6 4 Some copper (II) oxide powder remains changes colour when the base neutralises/reacts
unreacted. with the acid.
L6 5 universal indicator, litmus paper or pH meter L6 2 The remedy reacts with/neutralises the acid
L6–7 6 copper (II) sulfate, water and (unreacted) forming a salt and water.
copper (II) oxide L6 3 The volume/amount of acid.
L6 4 a The pH after the remedy had been
Part 2 reacted with the acid.
L7 7 Filter the mixture and collect the filtrate. b The volume of acid required to neutralise
Filter funnel, filter paper, beaker. the remedy.
L7 8 The solution will be clear. L6 5 a They both add one reactant to the other
L7 9 Heat the solution to evaporate the solvent until the mixture is neutral/pH 7.
(water). Evaporating dish, Bunsen burner. b Conrad adds the acid to the remedy,
Amy does the reverse. Conrad adds the reactant in
L7 7Fe-5 Useful salts smaller quantities.
Suggestions: L6 6 Amy’s is better because she adds the
Ammonium nitrate: mix nitric acid and ammonium remedy a little at a time and records when the
hydroxide (ammonia) solution until neutral, mixture is neutral. Byron’s experiment only tells if a
measured by pH meter. Evaporate the water. fixed quantity of remedy will neutralise the acid. So
Iron sulfate: add solid iron oxide (or hydroxide) to Amy collects more evidence.
sulfuric acid until in excess, filter and evaporate the L6 7 He measures the mass of remedy used.
water. He adds the acid in small, precisely measured
Both these methods have problems in practice, amounts.
e.g. ammonium nitrate is explosive, iron sulfate He says he will repeat the tests and take an average.
decomposes on heating, but these difficulties can
Accept any other valid response.
be ignored here.
Safety: acids and ammonium hydroxide may be 7Fe-9 Sulfuric acid
corrosive at the concentrations used. Students L5 1 It has a low pH or, a pH less than 2, or it is
should suggest standard safety precautions. a corrosive acid.

© Pearson 467
 Acids and alkalis

7 L5 a rust/iron oxide, calcium hydroxide

L5 b An alkali is a base that is dissolved in
7G The particle model

F water.
L6 2 a iron sulfate + water
7Ga Solids, liquids and gases
Student Book
b sulfuric acid + calcium hydroxide → 1: 7Ga Sorting rubbish (Student Book)
calcium sulfate + water
L4 1 a solid, liquid and gas
L5 3 An acid reacts with a base to form a
b solids – cardboard, clothing, copper
(neutral) salt and water.
scrap, food scraps, glass bottles, plastic
L6 4 e.g. antacids as cure for indigestion –
containers, scrap wood; liquids – cooking oil, milk,
neutralise excess acid.
petrol; gases – carbon dioxide, heated air, methane
Lime added to acidic soil – neutralise acid to allow
crops to grow. L4 2 a soluble – something that is soluble can
dissolve in a liquid to form a solution; dissolve –
Toothpaste – neutralises acids that cause tooth decay.
when a solid splits up and mixes with a liquid to
7Fe-10 Acids, bases and salts make a solution
L7 1 a sulfuric acid + potassium hydroxide → b A soluble fertiliser, like all liquids, can
potassium sulfate + water flow and spread out so it could find its way into any
Method: use an indicator that changes colour nearby water.
rapidly around pH 7. Potassium hydroxide is an
L5 3 any suitable explanation, e.g. decrease in
alkali and neutralises the acid, producing potassium the future as we recycle more waste
sulfate solution. Evaporate the solution to recover
the potassium sulfate.
b hydrochloric acid + magnesium hydroxide 2: 7Ga Making comparisons (Student Book)
→ magnesium chloride + water L5 1 appropriate adjectives, e.g. hot, hotter,
Method: magnesium hydroxide is a base that hottest; slow, slower, slowest; heavy, heavier,
neutralises an acid but is insoluble. Some solid heaviest
magnesium hydroxide will be left over when the L5 2 a small, high, full, long, fast; plus any other
acid has been neutralised. Filter off the magnesium example, such as cold, straight, light, deep
hydroxide, then evaporate the solution to recover b acidic, useful; plus any other example,
the magnesium chloride. such as intense, sustainable, reactive, beneficial
c nitric acid + iron oxide → iron nitrate +
L5 3 good
water
Method: iron oxide is a base that neutralises an L5 4 a more useful, most useful
acid but is insoluble. Some solid iron oxide will be b thinner, thinnest
left over when the acid has been neutralised. Filter c greater, greatest
off the iron oxide, then evaporate the solution to d shorter, shortest
recover the iron nitrate. L6 5
L6 2 a sulfuric acid + iron oxide → iron sulfate +
water Adjective Comparative Superlative
Iron oxide is a base that neutralises sulfuric acid,
forming a soluble salt that washes away. useful more useful most useful
b Sodium hydroxide is an alkali that forms valuable more valuable most valuable
a solution with a high pH that is corrosive/harmful.
light lighter lightest
Magnesium hydroxide is an insoluble base which
neutralises the acid but does not itself cause good better best
harm. strong stronger strongest
c sulfuric acid + calcium hydroxide →
calcium sulfate + water durable more durable most durable
nitric acid + calcium hydroxide → calcium nitrate + large larger largest
water limited more limited most limited
Calcium hydroxide is a base that neutralises the
acids. expensive more most
d Aluminium hydroxide is a base that expensive expensive
neutralises the acids that would attack teeth. enormous more most
Aluminium hydroxide is not soluble so it neutralises enormous enormous
the acid whilst you are cleaning your teeth but does
costly more costly most costly
not cause harm.

468 © Pearson
 The particle model

easy easier easiest

7Ga-3 Solids, liquids and gases
L3–4 7
great
expensive
greater
more
greatest
most
solid: stone, metal (jewellery), rubber (tyres), jelly,
sand, concrete, paper, sugar, modelling clay, foam G
expensive expensive rubber, pencil, (cold custard)
liquid: water, hot custard, (cold custard), honey,
ugly uglier ugliest
toothpaste, tomato sauce, jam
wasteful more wasteful most wasteful gas: air (wind), steam
L6 6 e.g. one of the following: most enormous;
7Ga-4 A lot of waste
most massive; most gigantic
L4 1 a Germany b Germany
L4–5 2 a Table 1 is ordered in terms of the
3: 7Ga Solids, liquids and gases (Student Book) amount of waste. Table 2 is in alphabetical order by
L4 1 Solids stay in one place and can be held; country.
they keep their shape and do not flow; they always
L5 b It would allow you to make comparisons
take up the same amount of space and do not
more easily.
spread out like gases; they can be cut or shaped.
L4–5 c A lower level answer would say EITHER
L4 2 Solid waste will not seep away as solids that ordering the tables in terms of the waste is
keep their shape. better because you can then see which country
L4 3 produces the most waste OR that ordering it
in terms of alphabetical order would be better
Keeps Keeps Able Able to be
because that would allow you to compare how
its its to compressed
household waste compares to total waste for each
shape volume flow
country. A higher level answer would include both
solid yes yes no no of these points.
liquid no yes yes no 3 Students’ own bar charts
L5 4 a Because there are many more countries in
gas no no yes yes Europe than are shown in the tables.
L5 4 Solids stay in one place so they can be L5 b Find out the amount of waste produced by
transported in open lorries. However, liquids can all European countries.
change their shape and flow so they cannot be L5 5 a liquids and gases
transported in open lorries: this is because the L5 b They will flow away into the ground or
liquid would slosh around as it was moved and atmosphere (pollution).
could spill.
7Ga-5 Summary of properties
L5 5 volume = 4 cm × 5 cm × 10 cm = 200 cm3
L4 1
L5 6 Gases spread out in all directions and the
wind can take them many miles from their source. Property Solids Liquids Gases
have a fixed shape yes no no
L6 7 When you squeeze a sponge you do not
can change shape no yes yes
compress the solid. It is the air in the sponge that is
squeezed out or compressed. have a fixed volume yes yes no
volume can change no no yes
can be easily no no yes
Activity Pack compressed
7Ga-1 States of matter can flow easily no yes yes
L4 1 a stay the same b stay the same c very hard L5 2 a Solids can be disposed of in landfill sites
L4 2 a true b false because they stay where they are put.
L4 3 a yes b yes c yes d yes e yes b Liquids can disappear from landfill sites because
7Ga-2 Properties they can flow away.
L4 c The states of matter that can be poured out of a
container are liquids and gases.
Observations Solid Liquid Gas
d The three states of matter are solids, liquids and
a yes no no gases.
b no yes yes
c no no yes 7Ga-6 Solid or liquid
d no no yes L4 1 keeps its shape; has a fixed volume; does
e no no yes not flow; is dense

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 The particle model

7 L5 2 A pile of sand can flow.

L5 3 Students’ own answers.
L6 6 a Cooking oil is a liquid, so it can flow as
its particles can move past each other. It cannot be
G L5 4 and 5 possible answers include the facts
such as: concrete, custard and jelly ‘set’; bread
easily compressed as its particles are already close
together.
dough changes shape and volume when it is baked; b Cooking oil is easily piped to tankers as it
sand is solid particles, but lots of them together can flow through pipes. Solids cannot flow. Solids
behave like a liquid and flow are easier to store in open containers as they don’t
flow and will stay where they are put. Liquids can
7Ga-7 Oil leak flow so are harder to contain.
L4–5 1 Any sensible description of an ordered
method.
7Ga-9 Measuring and comparing
L4 2 same volume of oil; same type of oil; clean
funnel each time L4 1 comparatives: shorter / better / less
superlatives: nearest / most / biggest / least
L4 3 to get more reliable results and/or to make
sure the results were correct L4 2 a The study showed that females are better
at recycling.
L4 4 The room temperature was 22 °C.
b He lifted up the hottest end of the
L4 5
spatula.
Temperature (°C) Mean time (seconds) L4 3 a The liquid in beaker B is cooler than the
22 131.3 liquid in beaker D.
30 54.7 b The solid particles in beaker C are the
40 34.7 smallest.
50 25.3 c Beaker D contains the largest amount of
60 22.0 solid.
70 19.7 d The liquid in beaker C is the hottest and
80 18.7 the darkest.
e Beaker A contains the coolest liquid.
L5–6 6 a and b A correctly drawn graph including
labelled axes and a drawn curve through the
results.
L5 7 80 °C 7Gb Particles
L5 8 a Oil gets runnier when it is hotter. Student Book
b The liquid is runnier on hot days and flows easily
1: 7Gb Hypotheses and theories (Student Book)
through any small cracks in the tank.
L4 1 any two of: no fixed shape, difficult to
9 viscosity squash/keep their volume, can flow easily
7Ga-8 A study of rubbish L4 2 a if ice is heated, it turns into water and
L4 1 plastic runs away
L4 2 60 kg. For students who may have struggled L5 b Ice is made up of a lot of little boxes with
with the percentage calculation here, go through water in them. Heat breaks the boxes open, so the
the steps for calculating the answer. 12% is the water can run out.
same as 12/100. To work out 12/100, we work out
L6 c In a way it explains the melting, but it
1/100 of 500 = 5. Then we can multiply that answer
leaves unanswered what holds the boxes together
by 12. Skills Sheet MS 2 will support understanding
and where the box walls go when the ice melts.
of percentages.
L5 3 Plastic and polystyrene, as not yet invented. L5 3 A hypothesis is an idea used to explain an
Packaging waste, as packaging not widely used. observation. A theory is a set of ideas that explains
different observations and all the evidence shows it
L5 4 a See table below
to be correct.
L4–5 b order by: alphabetical; smallest to largest;
largest to smallest; group by similar types; etc. L5 4 observation → (question) → hypothesis →
L5 c ordered from the lowest to highest, as it prediction → test experiment → theory
makes it easy to find information from the data. L5 5 The balloon can be easily compressed.
L5 5 a A table, as it is the easiest way to obtain L5 6 A suitable scientific question might be: How
data. much water do you need to add to an orange drink
b A graphic, as it is the most attractive. before the colour can no longer be seen?

Type of waste Wood Rubber Polystyrene Glass Metal Paper Mixed waste Plastic
% of total waste 2% 2% 5% 12% 13% 16% 16% 34%

470 © Pearson
 The particle model

L6 7 Photo F: if you put a purple crystal into

water, it starts to dissolve and turn the water purple
e When scientists think up ideas to explain
things and then test those ideas. The way scientists 7
– observation; How long would you need to leave
the water before the purple colour spreads out
use hypotheses and experiments to prove theories
that explain things. G
completely through the water? – question. Photo G: L5–6 2 Missing data from table (in order ): liquid;
if you put too much air into a balloon it can burst – drawing of a few particles far apart moving in all
observation; How much air can you put in a balloon directions; very small spaces between particles;
before it will burst? – question. large spaces between particles; particles vibrate
fixed in place; particles can move freely in all
2: 7Gb Particles (Student Book) directions; fixed shape; shape can change to fit
L4 1 tiny particles container; have a fixed volume
L5 2 the freedom of movement of its particles
L5 3 Liquids have a fixed volume and no fixed 7Gb-7 Particle models
shape. Gases have no fixed volume and no fixed L6 1 All matter is made up of particles: in solids
shape. they are close together and vibrate in place; in
liquids they are close together but can move past
L5 4 It gives them more movement/it allows
each other; in gases they are far apart and move
them to move over each other.
freely in all directions.
L5–6 5 a They can fill a container as the particles L5 2 A hypothesis is an idea that explains why
move about freely in all directions. something happens. A prediction is a guess at what
b The particles in solids cannot move over will happen in a test or experiment. A theory is a
each other so solids do not change shape; in liquids way of explaining why things happen that has been
the particles can move over each other so they flow tested and shown to work many times.
and change shape. L5 3 examples include: How do gases spread out
L5 6 The particles in solids vibrate, the particles and fill a room? Why can gases be compressed but
in liquids move over each and the particles in gases solids and liquids can’t? etc.
move about in all directions. L6 4 a The air in the car tyre can compress
L6 7 As liquid particles can move over each when it goes over a bump and makes the ride more
other, their shape changes so they can flow over comfortable.
solids and move into the cracks between them. b The water can change shape to
fit whoever is using it and so can be more
Activity Pack comfortable.
7Gb-1 Particle theory L6 5 Hypothesis: Particles in liquids are close
L5–6 together while particles in gases are far apart.
Prediction: The syringe containing gas will
solid: particles close together; particles vibrate in compress more easily than the syringe containing
fixed positions; volume and shape don’t change; liquid.
not easily squashed; strong forces of attraction
between particles
liquid: particles quite close together; particles can 7Gb-8 Applying theories to matter
move over each other; fixed volume, shape can L5–6 1 a Close together and fixed in position.
change; not easily squashed (Diagram showing particles close enough to touch.)
gas: particles far apart; particles move freely in all L5–6 b Metals are solids so their particles are
directions; no fixed volume, no fixed shape; weak fixed in place and cannot flow. This means that
forces of attraction between particles; easily squashed metal scrap can be transported in open skips as it
will stay put.
7Gb-5 Theory and practice L5–6 2 Liquids have particles that can easily
L4–5 1 a Information collected in experiments (for move over each other. This means that liquids can
example, what you see happening, measurements flow through pipes, but cannot be transported in an
you make). open truck without leaking out.
b An idea that gives an explanation of why L5–6 3 far apart – freely in all directions – weak
something happens. L4 4 As particles in gases are far apart they can
c A way of explaining why things happen be compressed, which pushes the particles closer
that has always been tested many times and found together.
to work. L5–6 5 As liquids and gases can flow this
d Observations, data or measurements that means that in a landfill site they would seep away/
scientists will use to test whether their ideas are spread out and possibly cause damage to the
correct. surroundings.

© Pearson 471
 The particle model

7 7Gb-9 What’s the matter?

L4 1 what matter is like
L5 4 It was important evidence that supported
the particle theory of matter to all scientists.
G L5 2 a Parmenides.
b Wood was thicker than air.
L6 5 because we are too large; the push on each
side of us from particles is the same
c Air has more gaps between its particles
than the wood. L5 6 1000 000 000 (1 billion)
L5 3 a Ideas may include: Parmenides – if we go L6 7 well – shows particles moving and hitting
up into space there will still be matter all around us speck of smoke; poorly – relative size and number
that we can feel; Democritus – if you pump all the air of particles of air incorrect
out of a can eventually you won’t be able to pump
any more because there is nothing left to pump. Activity Pack
b Parmenides – go up into space and see 7Gc-1 On the move
if there is anything there; Democritus – pump all the L4 1 microscope
air out of a can and see if there comes a point when L4 2 moving
you can’t pump any more. L5 3 particle
L5 4 a ideas may include: the bulb has broken; L5 4 directions
there’s no bulb; the fuse has blown; it’s not plugged L5 5 colliding
in; he hasn’t switched it on; there’s a power cut etc.
L4 6 push
b and c ideas may include: replacing the
L5 7 many
bulb or fuse will cause it to work; plugging it in or
L5 8 change
switching it on will cause it to work; nothing else in
the house is working either due to the power cut 7Gc-2 Explaining Brownian motion
7Gb-10 Using ideas about particles L3–4 1 He said they moved in a random, jerky
way as if they were ‘dancing on the water’.
L5–6 1 1 = B; 2 = C; 3 = A; 4 = E; 5 = D
L4 2 At first Brown thought the pollen was alive.
L6 2 a The solid will get bigger when it is heated
as the particles will move further apart. L4 3 He used 100 year old pollen and this
showed the same movements.
b It will get smaller as the particles will
move less and get closer together. L4–5 4 The particle theory of matter.
c Diesel will evaporate faster as it has L4–5 5 Einstein and others used the ideas of
weaker forces of attraction between its particles. matter being made up of tiny moving particles to
explain Brownian motion in detail. This was the
d It stays at the same temperature until all
conclusive proof of the idea and so the particle
the ice has melted.
theory was confirmed.
L5 6 Brownian motion is produced by the tiny
7Gc Brownian motion water particles hitting the pollen unevenly, so if
Student Book many water particles hit one side of the pollen it
is moved in the opposite direction. As the water
1: 7Gc Brownian motion (Student Book)
particles’ movements are random the movement of
L5–6 1 Brownian motion is the jerky, random
the pollen is random. (Drawing of large pollen being
motion of small pieces of matter (like dust or pollen
hit by smaller water molecules, with more hitting
grains).
one side than the other.)
L5 2 Robert Brown talked to other scientists to
see if they could think of an explanation for what he 7Gc-3 The story of Robert Brown 1
had seen. Correct order of 7Gc-4 pictures: C, A, F, D, H, B, E, G
L6 3 Dear Mr Brown, L3 1 a Robert Brown
To explain Brownian motion you must understand L3–4 b Albert Einstein explained the motion by
the particle theory of matter. This states that all predicting exactly how the pollen grains would be
matter is made up of tiny particles, which are moved by the particle theory of matter.
moving all the time, and the particles in liquids and L5 2 a making predictions: F
gases are free to move in all directions. Therefore, b planning experiments: F
with grains of pollen in water, the water particles will c making observations: C D G
hit the grains all the time. As more water particles d drawing conclusions and thinking of
might hit one side of the pollen than the other, this theories: A B E
will push the pollen in that direction. The direction L4 3 that the pollen grains might have been alive
of the push will change all the time and so you get a L4 4 soot is suggested in the cartoon – treat other
jerky movement of the pollen grains. suggestions on their merits (e.g. grains of flour)
Yours sincerely L5 5 An experiment comparing the effect in

472 © Pearson
 The particle model

ordinary water with sterile water would test this

idea. Pupils may suggest the use of boiled water,
concerned with finding missing socks. This
statement is wrong. 7
or chlorinated water, or the use of some other
disinfectant.
6 a Here are some suggested predictions. There are
many others that can be made. However G
L5 6 by reading a scientific journal all the predictions need to be able to provide
L5 7 Perrin carried out a series of experiments evidence to definitely support or refute the theory.
that showed Einstein’s prediction about the A Some socks left in a sealed container for 60 years
movement of the particles was correct. will all have a different pattern on them from that at
the start of the experiment.
7Gc-5 Using the nano scale
B Socks will be found behind radiators on which
How many nanometres are in 1 metre? =
socks have been left to dry.
1000 000 000
C Socks left on the side under a video camera will
What do you call the science of very small
disappear when I stop looking at them.
particles? = nanotechnology
D If you put some gnomes in a kitchen near some
How many metres in 1000 mm? = 1
washing, and video them, you will see them steal
What is special about nanoparticles? = They are socks.
very, very small.
E This is not a hypothesis.
What do we measure particles of matter in? =
F Opening up some washing machines will reveal
nanometres
some odd socks.
How many micrometres are in 1 metre? = 1000 000
G A hundred pairs of socks put in the washing
How many millimetres are in 0.01 metres? = 10 machine will not come out as a hundred pairs – but
How many metres in 100 millimetres? = 0.1 some coins will be found in the washing machine.
7Gc-6 Brownian motion and the scientific method L6 b Apart from E, which is not a hypothesis, the
L4 1 observation: A, E and G weakest hypothesis is D since it is impossible to
hypothesis: B and H detect or get hold of gnomes and therefore come
prediction: C and I up with a prediction that involves them.
investigation: D, F and J L6 7 A good scientific theory is one that can
explain all of the existing observations and be used
theory: K
to make predictions that provide definite evidence
L4–5 2 Hypothesis: That the soot particles would
for or against the theory.
move due to being hit by water particles.
Prediction: That the soot particles will show the
same jerky motions. 7Gd Diffusion
Student Book
7Gc-7 Measuring movements
L4 1 random 1: 7Gd Diffusion (Student Book)
L4 2 a 120 mm b 750 mm L5 1 a the movement of particles of one substance
L5 3 a 1.2 mm b 7.5 mm into the spaces between the particles of another
L6 4 speed = 0.0075/10 = 0.00075 m/s substance, so the two substances mix together
L6 5 a too small to see b any suitable example such as tea
b The particles of air hit the dust specks diffusing out of a tea bag
unevenly. If many hit one side, the dust moves in L5 2 The particles from the gases given off by
the opposite direction. As the movement of the air the rubbish spread through the air in all directions
particles is random, the dust also moves randomly. and go up your nose.
7Gc-8 Sock theories L5 3 The gas particles move freely in all
L5–6 1 A hypothesis is an idea which explains directions and move into the spaces between the
why something happens. A theory is a set of ideas particles of other gases, thus mixing together.
that explains why things happen that has been L5 4 They help them to see what is happening to
tested many times and shown to be correct. the particles that they cannot actually see.
L5 2 a The stars would have appeared in their L5 5 Release a smelly substance in a room
correct places in the photograph. and have people placed at different distances
b The Sun is too bright normally so you from the smell. The speed of diffusion can be
can’t see the stars behind it. measured by how quickly the different people smell
L5 3 as papers in journals the gas.
L5 4 a that pairs of socks often end up as single L6 6 The particles of the liquid chemicals are
socks having gone through the wash moving all the time in all directions so will mix with
L5 5 b E – soccer was originally a game the water and spread through the water.

© Pearson 473
 The particle model

7 L5 7 a solids
L6 b much slower as the particles in solids,
are made up of particles which are moving and can
move past each other.

G although moving, are not free to move anywhere

but are fixed in place
L5 c The hypothesis that explains that
particles move faster at higher temperatures and so
mix together faster at higher temperatures.
L6 8 because diffusion is another observation L5 d Diffusion occurs faster at higher
that can be easily explained by the particle theory temperatures.
L6 e It would be slower as the particles move
Activity Pack more slowly.
L6 2 I (the perfume particle) am moving and
7Gd-1 Moving on bouncing about inside the perfume bottle. When
L5 1 Diffusion … in a gas … occurs faster than in the lid is opened I move into the room and hit
a liquid. off particles of air. Eventually I travel up inside
The particle theory … is useful … for explaining the someone’s nose and they smell me.
properties of matter.
Diffusion … occurs when … particles of one 7Gd-10 Random motion
substance spread out and mix with another. L5–6 1 a, b and c Students’ own responses.
Particles … in a liquid … are closer together than in L6 2 a one particle hitting another one.
a gas.
b one particle moving into empty space
L5 2 a water b dissolve c spreads d diffusion
L6 3 a More time, as the particles would hit off
other particles more often and so change direction
7Gd-7 Going down more often.
L5–6 1 The graph should have three lines sloping b Less time, as the particles would not hit
down. The helium would be the steepest and off other particles as often and so travel in the same
carbon dioxide would show the smallest loss in direction longer.
size. L6 4 a Not very good as it is often hard to know
L6 2 a at the start b helium c carbon dioxide in which grid the pencil landed.
L5–6 3 The gas particles diffuse through the b Use something like a dice with the
balloon and escape. directions on it.
L6 4 The smaller the particles of gas, the faster it c It only has eight directions, whereas real
will diffuse. particles could go in any direction.
L5 5 for helium: speed = 20.5/5 = 4.1 cm/day
for oxygen: speed = 11.0/5 = 2.2 cm/day
for carbon dioxide: speed = 2.0/5 = 0.4 cm/day 7Ge Air pressure
L5–6 6 You could repeat the experiment (and Student Book
average the results).
1: 7Ge Air pressure (Student Book)
L5 1 by the air particles moving and hitting
7Gd-8 A rubbish problem
surfaces
L4 1 a diffusion
b Shading should show the diffusion of the L5 2 because there are more air particles inside
soap in the pond, and this is less than the diffusion the tyre so more particles are hitting the inside of
of the smell in the air. the walls
c Mouse House. L6 3 a there are more air particles on the inside
d The smell/particles diffuse through the air pushing out
over a period of time. Mouse House is the closest b there are fewer air particles on the inside
to the source of the smell and so the smell will get so the outside air particles push it in more
there first. c As the air is removed from the inside of
e Hodgepodge Lodge. the can, there are no air particles inside pushing
L4 2 a saying what you think will happen out. The air particles are still hitting the outside of
b Mrs Gupta’s the can and crush it in.
L4–5 4 When you suck, you remove the air from
7Gd-9 Thinking about diffusion inside the straw and the air pressure on the liquid
L4 1 a The particles of one substance spread surface pushes the liquid up into the straw.
through and into the spaces between the particles L5 5 If more and more methane is trapped in
of another substance. the rocks the gas pressure will build up until it
L6 b The part that states that liquids and gases eventually cracks the rocks open.

474 © Pearson
 The particle model

L6 6 a The particles inside the can are hitting

the sides with such a large force that they burst the
L5 4 because the original experiment was not
a good one and people were drawing the wrong
7
can.
b A full can contains more particles so will
conclusions G
7Ge-7 Air and particles
produce a higher pressure.
L5–6 1 A hypothesis is … an initial idea used to
L6 7 As the sucker is pushed down onto a explain an observation.
surface, some of the air is pushed out. There is now A theory is … a collection of tested ideas that
less air pressure under the sucker so the outside explain lots of observations.
air pressure, caused by the air particles hitting the
The theory that explains air pressure is called … the
outside of the sucker, holds it on the surface.
particle theory.
Our current theory of matter states that all matter …
2: 7Ge Waste (Student Book)
is made up of tiny particles that are moving all the
L4 1 a It produces heat which can be used
time.
elsewhere.
The particles in gases … move fastest and have the
L6 b The gas particles move freely in all largest spaces.
directions so any gases produced in incinerators Air pressure is caused by … air particles hitting a
will spread around the local area. surface.
L6 2 Heating the glass makes the particles able When the air is removed from inside a metal can …
to move past each other and change into a liquid, it is crushed by the air particles hitting the outside.
which can flow and change its shape (be moulded). A vacuum is … a space that contains no particles of
L6 3 The particles move with Brownian motion. any substance.
L7 4 Hypothesis: gases are different from L6 2 The drawing should show more particles
solids and liquids as their particles are further closer together in the high air pressure.
apart and can be pushed closer. Prediction: you
can compress gases but not solids and liquids. 7Ge-8 Revision puzzle
Experiment: try to compress different states in 1 a properties b particles c move d gas
a syringe – only the gases compress. Theory: e diffusion f vacuum g vibrate h volumes
hypothesis becomes a theory when many 2 pressure
hypotheses and predictions have been shown to be 3 several answers possible, e.g. what air particles
correct. cause when they hit the sides of a container

7Ge-9 A weighty matter

Activity Pack
L5 1 He had weighed a flask before and after
7Ge-1 More air pressure 1 putting extra air into it.
L4 1 diagram should show more particles L5 2 The weight of air pressing on the water in
L4 2 a move b hitting c more the container pushed the water up the tube.
L4 3 no particles; the air pressure on the outside L6 3 The water falls to the 10 m level, leaving a
pushes it in vacuum at the top.
7Ge-2 More air pressure 2 L6 4 Mercury is much denser than water, so the
weight of air cannot hold up as much.
L5–6 1 move – colliding – more – more – particles
L6 5 a that liquids stay up in barometers because
L5–6 2 a The drawing should show the same
of the weight of air pressing down on the liquid at
number of particles but closer together.
the bottom
L6 b more particles are hitting the sides
b that the air would not hold up as much mercury,
7Ge-6 Proving nothing because mercury is denser
L4–5 1 a There was a gap at the top; they could c He made a barometer with mercury instead of water.
hear a hissing sound as air rushed in; they heard it d That the height of mercury would get less if the
ring. barometer was taken up a mountain
b so they thought this was a vacuum e His brother-in-law took the barometer up a
c They thought that if there was no air there, they mountain and measured the height of mercury at
would not be able to hear the bell. different places.
L5 2 because sound cannot travel through a f yes
vacuum L6 6 To make sure that the weight of air had
L5 3 They heard the bell as the sound had stayed the same all day, and that the only reason
travelled through the solid bar and the glass tube that the other barometer’s reading had changed
that the bell was attached to. was because it had been taken up the mountain.

© Pearson 475
 The particle model

7 7H Atoms, elements and compounds an example of an element as it contains only

one kind of atom. Water and salt are examples of

H 7Ha The air we breathe

Student Book
compounds as they contain different elements
(atoms) joined together. Water and oxygen are
made up of molecules which contain groups of
1: 7Ha Our material world (Student Book) atoms joined together.
L4 1 One or more new substances are formed.
Activity Pack
L4 2 a physical b physical c chemical d chemical
7Ha-1 The air we breathe
e physical
L6 1 Element – Simplest type of substance.
L5 3 Particles in a liquid can move past each
Contains only one kind of atom.
other and so liquid flows (and can take the shape of
Compound – Contains two or more kinds of atoms
a container or mould).
(elements) joined together.
L6 4 Heat the seawater to boil and evaporate off
Atom – The simplest particles of matter, which we
the water. The solid salt will be left behind.
think of as being like a tiny ball.
2: 7Ha Sorting resource data (Student Book) Molecule – Set group of two or more atoms joined
L5 1 The amount of carbon dioxide is too small. together.
L5 2 a sort by increasing/decreasing years left Mixture of elements – Contains different kinds of
b Students’ own bar charts: correctly atoms jumbled up but not joined together.
plotted data, axes correctly labelled, appropriate L5 2 nitrogen = element; argon = element;
title included. oxygen = element; and carbon dioxide = compound
c One of the variables is qualitative (type of L5 3 molecules then atoms
metal).
7Ha-4 Elements, compounds and mixtures
d Our sources of metals will run out if we
do not use less of our reserves. L5–6 1 different elements, atoms coloured
differently
L4 3 a quantitative
L5–6 2 in order, going across then down from
L5 b scatter graph, as you are trying to find a
top left: element; compound; element; compound;
relationship between the variables
element; mixture; mixture; compound
L5 4 The larger the volume of air, the longer it
takes for the flame to go out. 7Ha-5 Research a gas
L6 5 Draw a line so there is the same number L5–7 1 Argon: single atoms; Ar; used in welding
of particles on each side of the line and they are as totally inert (does not react); extracted from air.
roughly equal distances on either side of the line. Oxygen: two atoms joined into a molecule; O2;
L6 6 Obtain more results by repeating the fertilisers, coolant; extracted from air.
experiment more times. Nitrogen: two atoms joined into a molecule; N2;
3: 7Ha The air we breathe (Student Book) medical, industrial and biologically vital element;
extracted from air.
L4 1 The particles in gases are far apart and
moving freely in all directions. Carbon dioxide: three atoms joined together;
CO2; photosynthesis, brewing, fire extinguishers;
L4 2 a nitrogen 78.08%, oxygen 20.95%, argon
combustion.
0.93%, carbon dioxide 0.036%
b Air contains more than one substance so 7Ha-7 Types of matter
it is not pure, it is a mixture. L6 1 In order, going across then down from top
L4 3 zinc, chlorine, gold, lead, magnesium, left: b, d, a, c, e, a.
iodine L6 2 Air – Mixture; Argon – Element; Carbon
L4 4 a An element contains only one kind of dioxide – Compound; Oxygen – Element.
atom; a compound contains more than one kind of
atom joined together. 7Ha-8 Substances in air
b An atom is a single particle; a molecule is L6–7 1 diagrams: argon – single atoms; oxygen
two or more atoms joined together in groups. and nitrogen – both two – atom molecules; carbon
L4 5 four dioxide – three atoms joined together with the two
L6 6 elements: gold and sulfur as they only outside atoms different from the middle atom in
contain one kind of atom size/shading
compounds: galena and water as they contain more L6–7 2 4.
than one kind of atom joined together L6–7 3 a carbon dioxide b as it contains different
L6 7 Seawater is not pure as it contains more atoms joined together
than one substance; it is a mixture. Oxygen is L6–7 4 It only contains oxygen molecules

476 © Pearson
 The particle model

whereas air is a mixture of molecules so includes

less oxygen per breath.
L5 6 a malleable, shiny b hard
L4 7 a two of: potassium (K), iron (Fe), silver (Ag),
7
L6 5 It would be a compound as it contains more
than one element.
tin (Sn), antimony (Sb), tungsten (W), gold (Au) or
lead (Pb)
H
7Ha-9 About the gases in the air b The symbols are an international code
L5 1 a Students’ own bar charts: correctly and some symbols fit the names of the elements in
plotted data, axes correctly labelled, appropriate other languages.
title included. L4 8 a An element is a simple substance that
L6 b Students’ own pie charts: correctly cannot be broken down. An element contains only
plotted data, sections correctly labelled, one kind of atom.
appropriate title included. b Students’ own answers, e.g. indium will
L6 2 because the quantity present is very small run out in less than 20 years if we use our sources
(0.05%) at our current rate; recycling will save some of our
L5 3 nitrogen reserves.
L5 4 oxygen
L6 5 a Diagram labelled to show atoms, Activity Pack
molecules, elements, compounds; e.g. single dark
grey circle as ‘atom, element’, white molecules as 7Hb-1 Elements
‘molecule, element’, white and black molecule as L5 1 true; false; false; true.
‘molecule, compound’. L6 2 a Al b O c Fe d Ca
b Air is a mixture as it is made up of different L5–6 3 The most abundant element in the Earth’s
elements and compounds that are not joined together. crust – O
A metal element known for thousands of years – Au
7Ha-10 Concept maps The most abundant element in air – N
L6 1 In order, going across then down from top The element in diamonds – C
left: same kind of atoms; joined together; not joined L4 4 hard
together; molecules; compound.
L6 2 a b 7Hb-4 Elements names and symbols
L6 1 Students’ own answers
L6 2 silver – symbol for the Latin name argentum
– Ag
californium – discovered at the University of
California, Berkeley – Cf
copper – symbol from cuprum, meaning from the
 island of Cyprus – Cu
yttrium – after the town of Ytterby, Sweden – Y
c d mercury – symbol from hydrargyrum, the Greek for
liquid silver – Hg
magnesium – after the district of Magnesia in
Greece – Mg
polonium – after Poland, the homeland of Marie
Curie, who discovered it – Po
rutherfordium – after the scientist Ernest Rutherford
 – Rf
strontium – after the village of Strontian, Scotland – Sr
7Hb Earth’s elements tungsten – from the Swedish for ‘heavy stone’ (tung
Student Book sten), with symbol from the source wolframite – W

1: 7Hb Earth’s elements (Student Book) 7Hb-5 Names and symbols

L4 1 tiny particles L5 1 Wordsearch: CARBON; GOLD;
L4 2 In a compound the different atoms are HYDROGEN; IRON; NITROGEN; OXYGEN;
joined together. In a mixture the different atoms are SILICON; SODIUM
not joined together. L5–6 2 a C b N and O c Au
L4 3 Si and O L5–6 3 so they can be understood by all
L5 4 a sulfur b phosphorus c hydrogen scientists throughout the world
L5 5 Iron was easier to get out of its compounds. L6 4 Students’ own answers

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7 7Hb-6 Silicon and germanium

L5 1 a silicon b einsteinium c americium (or
L5 8 a both are metals as they are good
conductors of heat and electricity
H europium)
L6 2 a bromine b calcium
b X as Y would melt at high temperatures
and would react with water
L6 3 a i Ge ii Si
b It is not as abundant as silicon. 2: 7Hc Facts and opinions (Student Book)
c price – germanium is more expensive due L4 1 a A fact can be proved to be correct. A
to its limited abundance hypothesis is an idea that has still to be tested.
d electrical conduction b A hypothesis is an idea that can be
L5 4 German, as he named his discovery after tested. A theory is an idea or set of ideas that have
this country been tested on many occasions and found to be
L5 5 so the name and the symbol can be agreed correct.
and understood by all the scientists throughout the L5 2 a They are opinions as they are what
world someone believes to be true. They cannot be
L5 6 a electrical conduction tested/proved to be correct.
b greater demand for fibre-optic cables b Metals are good conductors of heat and
c in 40 years’ time. electricity. These are facts as they have been tested
and shown to be true.
d recycle and reuse.
L5 3 a Most people are not car experts so their
opinions are not based on expert knowledge.
7Hb-7 Thinking about elements
b A car mechanic may have an expert
L5 1 earth, air, fire and water
opinion.
L5 2 The Greeks thought about things rather
L5 4 a They are facts as they are measurable
than doing experiments.
and can be proved true.
L5 3 a scientist as he carried out experiments (to
b recycle more aluminium
test ideas)
L6 5 Facts: the SD3 body is lightweight due
L5 4 substances that couldn’t be broken down
to its aluminium construction, the SD3 can do
into simpler substances
0–60 mph in 6.4 seconds, the aluminium content
L6 5 substances that couldn’t be broken down
uses mainly recycled metal
into simpler substances as they contain only one
Opinions: the new SD3’s angular designs look good
kind of atom
in town and country, the leather interior is refined
L5–6 6 Elements: gold, nitrogen, carbon, iron,
and comfortable
hydrogen, platinum, lead and sulfur.
L6 6 scientists have expert opinions/are thought
Compounds: aluminium oxide, barium sulfate,
to be always truthful
magnesium oxide and calcium oxide.
L6 7 Fact: sulfur is a yellow solid.
L6 7 heat and light, both are forms of energy
Opinion: sulfur produces the smelliest gases.
L6 8 Au, N, C, Fe, H, Pt, Pb and S
L6 8 Opinions are what you believe to be true;
they are your own beliefs and others may disagree
7Hc Metals and non-metals with them. Facts are testable and provable; they
Student Book should be the same and correct for everyone.

1: 7Hc Metals and non-metals (Student Book) Activity Pack

L4 1 They are solid and shiny.
L4 2 e.g. metals – tin (Sn), gold (Au), iron (Fe); 7Hc-1 The difference between metals and non-
non-metals – sulfur (S), oxygen (O), carbon (C) metals
L4 3 three of: high melting point, strong, L4 1 metals: a, b, c and f; non-metals: d, e and g.
flexible, malleable, good conductors of heat, good L4 2 conductor of heat; strong; shiny; flexible.
conductors of electricity 7Hc -4 Properties and uses
L5 4 a good conductor of electricity b good L4 1 metal: a, c, f, g and k; non-metal : b, d, e,
conductor of heat h, i and j
L5 5 low melting point and flammable L4 2 gold–jewellery–shiny
L5 6 brittle, poor conductor of heat and poor copper–phone cables–conductors of electricity
conductor of electricity aluminium–cooking pots–conductor of heat
L5 7 a copper: flexible and conductor of iron–road bridges–strong
electricity
b iron: strong and magnetic (other answers 7Hc-5 Classifying elements
are possible) L5 1 metals on the left

478 © Pearson
 The particle model

L5 2 non-metals on the right

L5 3 bromine and mercury
b Metals have good conductivity, are
flexible and are solids at room temperature. 7
L5 4 11 gases: hydrogen, nitrogen, oxygen,
fluorine, chlorine, helium, neon, argon, krypton,
c element iii as it is a non-metal but a
conductor of heat and electricity H
L5–6 2 a i and vii b ii, iii and viii c iv d iii
xenon and radon
L5 3 a v b x c i d iv e iii
L5 5 a solid b 105
L5 6 7Hd Making compounds
Metal Non-metal
Student Book
elements elements
One element copper, oxygen, 1: 7Hd Making compounds (Student Book)
only aluminium nitrogen L4 1 75%
More than one brass, bronze silicon oxide, L4 2 Silicon dioxide is a solid and oxygen is a
element water gas.
L5 3 It starts to glow/give out energy.
7Hc-7 Metal or non-metal 1 L6 4 The structure does not have a set size/it
L4 1 Missing words from metals are: high, cannot be represented by a set number of atoms
flexible, shiny, heat and good. joined together.
Missing words from non-metals are: low, brittle, L5 5 They are not joined together in the mixture;
dull, poor and electricity. they are joined together in the compound.
L4 2 a conductor of heat b flexible c strong L6 6 a Iron sulfide is black, not yellow like sulfur.
d conductor of electricity b Iron sulfide is not magnetic like iron.
L5 7 Ores are rocks that contain metals (or metal
7Hc-8 Fact or opinion compounds) that are used as a source of the metal.
L4 1 the missing words are: Facts; Opinions; L5 8 copper sulfide, tin oxide, lead sulfide
Expert L6 9 a flames and new (white) solid produced
L4 2 a fact b opinion c fact d opinion b aluminium iodide
L5 3 a fact and correct b fact and wrong
c opinion and can’t say Activity Pack
L5 4 Possible fact: metals are malleable. 7Hd–1 The air we breathe
Possible opinion: iron gates look better than L4 1 glowing
aluminium gates. L5 2 sulfur, iron sulfide
7Hc-9 Metal or non-metal 2 L6 3 Missing words from top to bottom:
magnesium sulfide; sodium; lead; oxygen.
L4 1 in any order – conductor of heat: lets heat
pass through them – strong: will not break easily 7Hd-4 Making compounds
– conductor of electricity: allow electricity to pass L5 1 Missing words: react; heat (energy);
through them mixture; elements; properties; -ide.
L4–5 2 in any order – poor conductors of heat: L6 2 Missing words: iron; sulfur; mixture.
do not let heat pass through them easily – poor L5–6 3 a ‘burning brightly’ and ‘a white solid is
conductor of electricity: do not let electricity pass seen forming’
through them easily b to start the reaction
L4 3 a good conductor of heat (strong) b shiny c sodium chloride
c good conductor of electricity
L5 4 a It is too expensive. 7Hd-5 Another compound
b Copper is a good conductor of heat and L6 1 Element – Simplest type of substance.
the handle will get hot. Contains only one kind of atom.
c It is a poor conductor of electricity. Compound – Contains two or more kinds of atoms
L5 5 on the left (elements) joined together.
L5 6 a metal b non-metal c metal L5 2 heat it
L6 3 The compound is a different colour (white).
7Hc-10 Metal or non-metal 3 L6 4 aluminium iodide
L4–5 1 a Metals: iv, v, viii and ix. L6 5 any two different properties: melting point;
Non-metals: i, ii, iii, vi, vii and x. boiling points; hardness; etc.

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 The particle model

7 L6 6
Compounds: A rust and iron oxide. B carbon
dioxide and water. C clay, stones and sand (all can

H also be mixtures). D seawater, rocks, salt and water.

E seawater, salt and sodium chloride.
Mixtures: A air. B air. C humus. E rocks.
L5–6 2 a coloured flames, sparks and solids and
gases being produced
b carbon, zinc and oxygen
c carbon dioxide and zinc oxide
d carbon turns from a solid to a gas, zinc
turns from a shiny metal to a white powder
L5 3 correctly drawn diagrams of oxygen and
carbon dioxide

7Hd-9 Elements, mixtures and compounds 3

L6 1 nitrogen – element, oxygen – element,
argon – element, carbon dioxide – compound and
water – compound
L6 7 a sodium chloride b magnesium oxide L6 2 argon
c zinc sulfide d silver bromide
7Hd-6 Compounds and mixtures
L5 1 a NH3 b SO2 c H2O2 d CO e Cl2 f C2H6
L6 2

L6 3 a O2 b N2
L6 4 a

L6 3 a FeS
b There are equal numbers of iron and
sulfur atoms joined together.
7Hd-7 Elements, mixtures and compounds 1
L6 1 a pure and compound
b mixture and element
c mixture, element and compound b
d mixture and compound
L5 2 a Elements: lithium; chlorine. Compound:
lithium chloride.
b Any sensible suggestions such as colour,
state of matter.
c ‘appears to burn and a white solid forms’
L6 3 Mixture of elements – contains two or more
kinds of elements that are not joined together and
can be separated.
Compound – contains two or more kinds of atoms
L6 5
(elements) joined together.
L5 4 copper and oxygen
7Hd-8 Elements, mixtures and compounds 2
L5 1 Elements: A iron and oxygen. B nitrogen,
oxygen and argon. C carbon, hydrogen and L6 6 a 10 000 b 500
oxygen. E sodium and chlorine. L6 7 a magnesium oxide b MgO

480 © Pearson
 The particle model

7He Chemical reactions

Student Book
L5–6 3 A chemical reaction – The change that
always forms one or more new substances.
7
1: 7He Chemical reactions (Student Book)
A carbonate – A metal compound that contains
carbon and oxygen.
H
L4 1 One or more new substances are formed.
Thermal decomposition – A reaction involving
L4 2 a Cooking needs a constant supply of
breaking down a compound using heat.
energy.
Reactants – The substances you start with in a
b Burning just needs energy to start it off.
chemical reaction.
c Rusting works without any energy input.
Product – The substances formed during a
L5 3 a copper + chlorine → copper chloride chemical reaction.
b carbon + oxygen → carbon dioxide
L6 4 a sulfide b oxygen c silver oxide
L4 4 mercury and oxygen
L5 5 a heat it in a test tube with a Bunsen burner L5–6 7He-5 Matching Q & A
b silver oxide → silver + oxygen What happens in all chemical reactions – One or
L6 6 a copper oxide and carbon dioxide more new substances are formed.
b Limewater turns milky/carbon dioxide gas What is a substance containing only one kind of
is produced; the solid material changes colour from atom – an element
green to black. What do you call the new substances formed in a
L4 7 a sodium, phosphorus and oxygen b lead, reaction – products
nitrogen and oxygen What is a substance that contains two kinds of
L5 8 calcium carbonate → calcium oxide + atom joined together – a compound
carbon dioxide What are starting substances in a chemical reaction
called – reactants
2: 7He Problems with elements (Student Book)
What happens during a decomposition reaction –
L4 1 a elements – lead, sulfur, arsenic, mercury; A compound breaks down into simpler
compounds – lead sulfide and lead oxide substances.
b Elements contain only one kind of atom; What would be formed if you decomposed mercury
compounds contain two or more kinds of atom oxide – mercury and oxygen
joined together.
Is sulfur an element or a compound – an element
L5 2 lead sulfide + oxygen → lead oxide + sulfur
What is the test for carbon dioxide – turns
dioxide
limewater milky
L5 3 thermal decomposition
What kind of substance is found in the periodic
L5 4 It contains dangerous compounds (of lead, table – an element
arsenic and mercury).
What is a compound of copper and oxygen called –
L5 5 copper oxide
Benefits of lead Problems of lead What is needed to start many chemical reactions –
production production heat energy put in
income for the air pollution with dust What are some signs that a chemical reaction has
economy and smoke occurred – change of colour, solid or gas being
formed
work and training for land pollution with toxic
Is sulfur dioxide an element or a compound – a
the population chemicals
compound
introduces new creates unhealthy How many elements are in magnesium oxide – two
technologies working conditions What do you call a reaction that breaks down a
brings about often exploits child compound with heat – thermal decomposition
improvements to labour What is the model that names all the chemicals in a
transport systems reaction called – a word equation
improves services like contaminates What is a substance that contains different atoms
water and electricity environment for years not joined together – a mixture
supplies Name the compound containing copper, carbon
and oxygen – copper carbonate
How many elements are in calcium carbonate – three
Activity Pack
When sulfur and iron react they glow. What does
7He-1 Chemical reactions this tell you – heat energy is being given out
L4 1 substance What is a molecule – A set group of atoms joined
L4 2 a colour b gas c solid d change together.

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 The particle model

7 7He-6 Thinking about reactions

L6 1 iron + oxygen → iron oxide
Prediction: silver oxide will decompose easiest.
L5–6 3 Steps: A – Place 1 g of copper oxide in a

H L6 2 calcium + water → calcium hydroxide +

hydrogen
test tube, stopper with a delivery tube and place it
in a stand and clamp inside a fume cupboard.
L6 3 gold + chlorine → gold chloride B – Place the end of the delivery tube under a test
L6 4 lead carbonate → carbon dioxide + lead tube full of water in a basin of water.
oxide C –Start heating the test tube of copper oxide and
L6 5 copper + carbon dioxide → copper carbonate start the stop watch.
L6 6 magnesium + oxygen → magnesium oxide D – Stop heating when the test tube is full of gas
L6 7 water + sodium → hydrogen + sodium and note the time taken.
hydroxide E – Repeat steps A to D with both silver oxide and
L6 8 zinc + water → zinc hydroxide + hydrogen mercury oxide.
L6 9 magnesium + water → magnesium L5 4 wear safety goggles and a lab coat; tie
hydroxide + hydrogen back long hair; remove the delivery tube before
L6 10 aluminium + oxygen → aluminium oxide heating is stopped; place heat mat under Bunsen
burner; conduct experiment inside a fume cupboard
L5 11 Silver metal is heated with oxygen gas and
reacts to form silver oxide. L5 5 You will change the type of metal oxide
used. You will keep the same: the amount of metal
L6 12 Copper carbonate decomposes on heating
oxide, the size of the test tubes and the heat from
to form copper oxide and carbon dioxide.
the Bunsen burner.
7He-8 Compound experiments L5–6 6 a colour change in the metal oxide and
1 L6 a iron and sulfur L6 b iron sulfide L4 bubbles of gas in the basin of water
c a magnet L6 d The compound is a different L6 7 The metal oxide which fills the test tube
colour L6 e iron + sulfur → iron sulfide with gas in the shortest time will be the one that
2 L6 a thermal decomposition breaks down the easiest.
L6 b copper oxide and carbon dioxide L6 8 a silver oxide → silver + oxygen
L5 c copper carbonate changes colour and b mercury oxide → mercury + oxygen
lime water goes milky
L6 d copper carbonate → copper oxide + 7I Energy
carbon dioxide

7He-9 Compound properties 7Ia Energy from food

L6 1 a copper carbonate Student Book
b iron sulfide, lead nitride and sodium
1: 7Ia Energy and changes (Student Book)
chloride
L4 1 possible responses for most energy – the
L6 2 a lead, nitrogen and oxygen b lead nitride
large Ferris wheel (it is very large and very heavy, it
L6 3 Heat is used to break down a substance is constantly moving and it works against gravity);
(into simpler substances). the roller coaster (it uses gravity to power the ride
L6 4 a copper carbonate → copper oxide + but energy is needed to pull the carriages to the
carbon dioxide top and to stop them safely); the balloon ride (it is
b Lime water turns milky (with carbon smaller, and less heavy than the Ferris wheel, but
dioxide). is constantly moving and working against gravity);
L6 5 a calcium, carbon and oxygen. possible responses for least energy – dodgem cars
b calcium carbonate → calcium oxide + (move in two directions but not against gravity,
carbon dioxide energy needs to be transferred efficiently to many
c Heat it. cars, cars travel fast); merry-go-round (it is moving
L6 6 a Thermal decomposition constantly but slowly and in limited directions, it is
b Using heat small)
c mercury oxide → mercury + oxygen L4 2 a five reasonable examples such as: pulling
carriages to top of roller coaster, moving merry-go-
7He-10 Planning an experiment round/Ferris wheel/balloon ride, moving dodgem
L5 1 The aim of this investigation is to compare cars, lighting, sounds/music, walking up stairs,
how easily different metal oxides decompose when stopping roller coaster carriages
heated. b answers may include: electricity, petrol,
L5–6 2 Hypothesis: the less reactive a metal, the power stations (at this point students are not
more readily the metal oxide will decompose on expected to know details of fuels or that electricity
heating. is not a source of energy)

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 Energy

L4 3 a any five activities, ideally including use of

machinery (such as getting a bus to school, using a
L4 2 a 1:2 b 1:4
L5 3 Yes, the ratio of energy stored in bread
7
toaster to make toast)
b Answers depend on students’ responses
and cheese (represented by the temperature rises)
is 1:2, so if twice the mass of bread is eaten as
I
to part A, but they should give acceptable cheese, the same energy will be obtained.
responses with reasons. L5–6 4 pears:bananas = 175:350 = 1:2
2: 7Ia Energy from food (Student Book)
Activity Pack
L4 1 for growth and repair; to let you move and
keep warm 7Ia-1 Energy from food
L4 2 a 1256 kJ L4–5 b 2344 kJ The order of the sentences may vary.
L4 3 a because a teenager is bigger Our bodies need energy … to grow, repair, move
L5 b because a baby is growing inside her and and keep warm.
it also needs energy Our bodies get energy … from food.
L5 4 a baby, 11-year-old child, secretary, fire- Energy is measured … in units called joules.
fighter Energy used to be measured … in units called calories.
b baby is smallest and so needs least The amount of energy stored in food … is given on
energy; 11-year-old child is smaller than the the food label.
secretary but bigger than the baby; fire-fighter is The faster you are growing … the more energy your
much more active at work than a secretary body needs.
L5 5 a 6000 kJ ÷ 544 kJ = 11 buns, or 6000 kJ ÷ The more active you are … the more energy your
837 kJ/100 g = 720 g body needs.
b 6000 kJ ÷ 628 kJ = 9.5 sausages, or 6000 A teenager needs more energy … than an adult with
kJ ÷ 1256 kJ/100 g = 477 g an office job.
c Your body needs lots of different A teenager needs less energy … than a very active
nutrients, which are found in different foods. A adult.
balanced diet is the healthiest way to eat.
7Ia-2 Energy in food 1
L5 6 A person takes in energy that is stored in
Labelling diagram, clockwise from bottom left: cork,
their food. They need some of this energy to stay
boiling tube, thermometer, water, food, pin.
alive and to grow, and some for moving about/
exercise. If they use up more energy for these L3 Missing words:
things than they get from their food, they will have A – piece of food; B – same, distance; C – measuring
to use energy stored in their body (in fat or muscle) cylinder; D – thermometer; E – repeat.
and they will lose weight/get thinner. If they take in 7Ia-3 Energy in food 2
more energy than they use, their body will store the L4 6 The amount of energy released/temperature
extra energy as fat and they will gain weight. rise will depend on the size of the piece of food, as
L5 7 They are not moving about while they are well as how much energy that kind of food stores.
asleep, so they use less energy, which means they L4 7 No, some was transferred to the boiling
do not need to get as much energy from food as tube itself, and some to the surrounding air. Some
they would if they were awake for more of the day. energy that was transferred to the water will also
L5–6 8 Our bodies need energy to stay alive and have been subsequently transferred to the boiling
active people such as mountaineers or explorers tube and surrounding air.
need more energy than most people. If they are in L5 8 Suggestions could include using some kind
remote places they need to take all their food with of insulated container for the water, so that more of
them. It is important that they take enough food the energy released by the burning food stays in the
but not too much as food is heavy. If they know water.
the amount of energy stored in different kinds of
food they can work out exactly what foods and 7Ia-4 Comparing foods
how much of each they should need during their L5 1
expedition. Food Temperature rise per
3: 7Ia Fair comparisons and ratios (Student Book) gram of food (°C/g)
L4 1 a bread, crackers, cornflakes, cheese salted peanuts 6.0
b bread, cornflakes, cheese, crackers cashew nuts 6.0
c the temperature rise per gram of food, sunflower seeds 6.0
because the temperature rise depends on the type of raisins 3.0
food and on how much is burnt, so a fair comparison
needs to look at the energy rise per gram dried apricots 1.8

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 Energy

7 L4 2 dried apricots, raisins, (sunflower seeds,

cashew nuts, salted peanuts – these in any order)
fried egg
white bread
 950
 950
I L5 3 a It allows us to make a fair comparison
between the amounts of energy stored in each
chips 1000

gram of a food. hamburger 1100

L5 b It helps us to see which have the most lamb 1100
and least energy per gram. poppadum 1150
L6 4 a apricots:sunflower seeds = 1.8:6.0 = 3:10 pitta bread 1150
L6 b raisins:cashew nuts = 3.0:6.0 = 1:2 white toast 1250
L5 5 Per gram of food burnt, cashew nuts raise
chapattis 1400
the temperature of the water twice as much as
raisins. Sunflower seeds raise the temperature of cornflakes 1500
the water more than three times as much as dried cheese 1670
apricots. margarine 3050
L4–5 6 a L4 Raisins contain a lot more energy
per 100 g than dried apricots. L5 Raisins contain 7Ia-6 Energy and you 1
1.6 times as much energy per 100 g as dried L4 1
apricots.
L5 b They are about the same. Type of Energy value in Energy value in
L5–6 c Possible answers are: The energy per food 100 g one serving
100 g allows you to work out how much energy you (kJ per 100 g) (kJ per serving)
are getting if you are not going to eat a standard/ cereal 1440 518
average-sized portion. The energy per portion allows jam 1052 158
you to easily work out how much energy you have
yoghurt 196 235
taken in without having to find the mass of the food.
sausages 1059 601
7Ia-5 Food cards bread 956 330
L4 3 Check by finding out the energy/100 g in butter 3046 243
each food, typical values are below.
L4 2 butter
Food Energy in 100 g (kJ) L4 3 sausages
water    0 L4 4 a 330 + 243 + 158 = 731 kJ
tea with milk   50 L4 b (2 × 330) + (2 × 243) + (2 × 601) = 2348 kJ
tomatoes   60 (buttering both pieces of bread).
coffee with milk   65 7Ia-7 Energy and you 2
lemonade   80 L4 1 1000
carrots  100 L4 2 to keep warm, to help us move, to grow, to
keep our bodies working
orange  150
L4 3 a see 7Ia-6 Q1
orange juice  170 L4 b butter
pear  175 L4 4 a sausages
apple  200 L4 b different sized servings
milk  250 L4 5 Table from students’ own labels. This
should include the name of the food, and energy
peas  300
values per 100 g and per serving. A very good
baked beans  350 answer would also indicate the size of the serving
baked potato  350 for each food.
banana  350 L4 6 Answers could include various named fruits
boiled potato  350 or vegetables.
lentil dahl  450 7Ia-8 Climbing the Matterhorn
boiled egg  650 L5 1 a 4478 – 1620 = 2858 m
chicken  750 L5 b 1000 N x 2858 m = 2 858 000 J = 2858 kJ
L4 2 a 10 600 kJ x 2 = 21 200 kJ
wholemeal bread  900
L5 b 2120 kJ
beef  940 L5 c 3000 m/500 m = 6, 6 x 2120 = 12 720 kJ

484 © Pearson
 Energy

L5 d 2 x 2120 kJ = 4240 kJ (an extra 10%

for cold weather, and an extra 10% for a heavy
L5 b Strain Energy
L5 c Gravitational Potential Energy
7
rucksack)
L5 e 21 200 + 12 720 + 4240 = 38 160 kJ
L5 d Thermal Energy
L5 e Nuclear Energy
I
L5 3 2 slices of bread, a portion of butter and a L5 f Kinetic Energy
slice of ham: (2 x 400 kJ) + 200 kJ + 250 kJ = 1250 kJ L5 2 a force
L5 4 a It is less than half. L5 b electricity, sound
L5 b 2858/1250 kJ = 2.3 (accept 2½ or 3 L5 c electricity, light, heating (last two in either
sandwiches) order)
L5 5 a It is significantly less. It is more than 30
times less (38 160/1250 = 30.5). 7Ib-2 Energy circus
L5 b It doesn’t seem likely, as he would need The answers here are more detailed than would be
a lot more energy for the climbing he intended to expected from most students, but are included for
do. He was also an experienced climber so would completeness.
know from past climbs how much energy would be A Moving toy
required.
L5 1 chemical energy in the cell
7Ib Energy transfers and stores L5 2 The energy is transferred (via electricity and
forces) by the motor.
Student Book L5 3 The energy ends up stored in the
1: 7Ib Energy transfers and stores (Student Book) moving toy (kinetic energy). Some energy is also
L4 1 a three answers such as: light bulbs, fires, transferred to the surroundings by heating and
electric lights, candles sound, and is stored in the surroundings as thermal
b three answers such as: musical energy.
instruments, radios, TVs B Electric fan
L5 c any three electrical appliances L5 1 by electricity
L4 2 three of: food, cells/batteries, other named L5 2 In the moving air (kinetic energy). There
fuels such as petrol, coal will also be some energy transferred to the
L4 3 three answers such as: in a stretched surroundings by heating, so the final energy store
spring, in a bow, in a stretched elastic band, also includes thermal energy in the surroundings.
bouncing on a diving board, flicking a ruler The moving air will eventually slow down, so its
store of kinetic energy will be transferred to more
L4–5 4 energy stored in the stretched bungee/
thermal energy in the surroundings.
elastic; energy transferred by a force; energy stored
in the moving passenger car C Hand fan
L5 5 a nuclear energy (stored in the fuel); energy L5 1 in the chemicals in the body/food (chemical
transferred by electricity and heating; thermal energy)
energy (in room) L5 2 in the moving air (kinetic energy) (details as
L5–6 b 2000 J – energy cannot be created or for electric fan)
destroyed, so all that goes in must come out again L5–6 3 Muscles transfer stored chemical energy
L6 c box with ‘chemical energy stored in to kinetic energy by forces, and this kinetic energy
petrol/fuel’, arrow with ‘energy transferred by forces is transferred to the air via the hand fan. The
in the engine/car’, box with ‘kinetic energy stored in muscles also heat up, and the energy is transferred
moving car’ L5 to the air as thermal energy.
Answer may also include an arrow from the D Electric bell or buzzer
chemical energy store labelled ‘energy transferred L5 1 Either in chemical energy in the cell or,
by heating’ and another box with ‘thermal energy if the bell/buzzer is being powered by a power
stored in the engine/surroundings’. Some students pack plugged into the mains, a store of chemical
may also include sound as a further energy or nuclear energy (at the power station), with the
transfer, although at this level students would energy being transferred to the bell by electricity.
not be expected to know that energy transferred L5 2 by sound (and also by some thermal
by sound also ends up as thermal energy in the energy)
surroundings L6 E Heater
L5 1 A store of chemical or nuclear energy at
the power station, transferred to the heater by
Activity Pack
electricity.
7Ib-1 Energy transfers and stores L5 2 thermal energy in the heater and the air
L5 1 a Chemical Energy around it

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 Energy

7 7Ib-3 Energy sorting

L4–5 1 Items that need energy transferred to
batteries inside the radio. (Some students may also
answer that our bodies and the stick store chemical

I them by electricity: E, F, H, I, J, K.
Items that mainly transfer energy by heating: B,
energy.)
L5 b The roller coaster carriages and the pirate
(C), (D), (E), F, G, H, (I), (J), K (items in brackets if ship. The stick being thrown for the dog is above
‘wasted’ heat is considered). the ground, so it is also storing GPE.
Items that mainly transfer energy to kinetic energy: L5 c The dog, the stick, the roundabout and
A, D, E, K, L. the roller coaster carriages. (The pirate ship is
Items that need a store of chemical energy: A, B, C, shown at the top of its swing, so at this point it is
D, G, L. not storing kinetic energy.)
L5 d The burning coals are transferring
7Ib-4 Match the energies energy by heating. (Some students may add that
the people, the dog and the moving rides are
Energy to lift an apple by 1 metre. 1J
also transferring energy to their surroundings by
Energy transferred when you walk 5000 J heating.)
up a flight of stairs. L5 e The dog and the radio. (Some students
Energy stored in a AAA cell. 5000 J may add that the theme park rides will also be
Energy to boil a mugful of water. 110 000 J transferring some energy by sound.)
Energy stored in the chemicals in 200 000 J L5 f The theme park rides, the children
an apple. stretching the catapult. (Some students may add
that the running dog is also transferring some
Energy stored in the movement 650 000 J energy using forces.)
of a family car travelling on the
L5 2 a To the fire itself, and to the surroundings
motorway. as thermal energy.
Energy to play games on a 750 000 J L5–6 b Exactly the same amount of energy. The
computer for an hour. law of conservation of energy says that energy
Energy stored in the chemicals in 850 000 J cannot be created or destroyed.
one jam doughnut. L5–6 c Flowchart showing energy transferred to
Energy your body needs just to 5 000 000 J the TV by electricity, and from it by light and sound.
keep alive for one day. Some students may also add an energy transfer by
heating.
Energy stored in 1 kg of rocket 130 000 000 J
fuel. 7Ib-7 Up and down
L4–5 1 a gravitational potential energy
7Ib-5 Spotting the energies L4–5 b by electricity
1 Students may not get all the examples given, but L5–6 c No. Although energy cannot be created
should get one or two for each type of energy. or destroyed, not all of the energy transferred to the
motor by electricity will be converted to GPE in the
L4–5 a C on burger, coals, radio (assuming a
battery inside it), ice-cream, stick people. Some will be transferred by heating from
the hot motor, and will be stored in the surroundings
L4–5 b G on roller coaster carriages, pirate ship
as thermal energy.
ride, stick being thrown for dog
L5–6 2 gravitational potential energy and kinetic
L4–5 c K on running dog, stick, roller coaster
energy
carriages, roundabout
L5–6 3 The energy has been transferred to the air
L4–5 d H on barbeque (the people, dog,
around them as thermal energy.
radio, and even the theme park rides will all be
transferring energy by heating as well, but students L5–6 4 a The people start off with gravitational
would not be expected to realise this at this stage) potential energy, and then this is converted to
kinetic energy and back again. The energy is
L4–5 e S on dog, radio
eventually transferred to their surroundings, which
L4–5 f F on pirate ship, roller coaster, is why they come to a stop.
roundabout, catapult
L5–6 b The person bungee jumping climbed the
L5 2 b chemical, heating, thermal tower instead of being pulled up; the bungee jump
L5 c electricity, light, sound (last two in either involves changes between GPE, kinetic energy and
order). strain energy, not just GPE and kinetic energy. (In
the initial part of the jump, before the bungee cord
7Ib-6 Energy questions has straightened, GPE is being transferred to kinetic
L5 1 a Chemical energy is stored in the fuel for energy. Once the bungee starts to stretch, GPE and
the barbeque, the food/burgers, the ice cream, and KE are both being converted to strain energy. As

486 © Pearson
 Energy

the jumper bounces back, strain energy is being

converted back to GPE and KE. Once the bungee
and nuclear fuels in power stations to generate
electricity. They are non-renewable fuels because 7
cord has slackened, then it is only the remaining KE
that is being converted to GPE. Students would not
they cannot be replaced once they are used up.
I
be expected to work out this sequence unassisted.)
Activity Pack
L6 c The energy has been transferred to the air
around them as thermal energy. 7Ic-1 Fuels
L4 1 chemical, oil, fossil, animals, rock,
7Ic Fuels millions, nuclear, electricity, non-renewable, plants,
renewable
Student Book
L4 2 plants, rot, rock, coal; sea, rot, rock, oil,
1: 7Ic Fuels (Student Book) gas
L3 1 a a store of chemical or nuclear energy
b three of: coal, oil, natural gas, uranium, 7Ic-2 Energy in fuels 1
hydrogen, wood, butane gas, ethanol, petrol, diesel L3 Diagram (clockwise from bottom left):
L3 2 any three suitable suggestions such as: heatproof mat, clamp and stand, boiling tube,
generating electricity, heating, cooking, running thermometer, water, solid fuels, tin lid
cars/buses L3 A heat, boiling
L4 3 a oil L3 B same
L5 b for two reasons: we are not sure how L3 C measuring cylinder
much is left and we are not sure how fast we will L3 D Bunsen burner
continue to use them L3 E thermometer
L5 4 a two of: they are made from fossils, they L3 F fuels, distance
are squashed by layers above, they take millions of L4 6 B, C, E, F
years to form L4–5 7 Students’ own responses
b one of: coal is made from plant remains,
oil from animal and plant remains, coal was formed 7Ic-4 Using fuels
in swamps, oil formed beneath the sea L4 1 Matching fuels to pictures (note that there
L5 5 A fuel is a store of chemical or nuclear are several possible matches for some of the
energy. Electricity is a way of transferring energy cards):
and it has to be generated using fuels (or other petrol and diesel – cards E, J
energy stores). oil – cards G, H, I
L5–6 6 We are using them up faster than they butane – cards B, F
are being formed L5 . Renewable resources are wood – cards C, G
those where the resource is replenished at about
hydrogen – cards A, L
the same rate it is being used (as for biofuels), but
uranium – card K
we are using fossil fuels much faster than they are
forming L6 . natural gas – cards D, G, I
animal wastes – card C
2: 7Ic Summarising (Student Book) L4 2 Possible groupings include: fuels used
L4 1 a so that other scientists can find out what for generating electricity (oil, natural gas, and
the paper is about without having to read all of it hydrogen, if you count fuel cells); fuels used
b It helps you to remember the important for cooking (butane, natural gas, wood, animal
ideas from a video or article/it can help you to wastes); fuels used for transport (petrol and diesel,
remember the key points for revision. hydrogen).
L4 2 the sentence that gives the main point of a
paragraph 7Ic-5 Fracking
L5 3 A possible answer is: Summaries contain L4–5 A possible summary is:
the key points of a text and make it easier to Cuadrilla Resources want to look for shale gas
remember them. The abstract of a scientific paper near Balcombe, in West Sussex. If they found gas
allows other scientists to decide if the paper is it could be extracted by fracking, which releases
useful without having to read it all. gas by pumping water, sand and chemicals
L5 4 A possible answer is: Fuels are stores of underground. This can cause small earthquakes.
chemical or nuclear energy. Coal, oil and natural Local residents are angry about the plans, saying
gas are called fossil fuels because they are formed that it could pollute local water supplies and affect
from the remains of plants and animals. The local beauty spots and wildlife. They also worry
remains were buried under layers of rock and took about where the water will come from, and where
millions of years to turn into fuel. We use fossil fuels the waste water will be disposed of.

© Pearson 487
 Energy

7 7Ic-6 Fuels 1
L4 1 True.
L7 b

I L4 2 False. Natural gas, oil and coal are fossil

fuels.
L4 3 True.
L4 4 False. Oil and natural gas take millions of natural coal
years to form. gas 33.5%
L4 5 False. Fossil fuels are non-renewable fuels. 39%
L4 6 True.
L4 7 True. nuclear
L5 8 True. 19.5% oil
L4 9 False. Oil is called a fossil fuel because it is 1.0%
formed from fossils.
L5 10 False. Most fuels are stores of chemical other
energy (or, All fuels are stores of chemical or nuclear 5% imports
energy). 2%
L6 6 a Line graphs should have suitable scales
7Ic-7 Fuels 2 and points plotted correctly. Lines of best fit should
L4 1 Any three uses of energy such as heating, NOT be drawn.
cooking, running cars. L5 b Most students should consider that the
L4 2 Plants die and are buried and prevented line graph shows the changes more clearly.
from rotting. Pressure and heat turn them into coal L4–5 7 Data here is from 2009, the latest available
over millions of years. in the CIA World Factbook at the time of writing.
L4 3 We are using them up faster than they are a In France just over half of electricity is
being formed, so they will run out one day. generated in nuclear power stations with 20%
L4 4 a oil fossil fuels, 18% hydroelectricity and the rest from
L4 b natural gas renewable resources.
L4 c natural gas – does not produce smoke or b Example include: In Kenya, around 43%
soot of electricity is generated from hydroelectric plants,
L4 d natural gas 43% from fossil fuels and the remainder from other
L4 e coal = solid, oil = liquid, natural gas = gas renewable resources. In Ghana, hydroelectricity
L5 5 a it is easier to store in a tank than gas, is also the most important at 60% with the rest
easier to feed to the engine than coal, more energy generated using fossil fuels.
per gram than coal c In India, fossil fuel power stations
L5 b It comes in pipes direct into the produce around 70% of the country’s electricity,
home instead of being delivered by lorry – more with hydroelectricity and other renewable resources
convenient. It burns cleanly and produces a high making up most of the rest.
amount of energy – clean and efficient.
7Id Other energy resources
7Ic-8 Generating electricity
L4 1 coal Student Book
L4 2 natural gas 1: 7Id Other energy resources (Student Book)
L4 3 a natural gas, nuclear, imports, other L4 1 more plants can be grown/waste materials
L4 b coal, oil used to make more fuel
L5 4 Pie charts will vary: they could follow the L4 2 to heat water in solar panels, to make
trends shown, or add a slice for renewable energy. electricity directly in solar cells, to generate
L6 5 a Total energy = 407 200 GWh electricity in a solar power station
Fuel Coal Oil Nuclear Imports Other Natural L4 3 tides, waves, hydroelectricity
gas L5–6 4 Energy stored in chemicals in the corn
stored energy 136 400 4000 79 500 8100 20 400 158 800 came from the Sun. Energy in the milk came from
used (GWh) the cow, which got it from grass, which grew using
percentage 33.5 1.0 19.5 2.0 5.0 39.0 energy from the Sun.

488 © Pearson
 Energy

L4–5 5 from the Sun L4 ; energy from the

Sun (transferred by light) was converted to the
7Id-3 Advantages and disadvantages
L4–5 1 biofuels: A/B/C, G 7
energy stored in plants, plants were buried and
transformed to natural gas L5
geothermal: A/B/C, D/E, H
hydroelectricity: A/B/C, M, P
I
L6 6 a solar, wind, waves solar: D/E, N, Q
b hydroelectricity, geothermal resources, tides: F, J/K, L
biofuels waves: J/K, O
c solar, tides wind: I, R, S, T

7Id-4 Charging mobile phones

Activity Pack L4 1 any two from: there is no wiring for landline
7Id-1 Other energy resources telephones; there are not enough phone masts for
L4–5 1 a panels, heating; cells, electricity; mirrors full coverage; it is difficult to recharge mobile phones
b wind (energy/power) L4–5 2 At level 4: a simple comment about
c hydroelectricity allowing people to stay in touch, finding information
d geothermal etc.
e generate electricity At level 5: two or more reasons given, such as
allowing people to find information, run businesses,
f generate electricity
get an education, etc.
L4–5 2
L4 3 They have to take the phone to somewhere
Resource Energy Energy Energy Energy with a generator.
directly from from the is not L4 4 a They will not have to go as far to find
from the plants effect of originally someone who can charge their phone.
Sun that used the Sun from the
L4–5 b At level 4: a simple comment about using
sunlight on the air Sun
and water the time saved to earn money, or it being cheaper
to charge the phone.
biofuels ✓ At level 5: two or more reasons given, including being
fossil fuels ✓ able to find the cheapest place to buy goods, etc.
hydroelectric ✓ L4–5 c At level 4: people who buy the chargers
can make money from other people who need their
geothermal ✓ phones charging.
wind ✓ At level 5: also, if it is easier to charge phones,
tides ✓ people running businesses may be able to find
the best place to buy/sell things to increase their
nuclear ✓ profits.
solar ✓ L5 5 Advantages of solar power – the person
does not have to spend time pedalling the bicycle.
7Id-2 Energy answers Disadvantages – the solar panels will only work
Possible questions are: when the Sun is shining, whereas the bicycle can
be used at any time.
L4–5 1 What kind of energy is stored in food/
cells/fossil fuels? Name one kind of energy that L5 6 A wind turbine would have to be in a fixed
fuels store. place as it would be too big/heavy to move around,
and the wind does not blow all the time.
L5 2 What are the energy stores when a book
falls off a table/you jump off a diving board/you 7Id-5 Renewable resources
cycle down a hill? L5 1 a solar
L4–5 3 How is energy transferred to a radio/ L4 b hydroelectric, tides, waves
TV/any other electrical appliance? How is energy L4 c wind
transferred from a power station/battery/generator? L4 d geothermal
L4–5 4 What kind of energy is stored in a L4 e biofuel
stretched catapult/bow/spring? What kind of energy
L4 f hydroelectric
is stored in a squashed/twisted spring?
L5 g biofuel, geothermal, hydroelectric
L4–5 5 Why is coal/oil/gas called a fossil fuel?
L5 h solar
L5 6 What kind of fuel is made from plants/
L4 i tides, waves
plant waste/animal waste? What kind of fuel is
renewable? L4 j geothermal, tides
L5 2 energy, food, sunlight

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 Energy

7 7Id-6 Solar fridges

L4 1 to store vaccines/medicines, as vaccines
L4 3 a any suitable suggestions, e.g. walk/cycle
instead of using cars, insulate homes so we need to
I do not work if they are not kept cold.
L4 2 a mains electricity.
use less for heating, keep houses cooler so we use
less for heating, buy more efficient appliances so
L4 b In some parts of the world there is no that less energy is wasted
electricity supply. b to make them last longer/because they
L5 3 a It needs to be recharged regularly, using are non-renewable, because burning them adds
diesel fuel. A very good answer might point out that carbon dioxide to the atmosphere/is causing
there may be problems supplying diesel to remote climate change
areas, or it might be difficult to get the generator L5 4 a The solar panels will provide hot water, so
fixed if it breaks down. he needs to burn less gas to do this.
L5 b There will still be electricity to work the b Burning less gas will put less carbon
fridge at night, or it does not depend on the Sun dioxide into the atmosphere.
shining. L5–6 5 Bulb A is the most efficient because it
L5 4 a The Sun does not shine at night, so the only wastes 2 J of energy every second, compared
ice is required to keep the fridge cool at night. with wasting 16 J.
L5 b They don’t need to as electricity is always
available. 2: 7Ie Making changes (Student Book)
L5 5 If the weather is cloudy for a long period L4–5 1 energy stored in people’s bodies
there may not be enough electricity from the solar (chemical energy), in the warm air in the
cells. supermarket (thermal energy); energy is being
L5 6 The fridge will help countries to vaccinate transferred by forces (as people walk), by electricity
children, to improve their health. (lights, heaters), by heating (people, heaters), by
7Id-7 Choose your resource light (lights)
L6 1 Mr McCloud: wind turbines, because it is a L5 2 a Efficient appliances use less energy to
windy place. do a particular job than inefficient or less efficient
appliances.
Mr and Mrs Singh: solar power, because the
weather is sunny. b Electricity is a way of transferring energy,
not a store. Using less energy uses up less of our
Mrs Williams: biomass, as she can use cow
fossil fuel/nuclear resources.
droppings to produce gas. Accept other sensible
answers. L5 3 Non-renewable resources do not depend
on the weather as many of the renewable resources
Mrs Jensen: hydroelectricity, because of the
do; power stations can be built almost anywhere
mountainous location of the factory and she can
and the power stations already exist; using
afford to build a dam to trap water to use.
the existing power stations and paying for the
fossil fuels is still cheaper than investing in new
7Ie Using resources generating systems that do not have fuel costs.
Student Book L5 4 a Burning fossil fuels is leading to climate
change; they are non-renewable, so using less will
1: 7Ie Using resources (Student Book) help them to last longer.
L4 1 The fuel/resource will run out one day. L4 b any suitable ideas such as: buying
L4 2 a two of: wind, solar, tide, wave electricity from companies who use renewable
b Answers depend on the resources given resources to generate electricity, using more
in part A: wind – only works when there is enough efficient machines/cars, keeping their house cooler,
wind (and not too much); solar – only works when insulating their house, walking/cycling instead of
the Sun is shining/when the skies are clear/in using a car, using public transport instead of using
the daytime; tide – only works at certain times, a car, turning off machines when not in use
depending on the times of the tides; waves – only L5–6 5 Answers may vary in detail and layout.
works when the waves are big enough. Possible answers are shown below.

energy stored power station kettle energy stored

energy stored
energy transferred in plants/fossil in hot water and
in Sun (nuclear energy transferred energy transferred
by light fuels (chemical surroundings
energy)
energy) by electricity by heating (thermal energy)

490 © Pearson
 Energy

b
7
I
energy stored power station power station
energy stored (kettle and final
energy transferred in water in
in Sun (nuclear energy transferred energy transferred energy store
by heating reservoir
energy) as above)
(GPE) by forces (gravity) by electricity

Activity Pack Name three things that are stores of chemical

energy. – food, fuel, batteries
7Ie-1 Using resources
How is energy stored in a stretched spring? – strain
… are non-renewable and energy
L4 Fossil fuels …
release polluting gases
Name two ways in which a light bulb transfers
when they burn.
energy. – by light and by heating
Nuclear fuels … … are non-renewable but
do not release polluting How is the energy stored in a stretched elastic band
gases. transferred to it? – by forces
Renewable resources … … do not cause pollution, Why does a teenager need more energy than an
but they are not available adult? – the teenager is growing
all of the time. What happens if your food contains less energy
Burning fossil fuels … … releases carbon dioxide than you use? – you lose weight
into the atmosphere. What is the unit for measuring energy? – joule
Extra carbon dioxide in … is making the Earth Name a metal that stores nuclear energy. –
the atmosphere … warmer. uranium
Cutting down the … will make our supplies Why do our bodies need energy? – to grow, move,
amount of fossil fuels last longer. and keep warm
we burn …
Name an object that stores thermal energy. – a pan
Efficiency is a way of … how much of the
of hot water
saying … energy transferred by a
machine is useful. Name an object that transfers energy by light and
An efficient machine … … does not waste much sound. – television
energy. How is energy stored in food? – chemical energy
If we use more efficient … we will not need to Name three fossil fuels. – coal, oil, natural gas
machines … burn as much fossil fuel. Why are fossil fuels referred to as non-renewable?
– we are using them up faster than they are being
7Ie-2 Where should we start? formed
L4 1 a transport Name a renewable fuel. – biomass
L4 b any two sensible suggestions, such as: Name an underground renewable energy resource
using more efficient cars, walking or cycling instead that can be used at any time. – geothermal
of driving, using public transport more, etc. Which renewable resource uses gravitational
L5 2 There is more energy used in homes than potential energy? – hydroelectricity
in factories, so if everyone saved energy at home it Name a renewable resource that uses a store of
could have more effect than factory owners making kinetic energy in the air. – wind
changes. What gas is produced when fossil fuels burn? –
L5 3 Reducing the amount of energy for heating carbon dioxide
rooms, as more energy is used for that purpose. What environmental problem is being caused by
L5 4 a They use most energy for heating rooms so burning fossil fuels? – climate change
would save more energy by insulating their homes. Name a way of storing energy that is only used in
L5 b It is cheaper and easier to insulate a hot power stations. – nuclear energy
water tank. How is energy transferred to a light bulb? – by
L5 5 Ms Goody. Heating rooms takes more than electricity
20 times the energy used for cooking, so even if What is another name for strain energy? – elastic
you didn’t use any energy at all for cooking it would potential energy
make a relatively small difference. Which fossil fuels were formed from sea plants and
7Ie-4 Energy question loop animals? – oil and natural gas
How is energy stored in a moving football? – kinetic What is the name for the renewable energy resource
energy used by roof panels for heating water? – solar
How is energy stored in a book on a shelf? – Which energy resources did not originally come
gravitational potential energy from the Sun? – geothermal, tidal, nuclear

© Pearson 491
 Energy

7 What process do plants use to obtain energy from

sunlight? – photosynthesis
fossil fuels or electricity generated using fossil
fuels).

I Which kind of power station does not produce

polluting gases? – nuclear power station
L5–6 6 a It burns petrol or diesel in the engine.
L5–6 b The battery in the car needs to be
charged up. Most electricity in this country is
7Ie-5 Energy questions 1 generated using fossil fuels. So carbon dioxide
L5 1 a A is added to the atmosphere at the power station
L4 b C, E rather than directly from the car.
L4 c B, C, D L5–6 c It is making the Earth warmer/causing
L4 d E climate change.
L5 e all of them 7Ie-7 More on biofuels
L4 2 a any three from: wind, waves, tides, L5 1 a Most will come from fossil fuels (fuel for
hydroelectricity, solar, geothermal, biofuels tractors etc. and fuel used for heating). If electricity
L5 b carbon dioxide is used for heating, this is transferring energy from
L5 c most are not available all the time a power station, so most of this will also come from
L5 3 a nuclear, solar power fossil fuels.
L5 b nuclear, fossil fuels L5 b Energy is needed to make and distribute
L4 c solar power fertiliser, to run the tractors for sowing and
L5 d nuclear harvesting, for transporting crops and the biodiesel,
and for the process to make the biodiesel. Most
7Ie-6 Energy questions 2 of this energy will come from burning fossil fuels,
L5 1 a One of each from: either directly or in a power station.
Advantages: cheap, convenient to use, available at L5 c Energy is needed to survey for oil, to set
any time. up and use the drilling rig, to transport and refine
Disadvantages: release polluting gases/carbon the oil, and to transport the diesel. Most of this
dioxide when they burn, non-renewable. energy will come from burning fossil fuels, either
L5 b One of each from: directly or in a power station.
Advantages: no polluting gases released, available L6 2 Although burning the fuel itself only puts
at any time. back the amount of carbon into the atmosphere
Disadvantages: expensive power stations, that the plants originally took out, extra carbon
dangerous waste materials, non-renewable. dioxide is put into the atmosphere because of the
L5 c One of each from: energy needed to grow the crops and make the
biodiesel.
Advantages: no fuel costs, no polluting gases,
renewable. L6 3 a Both processes add carbon dioxide to the
atmosphere due to making the fuel, but the carbon
Disadvantages: most not available all the time.
dioxide directly resulting from burning the biofuel
L5 2 a wind, waves, tides, hydroelectricity (as
has only just come out of the atmosphere.
GPE is converted to kinetic energy before entering
the power station, or the power station might use L6 b Use only sources of renewable energy/
electricity from nuclear fuels to make the biodiesel.
water in a river)
L6 4 a Fossil fuels were made from the remains
L5 b hydroelectricity
of plants (or animals, which grew by eating plants),
L5 c biofuels, fossil fuels
and the carbon in these came originally from the
L5 d geothermal energy, solar atmosphere.
L5 e solar L6 b The carbon in them was taken out of the
L5 3 Petrol is a liquid. Petrol is a fossil fuel, atmosphere millions of years ago.
formed from sea plants and animals, which
L6–7 5 Very. The carbon in the droppings is
originally got their energy from the Sun. undigested plant material that has only just been
L5 4 a How much of the energy transferred by a eaten, and so when the droppings are burnt the
machine is useful. carbon dioxide put into the atmosphere is only that
L5 b 3200 kJ which was taken out of it for the plants to grow. If
L5 c An A energy rating is more efficient than a droppings are collected by hand and dried in the
B rating, so the A machine will need less energy to Sun, there will be no additional carbon dioxide
do the same job because it wastes less of it. produced in ‘making’ the fuel. (Taking into account
L5 5 a It will cost less to run. any extra carbon dioxide produced by people
L5 b It will result in less carbon dioxide exerting themselves to do the collecting etc. is
being put into the air (assuming it uses either making the discussion rather too complex!)

492 © Pearson
 Current electricity

7J Current electricity L5 2 a true

L5 b false
7
7Ja Switches and current
Student Book
L5 c false
L5 d false
J
1: 7Ja Discovering electricity (Student Book) L4 3 correct circuit symbols for cell, ammeter,
L4 1 Metal is used for the wires because metals bulb, switch
are good conductors of electricity. Plastic is used
to cover the wires because plastic is an insulator. 7Ja-2 Measuring current
This stops the electricity causing harm if someone A Students’ own observations
touches the wire. B Students’ own observations
L4 2 a 2 cells, wires, switch, bulb C Students’ own observations
L4–5 b L4 ammeter, circuit, circuit, same, circuit, used up

J7a-3 Circuit diagrams 1

L4–5 Students’ own answers

7Ja-4 Circuit diagrams 2

L5 1 Students’ own circuit diagram – must be
neat
Students draw correct symbols for some or all of the
components L4 . Correct symbols are drawn and L5 2 a
arranged correctly to match the circuit shown L5 .

2: 7Ja Switches and current (Student Book)

L5 1 When the switch is open there is a gap in
the circuit so the current cannot flow. When the
switch is closed there is a complete circuit so the
current can flow and the bulb comes on. L5 b
L5 2 The other bulb will not come on because
the missing bulb has made a gap in the circuit.
L5 3 A good answer will include a circuit diagram
and explain that the circuit will be built with one
bulb, then with two, with the brightness of the bulbs
being noted each time. The apparatus list should
include: cell/power pack, connecting wires, bulbs. L5 c
L5 4 a The bulbs in circuit X will be brighter.
b They will get dimmer.
c It goes out, because now there is a gap in
the circuit caused by the broken bulb.
L4 5 a the size of the current b correct symbol
for ammeter drawn
L5 6 a 0.5 A b 0.5 A L5 3 One cell is the wrong way round (or similar
answer).
L5 7 answers may include: broken bulb, missing
bulb, flat battery/cell, broken wire inside the torch, 7Ja-5 Investigating electricity
broken switch
L5–6 1 Observation, questions, hypothesis,
prediction, investigation, data, does the data match
Activity Pack the prediction?
L5–6 2 Observation: Galvani – muscle twitched
7Ja-1 Switches and current when a spark was made; Galvani – leg also
L4 1 a current twitched if he used copper hook and iron wire.
L4 b ammeter Questions: Galvani – is the twitch connected to the
L4 c cell spark?
L4 d filament Hypothesis: Galvani – the spark caused the twitch;
L4 e switch Volta – copper and iron made the electricity when
L4 f battery they touched.

© Pearson 493
 Current electricity

7 Prediction: Galvani – lightning should make the

muscle twitch; Volta – electricity can be made
7Jb Models for circuits

J without animal tissue. Student Book

Gathering data: Galvani – hung legs outside in 1: 7Jb Models in science (Student Book)
thunderstorm; Volta – experiments with making L5 1 a the pump b the water c the waterwheel
cells.
L5 2 Answers may vary slightly. A possible
Data: Galvani – leg twitched in thunderstorm; Volta answer is: the pump moves the water around the
– piles of zinc and copper produced electricity pipes and the cell makes the current flow around
when connected by paper soaked in salty water. a circuit; the water moves around the pipes and
Does the data match the prediction?: Galvani – electricity flows around a circuit; the water makes
lightning did make the legs twitch; Volta – electricity the waterwheel move and a current makes a bulb
can be made from zinc and copper. light up.
L5–6 3 possible answers include: so other L5 3 a It stays the same, because the funnel
scientists can find out what they have done, so catches all the water that runs over the waterwheel.
other scientists can check on their work, so other
scientists can test their own hypothesis, etc. b It gets less after it passes the hole in the
track, because some of the balls fall through the hole.
7Ja-6 Circuit questions L5 4 a cell(s), connecting wires, bulb, ammeter(s)
L4 1 a battery (optional: switch)
L5 b 0.3 A b The circuit diagram should show a cell/
L4 2 a cell; make the current flow /bulb light battery, a bulb and an ammeter either side of the
L5 b open; gap; close the switch bulb (or just one ammeter connected in series if the
L5 3 a both bulb X and bulb Y instructions mention moving the ammeter).
L4 b They will both be the same brightness. c The method should be described in a
L4 c They will both be dimmer. series of instructions, in a sensible order, e.g. build a
L5 4 The other bulb will go off, because there is a circuit as shown in the diagram, measure the current,
gap in the circuit. change the circuit so the ammeter is the other side
of the bulb and measure the current again.
7Ja-7 Electricity reverseword L5 5 a All the ammeter readings should be the
L4–5 Sensible clues for the following words: same.
Across: insulator, amp, current, ammeter, battery, cell b The current would be different at different
Down: filament, conductor, switch, bulb places in the circuit/before and after the current
More able students will have written more than one flows through the bulb.
clue for some of the words. L6 6 The current is the same everywhere in a
circuit, so Sam’s model is the best one.
7Ja-8 Cells and batteries L5 7 This is a physical model because it is made
L6 1 They use two different metals, and they use of real objects that Dan can hold.
a liquid that contains ions.
L6 2 a They have two different metals, and these
2: 7Jb Models for circuits (Student Book)
are in a jar that could have contained a liquid.
L4 1 a flow of charges
L6 b Salty water or lemon juice. (These
answers can be obtained from the information on L5 2 because charges can flow round easily
the worksheet, other valid suggestions that may inside them
result from students’ research include vinegar, L4 3 The charges are too small to see.
acids, etc.) L5–6 4 a It transfers energy and it pushes
L6 3 Suggestions have been made that they something around the circuit.
could have been used for electroplating jewellery L5 b They both transfer energy to their
or statues. A BBC article speculates that they surroundings.
could have been installed inside religious idols
(and controlled by priests) to give worshippers who L6–7 5 One possible answer is: if you make
a gap in the pipe the water will leak out, while
touched them a slight shock!
charges do not leak out of gaps in the circuit. There
L6 4 Reasons include no evidence of wires
may be other valid answers.
found with the artefacts, or no evidence of other
electrical equipment. There are some problems with L5 6 a the cell
the design (e.g. there is a bitumen seal not shown b the bulb or other component
on the diagram on the worksheet that would have c the charges
electrically insulated the copper). d the energy transferred by the charges

494 © Pearson
 Current electricity

L7 7 any suitable answer, such as: the mine is

only providing coal but a cell pushes the charges
L5 4 Put a gate or other barrier in the way of the
people carrying the burgers.
7
around as well as providing them with energy, or the
factory is not obviously transferring useful energy to
L5 5 a It shows that energy is transferred without
current being used up.
J
its surroundings L5 b weaknesses include: it does not show how
L7 8 Students’ own answers, with reasons; of the charges are transferred around the circuit, or it does
models presented on the page, the central heating not show that the energy carriers/people are confined
model probably has the fewest shortcomings. to a particular route (as charges are in wires)

7Jb-6 Electricity models 3

Activity Pack
L6 1 a The boiler gives the water energy and the
7Jb-1 Models for electricity pump pushes it around the pipes; a cell gives the
L4 1 a charges current energy and pushes it around the circuit.
L4 b metals L6 b Water flows through the pipes and the
L4 c insulating current flows through the wires.
L5 2 pipes – wires; boiler and pump – cell; L6 c The radiators transfer energy to the room,
radiator – bulb; hot water – charges and the bulb transfers electrical energy to light
energy which goes into the room.
7Jb-3 Speedy charges? L6 2 b i Extra radiators would mean that less
L5 1 a the hosepipe water would get around the pipes because it is
L5 b the water more difficult for it to flow.
L5 c the end of the hosepipe L6 ii adding extra bulbs (or other components)
L5 d the tap L6 iii The current would get smaller because it
L4 2 a The water had to travel down the length of is harder for it to flow, so each bulb would get
the hosepipe. dimmer.
L4 b This time, the hosepipe was already full of L6 c i The value could be turned off to stop
water. water flowing around the pipes.
L6 c The light comes on as soon as the switch is L6 c ii adding a switch
pressed as charges are always present in the wires. L6 c iii The switch could be used to stop
Pressing the switch simply starts to move them as current flowing around the circuit.
a current. L6–7 3 Yes – if you broke a pipe, water would
flow out, but charges do not fall out of a wire if the
7Jb-4 Electricity models 1 circuit is broken. Other sensible answers may be
L5 1 the coal mine – the cell; the wagons – the given.
charges moving through the wires; the coal – the L5 4 a It helps us to understand what is
energy transferred by the current; the factory – a happening when the things involved are too small
bulb or motor to see.
L5 2 a Yes, the empty wagons flow around the L6 b Models are not the same as the real thing,
track back to the mine (or similar answer). so they do not necessarily help us to understand all
L5 b No, there is no engine or other means of aspects of circuits. We need to remember that it is
propulsion shown. just a model, and NOT the real thing.
L4 3 a They will stop.
L5 b a switch 7Jc Series and parallel circuits
L5 c a switch stops current flowing when it is Student Book
open as it creates a gap in the circuit.
1: 7Jc Series and parallel circuits (Student Book)
7Jb-5 Electricity models 2 L4 1 A series circuit has all its components
L5 1 a cell on one loop; a parallel circuit has two or more
L5 b energy branches.
L5 c charges L5 2 parallel; each light can be switched on and
L5 d A bulb/motor or other component that off separately/they do not all go off if one breaks
transfers energy. L4–6 3 The plan should include: the apparatus
L5 2 Yes, all the people carrying the burgers needed (cells/power supply, connecting wires,
return to the burger bar for more. bulbs), a method that indicates that extra bulbs
L5 3 No, the people appear to be moving will be added in parallel to a simple circuit and the
themselves so there is nothing pushing the people brightness noted each time, and ideally a circuit
around. diagram.

© Pearson 495
 Current electricity

7 L5 4 a 1 only b A and C
L6 5 a 0.2 A
circuit they get dimmer, or if you add more bulbs to
a parallet circuit they stay the same brightness.

J L6–7 b The brightness will stay the same.

L5 c True
L5 d False; the current is not the same
L5 6 series, because when one was taken out everywhere in a parallel circuit, or the current is the
none of them would work same everywhere in a series circuit.
L5 7 A parallel circuit should be used, so that L5 e False; if you add more bulbs to a series
if one streetlight is broken the others will still circuit the current gets smaller.
work. The only argument for using a series L5–6 f True
circuit would be to switch them all on and off
together but all the lights can be controlled at 7Jc-2 Investigating parallel circuits
once in a parallel circuit if the switch is put into L4 A bright, the same as, stay bright, dimmer
the main branch of the circuit. Note that, in L4 B goes off, stays on
practice, many streetlights are controlled by light- L4 C the same as
sensitive switches but the point about using a
parallel circuit so that a broken lamp does not 7Jc-3 Current in parallel circuits
turn them all off still stands. L4 1 same current
L4 2 same current (assuming all bulbs are the
2: 7Jc Using tables (Student Book) same)
L5 1 qualitative L4 3 They give the same value as the current in A
L5 2 Tables may be organised in different ways or D.
but all should have a clear heading for each column L5 4 The current splits up when it comes to a
(e.g. coal train model, electric circuit) and have junction, but the current in the branches adds up to
statements describing equivalences in the same the current in the main part of the circuit.
rows (e.g. coal and charges as energy ‘carriers’ L4 5 it increases
should both be in the same row). They may also L5–6 6 As each bulb is added in parallel, the
have a left-hand column that divides blocks of rows current in the main part of the circuit increases.
into ‘similarities’ and ‘differences’.
L5 3 a Tables may be organised in different 7Jc-4 Spot the differences
ways but all should have a clear heading for each L4 1 Both bulbs are in one loop of wire in the
column (series circuits, parallel circuits) and have series circuit, whereas in the parallel circuit each
statements describing equivalences in the same bulb is in its own piece of wire (or similar answer).
rows (e.g. describing what happens if a bulb breaks Some students may also point out that there are
in each type of circuit). more connecting wires in the parallel circuit.
b The table makes it easier to compare at L4 2 a series circuits: D, E; parallel circuits: C, F
a glance what happens in each type of circuit for a L4 b i C is a parallel circuit so has two branches
particular situation (or similar answer). with bulbs on, whereas D is a series circuit so has
L5 4 The table should look something like the all bulbs in the same loop.
one below. L4 ii The switch is in a different place. In both
circuits, both bulbs will go out when the switch is
Voltage (V) Current (A) open.
1 L4 iii The switch is in a different place. In circuit
C one bulb will remain on when the switch is open,
2 whereas in circuit F both bulbs will go out when the
3 switch is open.
4 L5 c circuits D, E and F – no bulbs will be on;
circuit C – the bottom bulb will be on
5
6 7Jc-5 Making tables
L5 A The table could be organised in alphabetical
order of materials, with the materials divided into
Activity Pack conductors and insulators and then in alphabetical
order, or could be presented in numerical order of
7Jc-1 Series and parallel circuits the current.
L4 1 parallel; series L5 B The table should have the left-hand column
L5 2 a True showing time, with six rows for each minute
L5 b False; if you add more bulbs to a series (starting at zero). Two further columns show the

496 © Pearson
 Current electricity

temperature readings at each time for each voltage

setting.
L6 d He needs a rainfall detector that closes
a switch when it is wet, a wind speed detector that
7
L5–6 C The information here could be divided
into several different groups: the types of things the
closes a switch when it is windy and a motor. The
motor should close the windows if it is windy OR
J
generators will run; their size/ease of handling; and it is wet. The circuit should show the switches in
whether or not they are waterproof/can be used parallel with the motor on the main circuit.
outdoors. The information could be ordered on any
of these groups.
7Jd Changing the current
7Jc-6 Series and parallel 1
Student Book
L5 1 a series
L4 b parallel 1: 7Jd Changing the current (Student Book)
L5 c parallel L4 1 a voltage
L4 d series L4–5 b voltmeters are connected in parallel;
L4 e parallel ammeters are connected in series
L5 f series L5 2 It will get smaller, as the size of the current
L5 g series depends on the voltage.
L5 h parallel L5 3 it decreases
L5–6 2 0.5 A, 0.5 A (bottom), 1 A (side) L5 4 a The football queue, as there are two
L5 3 switch drawn somewhere on the same entrances open, so two people can get through at a
branch of the circuit as bulb X time.
7Jc-7 Series and parallel 2 b charges/the current
L5 1 a The current is reduced for each extra bulb c a bulb (or motor/other component)
added to the circuit. L5–6 d The football entrance is like a parallel
L5 b The current is reduced as each bulb adds circuit, because the line of people splits up to go
more resistance to the flow of current. through the entrances. The fairground entrance
L5 c The current increases for each extra bulb is like a series circuit, because everyone has to
added to the circuit. go through the same entrance. It is easier for the
L6 d The current is increased in the main part people to get into the football ground, and it is
of the circuit as more loops are added to the circuit easier for the current to flow when there are parallel
as the charges have more paths to follow, so it is wires in a circuit.
easier for the current to flow. L5–6 5 a Circuit F, because it is a parallel circuit
L5 2 a switches 1 and 2 and there is more than one path for the current to
L5 b switches 1, 4 and 5 follow/the resistance is lower in a parallel circuit.
L5 c Bulb A is on the main circuit so will be on b The current will get less, because the
whenever current flows. resistance of the circuit is higher/it is harder for the
L5 d Bulb E is on whenever bulb D is on as current to flow when there are more bulbs.
there is no switch on the circuit loop for bulb E.
L6 c The current will increase, because the
L5–6 3 Bulb A will be brighter as the current is
overall resistance of the circuit is lower as there is
increased in the main part of the circuit as more
an extra alternative route for the current.
bulbs in parallel are turned on.
7Jc-8 Combinations of switches
Activity Pack
L6 1 An extra switch should be in the main circuit
before or after it splits for the manual and timer 7Jd-1 Changing the current
switches. L5 1 a voltmeter drawn across the cell
L6 2 b He needs a light detector that closes L5 b voltmeter drawn across the bulb
a switch when there is no Sun, and a moisture L4 2 a volt
detector that closes a switch when it is dry. The L4 b voltmeter
motor should pump water if it is dry AND there is L4 c resistance
no Sun. The circuit should show the switches and L4 d resistor
motor in series. L4 3 Student’s drawing of the correct symbol for
L6 c She needs a switch on the door which is variable resistor.
on when the door opens, another manual switch in L5 4 high, low, decreases
the shop, and a bell. The bell should ring if the door
is opened AND the switch is closed. The circuit 7Jd-2 Current in wires
should show the switches and bell in series. L3 1 Students’ own readings.

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 Current electricity

7 L4 2 Student’s own graph.

L4 3 longer; smaller; more difficult; longer
L4 3 12
L5 4 B
J L4 5 comments could relate to measuring lengths
more accurately
L5 5 There are two ways for the current to flow,
so it is easier (the resistance is lower) and so more
L4–5 6 comments could relate to repeating current flows.
readings L5 6 Everyone would go through that entrance
and no-one would pay to go through the first
7Jd-3 Resistance of wires entrance.
L5 7 The longest wire had the highest resistance, L5 7 It is easiest for the current to go through the
because the current was the smallest. top circuit wire because nothing is resisting it.
L5 8 It is harder for the current to get through L5–6 8 Nearly all of the current flows through the
long wires than short wires. top circuit wire, so little or no current flows through
L4 9 The longer the wire, the higher the the bulb.
resistance. L6 9 It does not help to explain cells or energy
transfers.
7Jd-4 Investigation planning
L5 1 a The current, as the higher the resistance, 7Jd-6 Lorry model
the lower the current. (A very good answer will also L4 1 a The road, as it allows things to move
comment on the greater accuracy of measuring along it.
current rather than assessing the brightness of a L5 b The lorries, as they are the objects
bulb in the circuit.) moving in the model.
L4 b an ammeter L5 c The factory, as this is where the boxes are
L4 c Students’ own diagrams showing ammeter being transferred.
connected in series with the wire being tested. L6 d The person counting the number of
L5 d power pack, connecting wires, crocodile lorries going past, as this is similar to measuring the
clips, ammeter, wire to be tested, metre rule (accept number of charges that go past.
ruler or tape measure) L6 e The people comparing the loads in the
L4 2 a Which one has the least resistance lorries before and after the factory, because this
(or which has the highest resistance – either is similar to measuring how much energy has
interpretation is valid!). been transferred as the current goes through a
L4 b The length of a wire affects its resistance. component.
L5–6 3 Answers may vary, but should include: L6 f The difference in the number of boxes in the
set up the circuit; get it checked by the teacher; lorries as they go into and come out of the factory.
measure the length of wire between the crocodile L6 2 An ammeter is connected in series, so if it
clips; switch on and measure the current; switch had a high resistance it would affect the current
off; measure out a bigger (or smaller) distance it is supposed to be measuring. A voltmeter is
between the crocodile clips; switch on and measure connected in parallel, so it needs a high resistance
the current. A very good answer will also specify so that hardly any current from the circuit flows
five different lengths of wire to be used and give the through it (if a voltmeter had a low resistance it
measurements. could effectively cause a short circuit).
L4 4 a the length of the wire L6–7 3 Answers may vary, but could include:
L4 b the type of wire (i.e. the metal from which an ammeter does not actually count charges; a
it is made), the thickness of wire, the voltage setting voltmeter is a single instrument rather than two
on the power pack instruments whose readings must be compared.
L5 5 The shorter the wire, the higher the current,
because it should be easier for the current to flow 7Jd-7 Voltage and resistance 1
through a short wire than a long one (or expressed L4 1 a cell, bulb, resistor
as the longer wire having the lowest current). L4–5 b voltmeter drawn across (parallel to)
L4 6 Suggestions such as having the circuit resistor
checked by the teacher before switching on, not L4–5 c voltmeter drawn across (parallel to) cell
touching the wires when the circuit is on, and L4 d ammeter drawn in series anywhere in the
switching off while adjusting the circuit. circuit (other than on the voltmeter connections)
L4 2 a amps
7Jd-5 A model for parallel circuits L4 b volts
L5 1 circuit A L5 3 The resistance of a resistor is fixed so it
L4 2 Half the people would enter at this entrance, stays the same. The resistance of a variable resistor
so more people would get in. can be changed.

498 © Pearson
 Current electricity

L5 4 B; lowest
L5 5 The ammeter in circuit D, because a parallel
L6–7 c The rope breaking would be equivalent to
a bulb breaking. In the ‘series circuit’ model, once
7
circuit has a lower resistance than a series circuit
with the same number of bulbs. This makes it is
the rope breaks no more runners can get past. In
the double rope model, all the runners can still use
J
easier for the current to flow through a parallel the other rope, but not as many will get through in a
circuit. given time.
Tying up or removing the rope would be equivalent
7Jd-8 Voltage and resistance 2 to opening a switch. In the parallel model, either
L5 1 a B, C, A, D rope could be removed independently of the
L5 b D, because it has the highest resistance. other.
L5 2 a Position A, because the current has to
go through almost all of the coil of resistance wire 7Je Using electricity
when the slider is in this position.
L6 b 0.25 A – because moving the slider from Student Book
the middle to the right reduced the current by 0.1 A, 1: 7Je Using electricity (Student Book)
so moving it the other way should increase it by a L4 1 It can cause fire, can cause skin burns, can
similar amount (or similar explanation). stop your heart/kill you.
L5 c any two from: increase the voltage of the L4 2 The electricity may flow through you/you
supply, reduce the number of bulbs, make sure the will get an electric shock.
bulbs are in parallel instead of series
L4 3 a
L6 3 a Students’ own graph drawn with an
additional straight line (labelled ‘wire C’) that passes Wire Colour
through the origin and lies below the original line
(labelled ‘wire B’). live brown
L6 b Wire C has a higher resistance than wire neutral blue
B (as it is thinner) so less current will pass through earth green and yellow
wire C at the same voltages.
L5 b so they can be connected to the correct
7Jd-9 Resistance in circuits places in plugs/sockets
L5–6 1 Similarities: both have two bulbs; both L4 4 It could cause a fire.
have all bulbs controlled by just one switch.
L5 5 the 10 A one; the 5 A fuse would melt/blow
Differences: the first circuit has the bulbs in series,
if a 6 A current flowed through it and the 13 A fuse
the second circuit has the bulbs in parallel; the
might let too much current flow
parallel circuit will have brighter bulbs; if one of the
bulbs in the series circuit breaks the other will go off L5–6 6 The apparatus listed should include:
but if one of the bulbs in the parallel circuit breaks power supply/cells, ammeter, variable resistor,
the other will stay on. connecting wires, fuse wire, heat-proof mat. The
answer should include: a suitable circuit diagram,
L5–6 2 a Bulb A will be the brightest, as the
current in the main part of the circuit is the sum of and a description of steadily increasing the current
the currents in the branches, so A must have the until the fuse melts.
highest current through it. L4–5 7 a If bare wires are showing, someone
L5 b Bulbs B and C should be the same touching them could get an electric shock or the
brightness, as they have the same current flowing damage might cause the wires to overheat and
through them. cause a fire.
L5–6 c The resistance of the branch with bulbs L5 b Cables have two layers of plastic
B and C in it is greater than the resistance of the covering the wires. Plugs are fitted with fuses that
branch with only bulb D, so the current flowing should melt and cut off the current if it is too high.
through B and C will be smaller, and they will not be
as bright as bulb D. 2: 7Je A world without electricity (Student Book)
L5 3 a This could model two resistors/bulbs in L4 1 a Advantages: we use electric kettles which
series. automatically switch off when they have boiled and
L6–7 b The equivalent model for a pair of bulbs toasters which pop the toast up when it is done;
in parallel would be to put two ropes on the beam without electricity we would have to put a kettle on
so each person can choose between two ropes the cooker/stove to boil and watch it to remove it
and that two people can cross at once. This would from the heat; toast would have to be made under a
model the doubling in current produced by putting gas grill/by an open fire and watched to make sure
two bulbs in parallel. it did not burn.

© Pearson 499
 Current electricity

7 Disadvantages: the need to take care when using

electrical appliances in a kitchen with water about;
circuits for sockets in different parts of the house,
particularly if a house has been extended, but this

J things may get stuck in the toaster so care must be

taken to switch off the toaster before poking around
information is not given on the sheet) etc.
L5 3 a i cooker and immersion heater ii sockets
inside it iii lights
b Advantages: we can use automatic L5 b The thickest cable is used for the things
washing machines and tumble dryers so the person that need the highest current, and the thinnest for
doing the laundry does not have to be there all the the things that take the lowest current.
time; without electricity the hot water for washing L5 4 so if one breaks the others do not go off; so
would have to be produced over a fire or by a gas they can be switched on and off separately; so they
boiler and the person doing the laundry would have do not get dimmer if more are switched on
to wash it, rinse it and wring it out; clothes would
7Je-4 Electricity wordsearch
have to be dried outside on a dry day or indoors on
L4–5 1
a wet day which could cause condensation inside
the house.
Disadvantages: it costs money to buy automatic
washers and/or dryers and for the electricity to run
them (although heating water for washing would
also cost money); if students have done any work
on climate change they may also comment that
the energy used by the machines is contributing to
climate change
L5–6 2 The answer will mention lights being on
or off together, or a broken bulb resulting in all other
bulbs going off L5 . The answer may also include
the following: the brightness of bulbs in a house
would change as other people switched bulbs on
or off; the change in brightness would be linked to
changing resistance and changing current L6 .

Activity Pack
7Je-1 Using electricity
L5 1 a cable grip
L5 b neutral L4–5 2 any sensible clues for the following words:
L4 c shock ammeter, amp, cell, charge, current, fuse, live,
L5 d ring main parallel, resistance, series, switch, voltmeter
L5 e fuse
L5 f live 7Je-5 Using electricity safely
L4 2 rings placed around: pool of water beneath L5 1 clockwise, from top: earth wire, live wire,
kettle; frayed cable on kettle; screwdriver being fuse, cable grip, (blue)
poked into socket; multiple plugs overloading the L5 2 fuse, earth wire
socket L5 3 so they can be identified and then
7Je-2 Testing fuses connected to the correct places
L5 thin; thick L5 4 The fuse will melt and stop the current
L4 1 Students’ own readings flowing.
L4 2 thin; thick L4 5 Any two sensible rules, such as: never touch
L5 3 Students’ own answers the bare metal parts of plugs; never poke things
L5 4 Students’ own answers into sockets; keep electricity away from water; don’t
use switches with wet hands; do not plug too many
7Je-3 Ring mains things into one socket; never use something that
L4 1 a 3 has a damaged wire.
L5 b live, neutral, earth
L5 c live and neutral 7Je-6 Electricity at home
L5 d for safety L5 1 a The earth wire (green and yellow) should
L5 2 Examples could include: cooker; immersion be connected to (i). The neutral wire (blue) should
heater; shower; sockets; upstairs lights; downstairs be connected to (ii). The live wire (brown) should be
lights (in practice, there may also be separate connected to (iv).

500 © Pearson
 Forces

L5 b (v) is the fuse. It melts if the current is too

high.
L4–5 4 equipment is better – more friction from
shoes, better safety equipment and techniques
7
L5 c (iii) is the cable grip. It stops the wires
being pulled out of the pins if someone pulls on the
2: 7Ka Different forces (Student Book) K
cable. L4 1 make it change speed, direction or shape
L5 2 a The fuse will melt and stop the current L5 2 a three of: friction, air resistance, water
flowing. resistance, upthrust
L6 b If it had a 13 A fuse the current could get b gravity, magnetism, static electricity
as high as 13 A without the fuse melting, which L4 3 newtons (N)
could cause a fire. L5 4 a the motorbike
L5 3 a a parallel circuit b It has a bigger force arrow.
L5 b So that each socket can be switched on c They will start to move/speed up; the
or off independently, and so that the current does motorbike will accelerate/speed up faster than the
not go down when lots of things are plugged in. bicycle.
L4 4 The covers stop young children/people L4 5 a the force of gravity pulling on something
poking things into the socket, which could give b newtons (N)
them an electric shock. c the amount of matter in something
L5 5 If there are wires buried in the wall, drilling d kilograms (or grams) (kg or g)
into the wires could give him an electric shock.
L4 6 Gravity is not as strong on the Moon as it is
Detecting the wires first helps him to make sure he
on the Earth.
does not drill into one. (Students may also answer
in terms of water pipes, but preventing electric L5–6 7 so that they all mean the same thing
when they talk about a kilogram; this would be
shocks is more relevant to this unit.)
important in replicating experiments (accept similar
7Je-7 Shocking! explanations)
L4 1 It causes burns and can affect nerves. It can
lead to death. Activity Pack
L5–6 2 A high voltage will give a high flow of
current. 7Ka-1 Different forces
L5 3 Rubber is a good insulator, so he would L4 1 change the shape of something, change
have had a higher resistance and so only a very the speed of something, change the direction of
small current may have flowed through him. something (in any order)
L5 4 The current could flow through you as well, L4 2 a contact force
and give you a shock. L3 b friction
L6 5 The boy. The voltage is almost the same L3 c water resistance
at both feet of the bird, so no current will flow L3 d upthrust
through it. The voltage is high at the wire and low L4 e gravity
at the ground that the boy is standing on, so a high
L4 f magnetism
current could flow down his kite string if it touches
L4 g newton
the wires and then flow through him to the ground.
L4 h mass
L5 3 any three from: friction, water resistance, air
7K Forces resistance, upthrust
L5 4 gravity, magnetism and static electricity
7Ka Different forces
7Ka-2 Forces in action
Student Book
L3–4 1 attracting, close together, magnetism,
1: 7Ka Forces (Student Book) they will repel
L4 1 a answers may include: running events, L3–4 2 friction, easier, wet
jumping events (e.g. long jump, high jump), L3–4 3 harder, smooth, friction
throwing events (e.g. shot, javelin), ball games (e.g. L3–4 4 bigger, pulling
football, cricket, tennis), swimming L4 5 First answer depends on the mass of the
b answers may include: rock climbing, object; gravity.
mountain biking, skiing, snowboarding, kayaking L4 6 less time, less
L4 2 a gravity b friction
L4 3 a one of: friction, air resistance, water 7Ka-3 Ideas about forces
resistance, upthrust L4 1 above air (or at the top of everything)
L5 b two of: gravity, magnetism, static L4 2 a Its natural place is above the Earth but
electricity below the air.

© Pearson 501
 Forces

7 L4 b Its natural place is below water.

L4 3 Air and water, as it floats between the two.
L4
L4
3

a mass
b weight
K L4 4 a The force of gravity pulls on it, and there
is nothing to stop it falling.
L4
L4


c weight
d mass
L4 b upthrust from the water. L5 e mass
L5 f weight
7Ka-4 Hazards and risks
L4 g mass and weight
L4 1 a To make sure they do not fall very far if
L4 h mass and weight
they slip off the rock.
L4 b To protect their heads from falling stones. 7Ka-6 Forces and mass 2
The helmets will also protect their heads if they do L5 1 a Air resistance is acting upwards on both
fall off and the rope makes them swing into the rock the people falling under their parachutes.
face. L5–6 b At level 5: Friction is acting beneath the
L4 c To spread the force, so the rope does not shoes of the person walking up the cliff.
hurt them if they fall off. At level 6: It is acting to stop their feet slipping
L4 2 a Hang heavy weights on it to find out backwards as they walk, so it is acting forwards
how much weight it could hold (dynamic testing along the ground.
is needed as well, but students would not be L5 c Gravity is acting downwards on
expected to give this response). everything in the picture.
L4 b Drop weights on it to find out what kind/ L5 d Water resistance is acting on the boat, in
weight/speed of object it could withstand without a direction opposite to the direction of travel.
breaking. L5 e Upthrust is acting upwards on the boat.
L4 c Suspend various weights using the L5 2 a gravity
harness, or pull on parts of the harness. L5 b magnetism, static electricity
L6 3 A hazard is something harmful that may L4 3 Change the shape of something, e.g.
happen. The risk includes how likely this is to happen stretching a spring, sculpting using modelling clay.
and how much harm it would do if it did happen. Change the speed of something, e.g. gravity
4 Some possible answers are: making something fall, a car accelerating away from
L5 a Hazards: falling off the bike and getting traffic lights, brakes slowing down a bicycle.
injured; getting lost; getting too cold/hypothermia. Change the direction of something, e.g. a car or
Reducing risks: Avoid very difficult or steep ground bicycle going around a bend.
where you are more likely to fall off; carry a mobile L5 4 Mass is the amount of matter in something,
phone to summon help; carry a map and know how and does not change unless something is added
to use it; wear the correct layers of clothing. to or taken away from the object. Weight is the
L5 b Hazards: capsizing and drowning; getting force with which gravity pulls on an object, and
lost; getting too cold. it depends on the mass of the object and on the
Reducing risks: going in suitable sea/weather strength of gravity.
conditions; wearing buoyancy aids; carry the means L5 5 a Eating breakfast is the most likely answer,
to summon help, i.e. flares. or could be carrying your school bag.
7Ka-5 Forces and mass 1 L5 b example answers are going to the toilet,
or having your hair cut
L5 1 a upwards arrow above either of the people
with parachutes open L5 c increasing mass increased weight,
decreasing mass decreased weight
L5 b Arrow beneath the feet of the person
climbing up to the cliff. The arrow should be L5 d take it to a place with different force of
pointing backwards along the ground (allow either gravity
direction – at this level, students are more likely to 7Ka-7 Measuring masses
think of friction acting to oppose the motion of the L4 1 a The units for weight are newtons,
whole person rather than acting forwards to prevent whereas kilograms are the units for mass.
their feet slipping backwards). L4 b As gravity is constant, a certain mass will
L5 c downwards arrow beneath any of the always have the same weight on the Earth. Therefore,
people or the boat even though the scales work by measuring the
L5 d arrow from the boat, pointing against its weight, this will relate to the correct mass.
direction of travel Alternatively, the fruit/vegetables will be priced per
L5 e upwards arrow above the boat kilogram and recipes will be given in grams, so the
L5 2 a gravity information given is still useful and relevant to the
L5 b magnetism, static electricity customer.

502 © Pearson
 Forces

L5 1 a mass
L5 b Food is put in the pan, and different
2: 7Kb Making notes (Student Book)
L4 1 a Y.men = young men, PacOc = Pacific Ocean 7
masses are added to the other side until the scales
balance. The total of the masses on the right is the

Club
b Van = Vanuatu, DSC = Dangerous Sports
K
same as the mass of the food. L4 2 A possible answer is shown below.
L5 c They compare the weight of the standard Who jumps Vanuatu Dangerous Anyone
masses with the weight of the food in the pan. this way? islanders Sports Club now
L6 3 The scales from question 2. The different Jumping wooden bridge bridges
gravity on the Moon will have the same effect on the from… towers or cranes
object being measured and on the standard masses.
Bungee vines rubber rubber
For the scales in question 1, the weight of the object
made
being measured will be less due to the lower gravity
from…
so the pointer will show a smaller mass.
L5 4 a 10 stone = 10 × 14 lb = 140 lb How are ankles climbing ankles
they tied harness
mass in kg = 140 × 0.454 = 63.56 kg
on?
L5–6 b 1 cwt = 8 st = 8 × 14 lb = 112 lb
mass in kg = 112 × 0.454 = 50.85 kg L4 3 Students’ own answers, but should include
L5 c 4 oz = 4/16 = 0.25 lb, so 5 lb 4 oz = notes on extension depending on force, pointer
5.25 lb = 5.25 × 0.454 = 2.38 kg on spring, different springs used for different
L5 d Standard units allow scientists to have a measurement ranges.
common understanding, meaning they can share
and compare results of their experiments. Activity Pack
7Kb-1 Springs
7Kb Springs L4 1 compress
L4 2 stretch
Student Book L4 3 a original length
1: 7Kb Springs (Student Book) b stretched length
L4 1 something that changes shape when a c extension
force is applied and returns to its original size/ L4 4 original length, elastic
shape when the force is removed L5 5 a proportional
L4 2 Y; it is showing the difference between the L5 b elastic limit
original length and the stretched length
7Kb-2 Investigating stretching 1
L4 3 e.g. Set up the apparatus so that the zero
L6 3 a a straight line with the extension of the
on the ruler is next to the bottom of the unstretched
spring increasing with weight applied
spring; add a mass to the spring and measure
the extension; add further masses, measuring the L6 b a curved line or S-shaped curve
extension each time. L6 c They both get longer when more weight
L5 4 4 cm is added. The spring stretches equal amounts for
each extra weight, while the elastic band does not
L4 5 a Both materials change shape when a
stretch evenly.
force is applied; an elastic material returns to its
original shape when the force is removed but a L4 4 a yes
plastic material does not. L5 b Springs and elastic bands both stretch
b any plastic material such as: clay, when a force is applied to them, but they do not
modelling clay, adhesive tack stretch by the same amounts. The spring produces
a linear or proportional graph and the elastic band
L6 6 a A
does not.
b A and C; the graphs are straight lines/the
extension is proportional to the force 7Kb-3 Investigating stretching 2
c A as it stretches the most for a small L5 1 Students’ own hypotheses that make
weight. This would make the scale easier to read/ a prediction based on the materials chosen for
make it possible to detect small differences in force. testing.
L6 7 The spring in each meter must stretch L4 2 Method should include: a list of apparatus
almost the full length of the meter for the maximum and a diagram; a description of how it is to be used;
force it is designed to measure. The spring in A the materials to be tested; safety suggestions such
must stretch with a force up to 10 N; the spring in B as using a box beneath the weights to stop them
must be stiffer and only stretch that far when a 50 N falling on feet; suggestions that measurements
force is on it. should be repeated to improve accuracy.

© Pearson 503
 Forces

7 L6 6 b Springs and wires should give a linear

graph up to the limit of proportionality (eventually
F will extend by 45 cm. Each spring has 30 N on it,
and so each one will extend by 3 × 5 cm = 15 cm.

K snapping when the load was too heavy).

Elastic bands or rubber strips produce S-shaped
L6 b that the limit of proportionality/elastic limit
has not been exceeded.
curves. L5 5 a to make the ride more comfortable by
preventing bumps in the road to not jolt the rider
Other materials such as nylon rods will produce
more complex graphs often showing straight lines L7 b The single spring would have to be
up to the elastic limit. mounted in the middle. The spring would also have
to be stiffer. With the current arrangement each
L6 7 Conclusions should describe the different
spring is subject to half the force/the force is spread
shapes of graph obtained, and state which
out between two springs. A single spring would
materials have been stretched past their limits of
have to cope with all the force, and if it was of the
proportionality/elastic limits.
same stiffness it would compress by twice as much
7Kb-4 Make a force meter as the current arrangement.
L4 2 Suggestions could include: repeating the
measurements to check there are no errors; using a 7Kc Friction
weaker spring that stretches further for each addition
of force; ensuring that any bouncing of the weights Student Book
has stopped before measurements are taken. 1: 7Kc Friction (Student Book)
L6 3 a The extensions will be incorrect if the L4–5 1 Students’ own answers, e.g. a car parked
spring has been permanently stretched beyond its on a hill with its handbrake on
elastic limit. L5 2 They increase friction between your feet
L6 b The spring will be permanently stretched and the bath, so they stop you slipping.
and it will not be possible to make any more L4–5 3 a to reduce friction and make the bicycle
measurements with it. go faster
7Kb-7 Stretching springs 1 b Oil reduces the friction between the brake
L5 1 missing units for weight, N blocks and the wheel so the brakes would not work.
L5 2 correctly plotted graph showing a linear c Rain acts like a lubricant and reduces the
relationship friction between the brake blocks and the wheel.
L4 3 The larger the weight, the longer the spring. L5 4 Cars need high friction between the tyres
L6 4 The missing values are (going down the and the road to allow the tyres to grip the road for
table): 2, 6, 3, 9. moving the car, steering and braking. Water can
act as a lubricant between the tyre and the road,
7Kb-8 Stretching springs 2 reducing the friction and allowing the wheels to spin
L5 1 The missing extensions are: 4, 8, 12, 16, 20. or to skid.
L5 2 correctly plotted graph – the graph should L4–5 5 a Rubber tyres wear away due to friction
show a straight line between them and the road.
L5 3 0–10 N. Some students might point out b They are used at faster speeds, so
that, as a limit of proportionality has not been wear away faster. They also tend to be made
reached, the range could be greater than this. from stickier compounds, which wear away faster
L6 4 A – 1 N; B – 9.5 N; C – 2.25 N; D – 3.25 N (students are not expected to know this).
L4 5 200 g is a mass, not a force; they added L5 6 oil it
masses, not weights. L5 7 three of: slow down the movement,
produce heat, make noise, wear the objects away
7Kb-9 More than one spring L5 8 Examples of suitable answers are: friction
L5 1 They will all have twice the extension as between soles of shoes and the ground allows you
before (A = 10 cm, B = 5 cm, C = 20 cm), as the to walk; friction between pencil lead and paper rubs
extension is proportional to the force and the force off some of the lead and allows you to write; friction
has doubled. between your hand and a glass allows you to lift it;
L6 2 The bottom spring will have an extension friction between you and a chair allows to you lean
of 5 cm and the top pair will have an extension of back in a chair without sliding off.
2.5 cm, so the total extension will be 7.5 cm. L5 9 The stories should include descriptions of
L6 3 10 cm – it will act in the same way as two three different effects of the absence of friction,
springs arranged as in C. such as: what would happen when your feet could
L6 4 a E will extend by 5 cm. The 30 N is shared not grip the floor, your hands could not grip food
between the three springs, so each effectively has containers to let you eat, tyres could not grip the
only 10 N on it. road to steer or to slow down.

504 © Pearson
 Forces

Activity Pack
7Kc-1 Friction
L4 b Friction between a car’s tyres and the
road stop the car from skidding sideways while it
7
L4 1 a Useful
L4 b Useful
is turning (unless on an icy road!). There is nothing
under the hovercraft in contact with the surface to
K
L4 c Not useful stop it skidding sideways, so its turning circle is
L4 d Not useful quite big (especially if it has been going fast).
L4 e Useful L4 5 a so it can go over bumps and adjust to
different surfaces
L4 2 lubricants
L4 b The air inside it might leak out and the
L4 3 a Increase friction
hovercraft would not hover.
L4 b Decrease friction
L4 6 Aeroplanes land and take off on runways.
L4 c Decrease friction
People are kept away from runways, and normally
L4 d Decrease friction only a few people are around parts of airports
L4 e Decrease friction where they may come into contact with aeroplanes
L4–5 4 heat, noise (either order), wear with their engines running. Hovercraft can
operate over any flat surface, so there must be
7Kc-2 Investigating friction 1
safety measures to stop people putting hands (or
L4 4 500 g, 0 g
themselves) into the path of the blades.
L4 5 greater, greater, greater, greater, or smaller,
L4 7 The hovercraft can be used when the tide is
smaller, smaller, smaller
in or out. If they did not have a hovercraft the RNLI
L4–5 7Kc-4 Friction – true or false? would have to use a boat when the tide was in, and
True statements: C, D, E, F, H, J (you could use a might not be able to rescue people from the mud
straw). at all when the tide was out, as even vehicles with
False statements: B (if there was no friction at all, tracks might sink in the quicksand.
the car would keep moving without needing the
L4 7Kc-6 Useful or not?
tyres to push on the road); K, M, N.
A Useful friction: between tyres and floor; between
Partly true statements: A – the friction from moving
hands and wheel rims; between hands and ball.
air (wind) or water can start things moving.
Not useful: in axles of wheelchairs.
G – water resistance is not useful for moving a ship,
Increase useful friction by: using stickier rubber for
but there will be some parts of the machinery in a
tyres; making the floor rougher; making the wheel
ship that would not work without friction.
rims rougher; wearing gloves with a rubber surface;
I – you could pick up the cup if you hooked a finger
making the surface of the ball rougher.
through the handle, but you would probably spill a
Decrease friction in axles by oiling/lubricating them.
lot of the tea!
B Useful friction: between the dog’s feet and the
L – it is useful in some places but not in others.
snow; between the man’s boots and the sled
7Kc-5 Hovercraft runners he is standing on; between the man’s
L4 1 The hovercraft would sink down onto the hands and the sled.
surface, because all the air would leak out from Not useful: between the sled runners and the snow.
under the skirt. Increase useful friction by: giving the dogs little
L4 2 When the lift fans are off the hovercraft ‘boots’ with rough treads; the man wearing boots
is touching the ground so there is a lot of friction. with soles made from stickier rubber; making
When they are on, there is air between the the tops of the runners/the sled handle rougher;
hovercraft and the ground so the friction is much wearing gloves with a ‘sticky’ surface.
less. Decrease friction: make sure the runners are
L4–5 3 At level 4: The grease reduces the friction smooth; wax the runners.
and allows the propellers to spin freely. C Useful friction: between the man’s skis and the
At level 5: Without grease the axle would rub snow; between the man’s hands and the poles.
against its mounting, and this would increase wear, Not useful: between the sled’s runners and the
reduce the speed at which the propellers spin, and snow.
cause the axle to heat up. Increase useful friction by: having rough surfaces
L4 4 a The hovercraft does not touch the on the bottom of the skis (although this will then be
surface, so driven wheels would not work on a disadvantage when he goes downhill); making the
land. A propeller sticking down into the water grips on the poles or the man’s gloves from a fabric
might be possible, but this would then remove with a rubbery or ‘sticky’ surface.
the advantage of being able to move over lots of Decrease friction: make sure the runners are
different surfaces smooth; wax the runners.

© Pearson 505
 Forces

7 D Useful friction: between the climber’s shoes and

the rock; between surfaces of the rope where it is
emphasis on leisure activities, but students would
not be expected to know this.

K knotted; between the rope and the belaying device/

belayer’s hands (the belayer is the person at the
L4 b The chain needs to bend around the
gears and then straighten out again during use, so
bottom controlling the rope). the links in the chain need to be able to move freely.
Not useful: between the rope and the ring (actually ‘Wet lube’ stays wet after it is applied. It stays on
called a carabiner) that it runs through at the top of better in wet conditions (i.e. it is not washed off by
the drawing. rain or by riding through puddles), but as it stays
Increase useful friction by: making the shoes out of wet it also allows dirt and grit to stick to it, which
a stickier rubber; giving the rope a rougher surface; can get into the moving parts of the chain and
belayer could wear gloves with a ‘sticky’ surface. make them stiffer/make them wear out faster. ‘Dry
Decrease friction: giving the rope a smoother lube’ goes on wet but then dries, so it does not let
surface; making sure the ring at the top has a dirt stick to it. The disadvantage of dry lube is that it
smooth surface. is easily washed off by rain/puddles.

7Kc-7 Friction and sport 7Kc-9 A curling question

L4–5 1 Low, so he can go faster. High friction L5 1
would slow him down. Weight of Force needed to move
L4–5 2 Between her hands and feet and the cliff- stone (N) stone at steady speed (N)
face, to help them to grip the rock. 20 0.40
L4–5 3 a Circles around: the points where the 40 0.80
wheels touch the ground; the rider’s feet are on the
pedals; where he contacts the seat and handlebars; 60 1.20
and where the brake pads meet the rim of the 80 1.60
wheels. Friction is needed to provide grip. 100 2.00
L4–5 b Squares around wheel hubs and axles.
Low friction is needed to allow the wheels to turn L5 2 correctly plotted graph
easily. L7 3 1.4 N
L5 c oil or grease them L6 4 to make the results more accurate and so
they could spot any mistakes
7Kc-8 Mountain bikes L6 5 The 20-N stone – it needs the smallest
L4 1 a So the rider’s feet can easily touch the force to keep it moving, so it must have the least
ground – more likely to be needed when riding over friction beneath it.
rough ground than on a road bike. Saves injury to L5 6 It acts as a lubricant.
delicate parts! L5 7 The sweeping makes sure the ice is
L4 b to smooth out the bumps from riding on smooth, so friction is less. If the sweeping is hard/
rough ground fast enough, friction makes some of the ice melt,
L4 c Going over bumps is more likely to create which acts as a lubricant.
forces that damage the bike, so it needs to be
stronger. 7Kd Pressure
L4 d more grip in muddy conditions
Student Book
L4 2 It has things such as suspension that
ordinary bikes do not, and the stronger frame is 1: 7Kd Pressure (Student Book)
likely to be made of thicker tubes, so will be heavier. L5 1 a low
L5 3 They are heavier (which makes them slower b The large area makes the pressure lower,
and harder to ride, particularly uphill). Other reasons so the vehicle is less likely to sink into the mud.
that students would not be expected to give include L5 2 It will get less, because the same force
the fact that rougher tyres increase resistance to with a larger area gives a lower pressure. (A higher
motion, and smaller wheels make it harder to ride level answer might point out that the person’s
fast. weight is likely to increase slightly with a larger
L4 4 One from: Rims are more likely than the pair of snowshoes, but the effect of this should be
centres to get wet/muddy, which would reduce the less than the effect of the increased area, so the
friction. They are also more likely to get damaged, pressure will be reduced.)
which would reduce braking force. L5 3 a The sharper the point, the smaller its area
L4 5 a New materials and technology made it and the greater the pressure. This means that with
possible to make strong enough bikes that could a sharper point a smaller force is needed to achieve
cope with rough terrain. There are likely to be the same pressure so it is easier to push the pin
sociological reasons too, such as the increasing into the wall.

506 © Pearson
 Forces

b The force on your finger/thumb is the

same as the force pushing the pin into the wall, so
L5 3 a 304/4.5 = 67.6 double-decker buses (or
‘nearly as high as 68 double-decker buses’)
7
the area needs to be much larger than the point of
the pin so that the pressure on your finger is small
L5 b 500/(90–120) = between 4 and 5 football
pitches
K
enough not to damage the skin.
L5 c 100 000/2500 = 40 Olympic swimming
L5 4 apparatus – scales, squared paper; draw
pools
around your shoes and count squares to work
out the area; measure your weight and calculate L4 4 a It helps to give people an idea of the size
pressure by dividing weight by total area of both of the measurement given. People may not know
shoes how big 20 000 km2 is, but they do know that Wales
is a large area.
L6 5 pressure = force ÷ area = 800 N ÷ 2400 cm2
= 0.33 N/cm2 L4 b The things that the unusual units are
based on are not always of a standard size. For
L5–6 6 The tracks have a large area, so the
example, not all football pitches are the same
pressure under them is low; this stops the
length. They are also not very useful for scientists or
snowmobile from sinking into the snow. The area
engineers, who need to be sure they are using the
of the lugs is small, so the pressure under them is
same standard set of units.
high. The lugs will sink a little way (until the main
part of the tracks comes into contact with the snow) L4 c It is a standard set of units that everyone
but the high pressure will also allow the lugs to grip uses, so there is no confusion.
if the snowmobile is moving over ice. 7Kd-4 Wintry calculations
2: 7Kd SI units (Student Book) L5–6 1 a pressure = force/area = 500 N/170 cm2
= 2.94 N/cm2
L4 1 a metres b metres squared c seconds
L5–6 b = 500 N/(2 × 170 cm2) = 500/340 =
L4 2 a millimetres or micrometres b kilojoules
1.47 N/cm2 (or just pressure = 2.94/2 = 1.47 N/cm2)
c kilometres
L6 c The pressure under one foot, as you do
L4 3 a Students’ own answers, such as:
not have both feet fully on the ground at the same
science is carried out in different countries and it is
time when you are walking.
important that scientists can reproduce/replicate/
understand what other scientists have done. L5 2 a 500 N = 50 × 10 N, so the area of each
snowshoe should be 50 × 14 cm2 = 700 cm2
b If everyone in a particular place is using
the same set of units, there will be no problems. L5 b pressure = force/area = 500 N/700 cm2 =
Using a common/understandable set of units is 0.71 N/cm2
more important when people in different places buy L5 c snowshoes C as their area is closest to
and sell goods or exchange information. the ideal area
L5 d She doesn’t need a bigger area to stop
Activity Pack her sinking, and they will be heavier/more awkward
to use.
7Kd-1 Pressure L5 3 a pressure = 500 N/1.5 cm2 = 333.3 N/cm2
L5 1 a large, low L5 b The points will sink into ice/snow and
L5 b small, high stop her slipping.
L5 c small high L5 4 She has the same weight and as the
L5 d large, low crampon points have a smaller area, so the
L5 e bigger, smaller pressure under them will be higher.
L5 f smaller, bigger
L5 2 360, 600, area, 600 N, 360 cm2, 1.67 N/cm2 7Kd-5 A winter walk 1
L5 1 a The following are underlined: they are
7Kd-2 Pressure on your body big things we strap to our boots and they stop
L5 5 b doubled us sinking in the snow; skiing down the hill; put a
L4 c bigger ladder down on the ice and crawled out along it.
L5 b The following with boxes drawn: the
7Kd-3 Different units snowshoes have little spikes underneath; spikes
L4 1 a Height of a double-decker bus strapped to their boots; ice axes that they dug into
L4 b Volume of an Olympic swimming pool the ice; knife to cut the chocolate.
L4 c Length of a football field L5 2 a area bigger
L4 d Area of Wales L5 b area smaller
L4 2 a the first caption (28000 km2) L5 3 spikes circled
L4 b the second caption as it is easier to L5 4 It has a thin edge, so the pressure under it
visualise/image is high (or it concentrates the force).

© Pearson 507
 Forces

7 L5 5 It spread out his weight so the pressure

under him was less and did not break the ice.
7Ke Balanced and unbalanced
Student Book
K 7Kd-6 A winter walk 2
1: 7Ke Balanced and unbalanced (Student Book)
L5 1 a The pulling force from the child is the
L5 1 a The pressure needs to be low if someone
same size as the force from the dog.
is walking on soft snow, to stop them sinking in.
The pressure needs to be high on ice for grip, so b It will start to move (backwards).
spikes stick into the ice. L5 2 a apply the brakes
L5 b They reduce the pressure by having a b It will make her slow down.
large area. They increase the pressure by having L5 3 The friction forces will then be bigger than
spikes with small areas beneath them. On ice, only the pulling force, so the sled will begin to slow
the spikes will make much contact with the surface, down.
so there is high pressure beneath the walker. In soft L5 4 The weight will be stronger than the force
snow, the spikes will just sink into the snow until the from the spring, so the mass will move downwards.
main large area of the snowshoe touches it, so the When the spring has stretched further, the forces
pressure will be low. will be balanced again and the force meter will
L6 2 Spikes and ice axes both have sharp show the new weight.
points, which produce high pressure (by L5 5 a The forces are balanced.
concentrating the force of the climber’s foot kicking b The weight of the gymnast will be less, so
into the ice or the axe digging into ice) so the points the beam will not be bent as much and will push up
go into the ice and give them a grip. with a smaller force.
L6 3 They were on very hard snow and needed L6 6 If the object speeds up as you drag it, the
something sharp to put a lot of pressure onto the force you are putting on it must be bigger than the
snow so it would dig into the snow and act like a friction force, so the reading on the force meter will
brake. be bigger than the amount of friction. If the object
L6 4 The boy fell through the ice because the is slowing down, the reading on the force meter will
pressure beneath him was too great for the ice be less than the amount of friction.
to support. Although the man was heavier, his
weight was spread out a lot more by the ladder, so 2: 7Ke Safety standards (Student Book)
the pressure under him and the ladder was small L4 1 a The stretchiness will stop them being
enough not to go through the ice. jolted when the rope takes their weight.
L5 5 Pressure being decreased: sledges and skis. b It might stretch so much that they hit the
Pressure being increased: people not wearing ground anyway.
snowshoes; knife cutting chocolate. L4 2 a so they can go faster – friction and air
L5 6 They have a large area so reducing resistance both act to slow down the skier, so if the
the pressure on the snow and they are smooth friction can be made smaller, they will be able to go
underneath so reducing the friction. faster
b any three examples, such as: between
7Kd-7 Tyres and pressures climbing shoes and rock, between mountain bike
L5–6 1 a area = force/pressure = (700 N + 90 N)/ tyres and the track, between brake blocks and
760 000 Pa = 0.00104 m2 (or 10.4 cm2) wheel rims
L5–6 b area = (700 N + 130 N)/170 000 Pa = L4 3 If a climbing rope was not made to the
0.00488 m2 (or 48.8 cm2) correct standard, someone relying on it could be
L6 2 The mountain bike needs a lower pressure hurt or killed. If ski wax is not made to the right
to stop it sinking into mud or soft ground, so the standard, skiers may not go quite so fast but they
tyre pressure is lower. (The high pressures typically will not be harmed.
used for road bikes reduce the energy wasted in L5 4 a If they were going to ski on very soft snow,
flexing the tyre, but students are not expected to they might want bigger skis to make sure they did
know this.) not sink in. The bigger area of the skis means there
L6 3 force = pressure × area = 550 000 Pa × will be a lower pressure underneath them.
0.0015 m2 = 825 N b Students’ own answers, such as: beneath
L6 4 pressure under the tyres of the quad bike = crampon points in mountaineering to grip on the ice,
4000 N/0.083 m2 = 48.2 kPa under the end of a ski pole used by a slalom skier
pressure under off-road vehicle tyres = 26 000 N/ L5 5 a There is an upwards force on the rope
0.113 m2 = 230.1 kPa and a downwards force from gravity/weight. The
The off-road vehicle is more likely to sink into mud, two forces are balanced, so the climber does not
as there is a higher pressure under its tyres. start to move.

508 © Pearson
 Forces

L5–6 b Gravity is pulling the climber downwards.

He will start to move down. When the rope
L5 b He thought that things would keep
moving if there were balanced forces on them (or
7
becomes tight it will start to stretch. As it stretches
it will exert an upwards force on the climber. The
no forces).
L4 2 a He made some observations and thought
K
more it stretches the greater this force will become, about them.
until eventually it is the same size as his weight. At L4 b He carried out experiments.
this point the two forces will be balanced L4 c Galileo’s
L5 . Students may also state that when the forces L4 3 a Any moving thing needs a force to keep it
become balanced the climber is already moving moving.
downwards, so his speed will not immediately
L5 b You need to keep pedalling to balance
change. Further movement will stretch the rope the friction forces that act to slow you down.
further and increase the upwards force, so that the
L5 4 a It will slow down.
climber begins to fall more slowly. Eventually the
force from the rope will be big enough to make him L4 b Answers may vary. One would be no,
because the forward force has been removed but
stop falling and start to move upwards. Eventually
the bicycle is still moving (even though it is slowing
he will become stationary at the point where the
down).
force from the stretched rope balances his weight
L6 . L5 c Yes, the friction forces are making the
bicycle slow down.

Activity Pack 7Ke-4 Modelling forces

L4 1 the names of the forces and the fact that
7Ke-1 Balanced and unbalanced forces there are two different forces acting backwards
L5 1 An object has balanced forces on it … L4 2 the speed at which the cyclist is already
when there are two forces of the same size in moving
opposite directions.
L4 3 where the friction occurs; forces acting on
Unbalanced forces on an object … can make it the bike in a vertical direction
speed up/can make it slow down/can change the
4 Answers may vary, but should be accompanied
direction it is moving.
by explanations. Possible answers are:
Balanced forces on a stationary object … will not
L6 a A (as you only need to know the total
make it move.
force in each direction) or C (as A, but it may also
Balanced forces on a moving object … will not be useful to know the speed of the bike)
change its speed or direction.
L6 b B (if you are only thinking about the
L5 2 a A forward arrow labelled ‘force from horizontal movement of the bike, this shows the
dogs’, the same size as the rearward arrow. three types of force involved) or D (this also shows
L5 b the rearward arrow labelled ‘friction’. forces in a vertical direction)
L5 c Arrows labelled ‘friction’ (rearward) and L6 c D (as this shows the origins of the friction
‘force from dogs’ (forward), with the friction arrow forces)
larger than the forward arrow.
L6 5 Answers may vary.
7Ke-2 What will happen? a A or C are fine for this use.
L5 1 A – no vertical movement, horizontal speed b Diagram similar to D, but with all the
will continue at 5 m/s. friction forces combined into just one arrow might
B – no vertical movement, diver will start to move be more use. The arrow on D representing the
forwards. speed is not necessary.
C – diver will start to move downwards, no c Diagram showing only the locations of
horizontal movement. the friction and air resistance forces would be more
D – no vertical movement, diver will slow down. useful similar to B; D has too much information on
E – no vertical movement, diver will continue to it.
move at 2 m/s. L5 7Ke-5 Springs and bungee jumps
F – diver will start to move up, diver will continue to Force meter:
move horizontally at 2 m/s. B, F, G, with a down arrow and the smallest up
L5 2 Students’ own situations. Check that the arrow
description of the movement matches the forces A, D, I, with a down arrow and the medium up arrow
shown. C, E, H, with equal sized up and down arrows
7Ke-3 Forces and movement Bungee jump:
L4 1 a He thought that a force was needed to c, g, q, l, with a down arrow
keep moving objects moving. b, h, k, n, with a down arrow

© Pearson 509
 Forces

7 e, j, r, s, with a down arrow

d, f, t, m, with a down arrow
L6 4 a Yes. She is still moving at D, and the
balanced forces will not change her speed.
K a, i, p, o, with a down arrow L5 b It will get bigger.
L5 c It will slow her down.
7Ke-6 Changing speed 1
L4 1 a Dinesh L6 5 a further
L4 b Al L5 b She might hit the ground before the rope
L5 2 The forces are balanced. stopped her.
L5 3 Nothing. There are no forces acting to move L5 6 a She would stop suddenly. She might be
him forwards or backwards. injured by the sudden stop.
L5 4 He will speed up. The forwards force is L5 b It would probably hurt!
bigger than the backwards force.
L5 5 He will slow down. There is only a 7L Sound
backwards force.
L5 6 It will stay the same. The forces are 7La Making sounds
balanced.
Student Book
L4 7 friction and air resistance
1: 7La Animal sounds (Student Book)
7Ke-7 Changing speed 2 L4 1 a answers may include: talking, beeps at
L5 1 Al will stay still. There are no forces shown. pedestrian crossings
Bev will continue to move at 7 m/s, as the forces b answers may include: car horns, reversing
are balanced. alarms
Charlie will speed up, as the forward force is bigger L4 2 humming bird is quieter; humming bird
than the backwards force. makes noise with wings, not voice; humming bird is
Dinesh will slow down, as there is no forwards force not making the noise deliberately
at all. L4 3 two of: talking/singing/humming; whistling;
Ellie will continue to move at 6 m/s, as the forces clapping; belching, passing wind
are balanced. L4 4 a make the strings vibrate
L6 2 Charlie. He will carry on speeding up, b use different strings/make the strings
whereas all the others are at a constant speed, different lengths
slowing down or not moving. c pluck the strings harder for louder notes
L4 3 a gravity L4 5 elephant – low notes are made when large
L4 b No – she has the same mass in each objects vibrate; as an elephant is larger than a
drawing and therefore the same weight. mouse, it should be able to make the lowest noises
L4 c friction
2: 7La Making sounds (Student Book)
L5 4 A – balanced – she is not moving. B –
unbalanced – she is speeding up. C – balanced – L3 1 any four animals, such as: whales, lions,
she is moving at a steady speed. elephants, dogs
L5 5 a Any two examples of stationary objects L4 2 movements backwards and forwards
with balanced forces, such as: a mass hanging from L5 3 a 500 Hz b The sound will have a higher
a force meter (weight and force from spring); a boat pitch.
floating on a pond (weight and upthrust); a dog L5 4 The noise made by the bee hummingbird
pulling against a stationary lead (force from dog, will have a higher pitch than the noise made by the
force on lead). giant hummingbird because the bee hummingbird’s
L5 b Any two examples of an object moving wings move at a higher frequency.
at constant speed, such as: a car moving at a L4 5 a Lower sounds are made when larger
constant/stated speed (force from engine, forces objects vibrate, so the one making the lowest
of friction/air resistance); downhill skier (weight, sound is likely to be bigger than the other one.
friction and air resistance forces). L3 b It can hit its chest harder.
L4 6 Listen to/find recordings of the sounds
7Ke-8 Climbing ropes made by different animals and find the size of the
L4 1 gravity and some air resistance. animals. See if there is a link between the size of
L4 2 a gravity and a force from the rope. the animal and the pitch of the sound it makes.
L5 b unbalanced
Activity Pack
L5 c She will still accelerate downwards, but
not as much as before. 7La-1 Making sounds
L5 3 balanced L4 1 a Vibrations

510 © Pearson
 Sound

L3 b Volume
L3 c Pitch
L4 3 Students’ own answers. Suggest looking at
birds of different sizes, and several birds for each
7
L4 d Frequency
L4 e Hertz
size category.
L4 4 Sample results based on the list of birds
L
L4 f Amplitude given on the worksheet. Note that in A results may
L4 2 a louder, amplitude, bigger vary depending on how the birds are divided into
large and small, whereas in B rank order may vary
L4 b lower, longer
as ranking the pitch of the calls is subjective, and
slowly, lower, lower
may also depend on which recording is used.
A
7La-2 Changing the pitch
L4 1 air Large birds Small birds
L4 2 The more water, the higher the sound (as High pitch heron, red kite, wren, robin, swift,
there is less air to vibrate). buzzard blackbird
L4 3 The same shape bottle, and blow the same Low pitch raven, tawny owl jackdaw
way each time. B
L4 4 Longer nails should give lower sounds.
L4 5 Longer chimes should give lower sounds. In order of size In order of pitch
L4 6 drop all from the same height onto the
same surface
L4 7 Longer pieces of wood should make lower
wren
robin
red kite
robin } similar
pitch

sounds.
L4 8 Thicker bands should give lower sounds
swift
blackbird
swift
wren } similar
pitch

(although this depends on the tension being the jackdaw buzzard

same). tawny owl heron
L4 9 When the part of the ruler vibrating is raven blackbird
longer, the sound is lower. red kite jackdaw
L4 10 The longer the object vibrating, the lower
heron raven
the frequency and the lower the sound.
buzzard tawny owl
7La-3 Bird calls L5 5 Students are likely to find that the
L4 1 a Either mass or length would be hypothesis is not correct – most small birds do have
appropriate. Wingspan does depend on the ‘size’ of high-pitched calls, but larger birds can have high or
the bird to some extent, but some birds have long, low-pitched calls. (In particular, birds of prey often
thin wings whereas a different bird of similar mass have high-pitched calls.)
might have shorter, deeper wings. So, wingspan L4 6 Answers may depend on the particular
does not necessarily indicate the overall size of the birds investigated, but students should conclude
bird. that generally small birds have high-pitched calls,
L4 b Length – bigger objects make lower but larger birds can have high or low-pitched calls.
sounds when they vibrate, so the length of the bird Explanations for this could include that the vocal
might indicate the possible length of the vocal folds apparatus of a bird needs to be of a certain size
(birds do not have quite the same mechanism as to make low notes, but even a large bird can have
mammals, but students are not expected to know smaller vocal apparatus/make higher sounds. Thus
the details). the lowest sound made by a bird is limited by its
Mass – the larger the bird the heavier it is likely to size, but not the highest sound.
be, so mass is also a reasonably good indicator of L4–5 7 Looking at the correlation between the
overall size. head size (or throat size) of a bird rather than its
L4 c Suggestions are likely to include taking overall size/mass would be more relevant.
the mid-point or finding an average.
L4 2 a If pitch depends on size, there should be 7La-4 Octaves and frequency
no birds in the top left and bottom right parts of the L3 1 High-pitched sounds are produced by
table. However this may depend on where students objects that vibrate with a high frequency. Low-
decide to draw the line between large and small pitched sounds are produced by objects that
birds, and between high and low pitch. vibrate with a low frequency. Examples of high-
L4 b If pitch depends on size, the birds in the pitched sounds are those produced by a piccolo
two columns will be in the same (or very similar) or a squeaking mouse. Examples of low-pitched
order. sounds include thunder and the double bass.

© Pearson 511
 Sound

7 L5 2 The higher the frequency of the vibrations,

the higher the pitch of the sound.
L5 4 High frequencies make high-pitched notes,
so the shortest tubes (A, D and F) will make the
L L5 3 a 256 Hz and 1024 Hz
L5 b 880 Hz and 220 Hz, respectively
highest-pitched note.
L4 5 Bottle X will make the highest note,
L4 4 a any two instruments with overlapping because the length of air that can vibrate is shorter.
frequencies such as flute and violin L4 6 The exact levels of the water shown do not
L4 b examples include bass voice and soprano matter, as long as the relative amounts are correct.
voice, piccolo and sitar Order of notes: A, A, B, B, C, C, B
L4 c the harp
L4 5 a two octaves
L3 b 15 notes
L4 c air (and the wood)

7La-5 Cut out the cards

L5 1 lion, gorilla
2 gorilla
3 grasshopper
4 lion, gorilla, grasshopper, canary
5 grasshopper, canary A B C
6 lion, gorilla
7 pitch, frequency 7La-8 Concert pitch
8 amplitude, loudness, intensity, volume L4 1 a group of musicians who play music
9 frequency together
10 amplitude L4 2 The air inside the oboe makes 440
11 loudness, volume complete vibrations in one second. That is, the
12 frequency frequency of vibration is 440 Hz.
L4 3 So that the instruments are playing the
7La-6 Describing sounds correct notes as written by the composer. Failure to
L3–4 1 Across: 3 – low; 5 – high; 6 – amplitude. do this would lead to the wrong notes being played
and an incorrect reproduction of the intended
Down: 1 – volume; 2 – frequency; 4 – pitch;
music. It is also important that all the instruments
5 – hertz.
are playing to the same standard, otherwise the
L3 2 a hit it harder
music will sound discordant/unharmonic (accept
L4 b The amplitude is larger. ‘not right’!).
L4 3 a X will have a lower pitch. L4 4 The oboe is the instrument that holds its
L5 b Y pitch most consistently.
L5 c Shorter objects vibrate with higher L4 a stringed instruments, woodwind, brass
frequencies. and percussion
L4 5 b Stringed instruments – vibrations of the
7La-7 Different sounds strings, e.g. violins; woodwind – vibrations of air
L4 1 a A, C and E or a reed e.g. flute; brass – vibration of air, e.g.
L4 b A, D and F trombone; percussion – vibration of drum skin or
L4 c B, C and G vibration of metal, e.g. kettle drum.
L4 2 Each test needs to be a fair test, so the L5 c percussion
variable being investigated must be the only thing L4 6 a Students’ own responses (e.g. tuba,
that is different between the tubes. So for 1 a, the bassoon, double bass)
tubes are all the same material and same diameter, L5 b All the instruments produce low-
they only have different lengths. frequency sounds.
L4 3 a The longer the tube, the lower the L4 7 a French concert pitch in 1859
frequency (or the shorter the tube, the higher the L4 b the audience’s favourite concert pitch in
frequency). 1859
L4 b The diameter of the tube does not affect L4 c the concert pitch used by Mozart and
the frequency of the sound it makes. Handel
L4 c The material of the tube does not affect L4 d the London Philharmonic Orchestra
the frequency of the sound it makes. concert pitch in 1896

512 © Pearson
 Sound

L4 e concert pitch today.

L6 8 Students’ own responses (e.g. No, because
L4 3 The speed increases as the temperature
increases.
7
they used science to work it out. Yes, because they
were only trying to change it because existing pitch
L5 4 Students may have attempted to draw lines
of best fit through the points.
L
had been set by the French!) a

7Lb Moving sounds

Student Book
1: 7Lb Moving sounds (Student Book)
L5 1 In solids the particles are close together
and held in a fixed arrangement by strong forces. In
liquids the particles are close together and held by
fairly strong forces but they can move around within
the liquid. In gases the particles are a long way
apart and can move around freely.
L5 2 The sound passes through the air in one
helmet then through the solid helmets to the air in b
the second helmet. 6000
L5 3 X, because the amplitude is greater/the
particles are moving further as the wave passes Speed of sound (m/s) 5000

L6 4 The particles are closer together so it is 4000

easier for the vibrations to be passed on.
L5 5 a There is just one metal in the table 3000

and only two other solids. There are not enough 2000
examples here to be able to tell whether or not this
statement is correct. 1000
L4 b Find out the speed of sound in a lot of
0
different metals and in a lot of different non-metallic 0 2 4 6 8 10 12 14 16
solids. Density (g/cm3)
L6–7 6 Your hands/the cone make all the sound
waves move in one direction, so they do not spread L6 5 a The graph of speed against stiffness
out as much and the sound will still be loud enough shows that there is not a direct relationship
to hear at a greater distance L6 . This means the (as there was with speed of sound in air and
energy is concentrated compared with shouting temperature), but that in general the speed of
without the cone/hands, so the sound is louder at a sound increases when the stiffness increases. The
given distance L7 . graph of speed against density also shows no
L5 7 a The disturbance passes along it without direct relationship, although in general the greater
the slinky itself moving as a whole, just as vibrations the density the slower the speed.
pass through materials without the medium as L5 b Dave was correct, although it is not a
a whole moving; the vibrations are in the same simple relationship.
direction as the wave is travelling, as for sound L4 c The graphs make it easier to see how the
waves. speed changes when the other variables change (or
L6 b Answers may include: it is much larger similar answers).
than the particles that move as sound waves pass;
the vibrations/disturbance moves much more slowly
than in sound waves; the vibrations are bigger than Activity Pack
the vibrations that form sound waves; particles are
not rigidly connected to each other like the coils of 7Lb-1 Moving sound
the slinky. L4 1 C where particles are closer together, F
where particles are more spread out.
2: 7Lb Line graphs and scatter graphs (Student L4 2 sound wave – vibrations passing through a
Book) solid, liquid or gas
L4 1 a The coil is in its original position. b 3 cm medium – a substance (a solid, liquid or gas)
L5 2 The peaks and troughs would be at the amplitude – the distance that particles move when
same times but would be closer to the horizontal a sound wave passes
axis (i.e. have a smaller amplitude). frequency – the number of waves per second

© Pearson 513
 Sound

7 L4 3 energy
L3 4 C, A
L5 5 a

L
345
340
335
7Lb-2 Travelling sound 1

Speed of sound (m/s)

330
L4 Fill the gaps: wood, stethoscope, hear, gases 325
L4 Conclusion: solid, gas, solids, gases 320
315
310
7Lb-3 Travelling sound 2 305
L4 8 The results do not say anything about the 300
speed of sound, only about how loudly students 295
290
can hear sounds transmitted through the different
-60 -40 -20 0 20
materials.
Temperature (°C)

L5 b
L5 7Lb-4 Particle revision
345
Solid: B, E, H, L 340
Liquid: A, G, I, K 335

Speed of sound (m/s)

Gas: C, D, F, J 330
325
320
7Lb-5 Speed of sound in the atmosphere 315
L4 1 a 310
305
45
300
40 295
35 290
30 0 0.5 1 1.5
Height (km)

25 Density (kg/m3)

20 L6 6 a Yes, as the points on the scatter graph

15 are a straight line.
10 L6 b No, the points do not form a straight line.
5
0 7Lb-6 Sound on the move
290 300 310 320 330 340 350 L4 1 Sound cannot travel in empty space/sound
Speed of sound (m/s) needs a medium to travel through.
L4 b The speed of sound decreases as you L4 2 The number of sound waves per second.
go up to 15 km, then it stays the same to 20 km, L5 3 double-headed arrow showing particles
and then it starts increasing again as you get vibrating in the same direction as wave motion
higher. L3 4 a C
L6 2 The graphs are different shapes, so there L4 b They are closest to the starting gun.
probably is no link between density and the speed L3 c C
of sound. L5 d Sound spreads out as it travels, so it will
L4 3 be quieter further away (or similar answer).
45
L4 5 Flipper. Sound travels faster in water than in
40 air.
35
30 7Lb-7 Measuring the speed of sound
Height (km)

25 L4 1 The sound has to go from you to the wall

20 and back again.
15 L5 2 a the 2nd result, as it is an outlier
10 L5 b 0.3025 s
5 L5 c 100 m/0.3025 s = 330.6 m/s
0 L5 3 any two reasons from: they may have had
-60 -40 -20 0 20
more (or less) accurate timing devices; seawater
Temperature (°C)
is denser than fresh water; seawater contains
L5 4 a The shapes are similar. dissolved salts; the water in the sea and the lake
L5 b There may be a link between temperature might have been at different temperatures
and speed of sound. L5 4 time = 16 000 m/1435 m/s = 11.15 s

514 © Pearson
 Sound

L6 5 a time = distance/speed = 16 000

km/1500 m/s = 10.67 m/s
L4 7 Owls can hear much quieter sounds than
humans/their hearing is more sensitive; humans can
7
L6 b distance = 1500 m/s x 5 s = 7500 m (or
7.5 km)
hear a greater frequency range than owls/humans
can hear higher sounds than owls.
L
L5 8 a Sound waves enter the ear canal and
7Lb-8 Mach number make the eardrum vibrate. These vibrations are
L5 1 subsonic – less than the speed of sound amplified by the ear bones and passed to the
supersonic – greater than the speed of sound cochlea. Tiny hairs in the cochlea detect the
shock wave – a sudden change in the properties of vibrations and create impulses which travel to the
the air dog’s brain along the auditory nerve.
Mach number – the ratio between an object’s b any suggestion between 21 000 Hz
speed relative to the air and the local speed of (21 kHz) and 45 000 Hz (45 kHz)
sound
L4 2 It is calculated by dividing one speed by Activity Pack
another speed, so the units cancel out.
L5 3 a From the graph, speed of sound at 7Lc-1 Detecting sound
10 000 m = 300 m/s. Mach number = 247/300 = 0.82 L4 Labels on the ear, clockwise from top left: ear
L6 b At 5000 m the speed of sound is higher. bones, auditory nerve, cochlea, eardrum, ear canal.
Dividing 247 m/s by a higher speed will give a Microphone labels, clockwise from top right: wires,
smaller Mach number (or similar explanation). electronics, diaphragm
L6 4 a The speed of sound changes with
altitude, so it is important to use the speed at the 7Lc-4 Hearing – true or false?
same altitude as the aircraft. L5 1 True.
L6 b The speed of an aircraft over the ground L4 2 True.
will depend on the speed of the wind as well as L4 3 False. The large ear flaps are mainly for
the speed of the aircraft through the air. As Mach cooling. You cannot tell how well an animal hears
number is used when considering how air flows by the size of its ears.
around the aircraft, the speed relative to the air is L5 4 False. It vibrates when sound waves reach
the important value. it.
L6–7 5 from graph, speed of sound at 20 000 m = L4 5 False. Soft/floppy/fluffy materials are good
295 m/s; at 5000 m = 325 m/s at absorbing sound.
A: Mach 2 = speed of aircraft A/295 m/s so speed L4 6 True.
of aircraft A = 2 x 295 = 590 m/s L4 7 True.
B: Mach 1.5 = speed of aircraft B/325 m/s, so L5 8 False. The higher the number, the louder
speed of aircraft B = 1.5 x 325 m/s = 487.5 m/s the sound.
A is flying fastest relative to the air around it.
7Lc-5 Decibel scale
L4–5 whisper – 10 dB, leaves rustling – 20 dB,
7Lc Detecting sounds bird singing – 40 dB, normal conversation – 50 dB,
Student Book traffic – 70 dB, vacuum cleaner – 80 dB, motorcycle
– 100 dB, front row at rock concert – 110 dB,
1: 7Lc Detecting sounds (Student Book) military jet take-off – 130 dB
L4 1 eardrum, bones, cochlea
L5 2 a electrical signals that travel along nerves 7Lc-6 Hearing loss
b auditory nerve L5 1 Temporary: A (wax can be removed); B
L4 3 (may go away on its own, or can be cured by
energy transferred energy transferred by electricity draining the fluid); D (eardrum may repair itself); E
ear
by sound (as nerve impulses) (antibiotics can be used to cure infection).
L4 4 Loud sounds can damage hearing. Permanent: C (cochlea will not heal itself); D
L4–5 5 Put an object such as a bell inside a box. (eardrum may not repair itself); F and G (age-related
Measure the sound intensity outside the box with deterioration is not going to fix itself).
different materials wrapped around the box/stuffed L5 2 A affects detection.
inside the box L4 . Students may also explain how C affects conversion to electrical signals.
to make fair comparisons or suggest repeating the F affects amplification.
measurements L5 . G affects transmission of signals to brain.
L4 6 a elephant L5 3 The liquid in glue ear replaces air in the
b all except owl and elephant space around the ear bones. Water resistance is

© Pearson 515
 Sound

7 greater than air resistance, and so it is harder for

the bones to vibrate when surrounded by the liquid.
L6 2 If their head is very small, the difference in
arrival time and intensity between the two ears will
L This reduces the amplification of the vibrations.
L5 4 As the aircraft ascends the pressure in
also be very small, and may be too small to detect.
L6 3 Part of locating a sound depends on a
the cabin falls. This means the air outside the
difference of arrival time. This is only detectable
eardrum is at lower pressure than the air behind the
at the beginning of a sound. If the sound is
eardrum, so the eardrum is pushed out of shape.
continuous, such as humming, our direction finding
There is a tube (the Eustachian tube) that connects has to rely on intensity differences alone.
the back of the nose to the space behind the
L6 4 a The sound is coming from below and
eardrum, and allows air to pass through it to
right. It is louder in its left ear than its right, the
equalise the pressure each side of the eardrum.
sound is coming from somewhere below the owl. If
Swallowing or sucking a sweet helps this process.
the sound arrives at its right ear first, then it is to the
When you have a cold the Eustachian tube may right of the owl.
become blocked, which will prevent any changes of
L6 b The sound will still arrive at the right ear
air pressure being equalised.
first. It will also be louder in the right ear than the
7Lc-7 Ears and noise left ear.
L4 1 ear canal, eardrum, bones, cochlea L5 5 By pointing the external ears in different
directions it allows the animal to detect prey/
L5 2 a eardrum
predators without moving their heads.
L5 b cochlea
L6 6 The face acts a bit like a satellite dish, to
L5 c bones
guide the sound into the ear openings.
L5 3 a Both contain a membrane that vibrates;
or the eardrum is like the diaphragm; or both
convert sound into electrical signals. 7Ld Using sound
L5 b The ear produces nerve impulses; or the Student Book
microphone produces current in a wire.
1: 7Ld Using sound (Student Book)
L4 4 a elephant
L3 1 Students’ own answers, e.g. asking for
L4 b dog, mouse
breakfast, talking to bus driver, talking to friends,
L4 5 a any frequency between 67 and 1000 Hz asking teacher a question
L4 b any frequency between 45 000 and L4 2 warning calls, mating calls, territorial calls
91 000 Hz
L4 3 makes tiny bubbles, which loosen dirt when
L4 6 soft, fluffy materials they burst
7Lc-8 Gardiner’s frogs L5 4 so they only use their own sounds to help
them to navigate/find prey; if they detected another
L4 1 They responded to recorded calls, so they
bat’s calls by mistake, they could not use it to
must have been able to hear the recordings.
locate objects
L4 2 a answers could include: to attract mates,
L5 5 It has detected two objects at different
to mark a territory, to distract predators
depths (either two groups of fish or fish and the sea
L4 b Territorial or predator-distracting calls are
bed). The equipment can work out how deep each
not aimed at animals of the same species.
object is.
L4 3 a tympanum
L5 6 a Detecting ultrasound lets them know when
L4 b ear canal, ear drum, ear bones bats are hunting nearby. It is believed that producing
L5 4 a Within the middle ear the eardrum ultrasound can lead to ‘jamming’ of the bat’s sounds,
converts sound waves into vibrations and the making it more difficult for bats to find them.
bones amplify the vibrations. b You could check the production of
L5 b Their skin will reflect most of the sound; ultrasound by using equipment that can detect
or they do not have anything to amplify the sound. ultrasounds and listening while the moths are
L5 c They have thinner tissue between the active. You could check detection by seeing if
inside of their mouth and their inner ear than other their behaviour changes when recordings of bats’
frog species; and their mouth helps to amplify the ultrasounds are produced.
sound.
L4 5 a protects them from damage 2: 7Ld Remembering (Student Book)
L4 b They help to direct sound into the ear canal. L5 1 a The ear bones amplify the vibrations/
make the vibrations bigger.
7Lc-9 Owls and ears L4 b Students’ own answers; the best will refer
L5 1 Sound arrives at one ear before the other, to bigger letters reminding them that the sound is
and is also louder in that ear. ‘bigger’

516 © Pearson
 Sound

L4 2 a mnemonic for (ear canal), ear drum, ear

bones, cochlea, brain
blinding the animals). From an ethical perspective,
students may state that it is wrong to harm bats by 7
L5 b Students’ own answers; the flowchart
is probably best, as it includes more information
removing their eyes. (It is now against the law to
harm bats in the UK.) L
L6 5 Equipment that could detect ultrasounds
and there are two items beginning with ‘e’ so a
was not available until then.
mnemonic may not help students to put ear drum
and ear bones in the right order L5 6 Fruit bats (also called flying foxes) eat
fruit or nectar and use a good sense of smell
L4–5 3 Students’ own answers; the level of the
to help them to find food, so they do not need
response depends on the amount of detail included
echolocation.
with correct links
L6 7 Many echolocating bats have specially
L5 4 flowchart similar to the following: dolphin
shaped noses to help focus the sound; they have a
produces ultrasound → sound waves travel
muscle that separates their ear bones while they are
outwards → some sound waves reflected by
emitting their ultrasounds which stops them being
shark → dolphin detects reflected sound waves →
deafened by their own calls; they have specially
dolphin’s brain works out where shark is
shaped ears to help them to locate the direction of
L4 5 Students’ own memory aid; a concept
the echo.
map is likely to be the best option in this case, but
students should use whatever method they feel 7Ld-3 Dolphins and sound
happiest with.
L5 1 The dolphins could still find their way
around once their eyes had been covered.
Activity Pack L4 2 nasal sacs
7Ld-1 Using sound L5 3 Dolphins can use ultrasound to find fish
Humans and animals use sound … for that are buried in sand without being able to see
communication. them.
Sound waves can be transmitted … through L4 4 If dolphins can see inside a shark’s
materials. stomach, then they know if the shark will be hungry
or not, based on whether the stomach is empty or
Some materials reflect … or absorb sound.
full. Sharks eat dolphins, so if the reflected sound
Energy transferred by sound waves … can be used
waves indicate that the stomach is empty, then the
to clean delicate objects.
dolphins need to swim away.
Physiotherapists use energy transmitted by sound
L5 5 Dolphins can use ultrasound to find objects
waves … to relieve pain.
in murky water or objects that are buried in mud.
Reflected sound is called … an echo. These objects would not be easily seen by humans.
Bats and dolphins find prey … using echolocation. L5 6 Students’ own answers, but they should be
Sonar uses ultrasound … to find the depth of the accompanied by reasoning.
sea.
7Ld-5 Uses of sound 1
7Ld-2 Investigating bats
L4 2 absorbs – takes sound energy in and does
L4 1 They conducted experiments that showed
not let it out again
that the bats could find their way around in total
darkness and when their eyes had been removed or transmits – lets energy pass through it
covered. However, when their ears were covered, reflects – when waves bounce off something
the bats could no longer navigate, proving that it echo – a sound that has reflected from something
was their ears they used to find their way around. L4 3 A, because it transmits the least energy
L4 2 a Jurine concluded that bats used their (accept absorbs the most energy).
ears to navigate. L5 4 echolocation, B, it reflects the most sound
L4 b The bats could find their way around only L4 5 dolphins
when their ears were not blocked. L4 6 a Bats use ultrasounds, which we cannot
L3 3 a by letter to their Society hear.
L3 b email, Internet, journals, conferences, L5 b so they can hunt in the dark
telephone, etc.
L4 c so they can learn about new findings, 7Ld-6 Uses of sound 2
check each other’s results and plan their own L4 1 a absorb – takes in energy and does not let
investigations it out again
L5 4 From a scientific point of view, Spallanzani’s transmit – allows energy to pass through it
work was useful (although Jurine seems to have reflect – energy bounces off
managed similar discoveries using hoods instead of L4 b an echo

© Pearson 517
 Sound

7 L4 2 Material C absorbs 60%; Material A

transmits 20%; Material B transmits 10%
(or time for half the journey = 0.2 s, depth =
1500 m/s x 0.2 s = 300 m)

L L4 3 a correctly drawn bar chart, with bars for

the different materials clearly labelled, vertical axis
L6 b The sound will have travelled further in
the measured time, so the real depth will be greater
than the measured depth.
labelled and bars correct lengths
L6 c actual distance travelled = 1550 x 0.4 s =
L4 b It is easier to make comparisons (or
620 m, actual depth = 310 m
similar sensible answer).
percentage error = 10/300 x 100% = 3.3%
L5 4 a
60
L5 6 Speed of sound – for 300 m depth the
percentage error from waves is much smaller than
50 that from possible errors in the speed of sound.
L5 7 Some points that could be included in
Loudness (dB)

40
the answer: measurements at the surface will not
30 necessarily provide information about the speed of
sound at depth; measurements could be taken at
20
various depths, but this could take a long time.
10

0
0600 0800 1000 1200 7Le Comparing waves
Time of day (hours)
Student Book
L4 b Material C, as it transmits the smallest
amount of energy. 1: 7Le Comparing waves (Student Book)
L4 c Any line with all points below the ones L5 1 In a transverse wave the particles vibrate/
shown in part a. move at right angles to the direction in which the
L4 5 a Bats use ultrasounds that we cannot hear. wave is travelling. In a longitudinal wave the motion
L4 b so they can hunt in the dark of the particles is along the same direction as the
wave is travelling.
L5 c Material B, as it reflects the most energy.
L5 2 up and down
L5 6 It is used to find the depth of water or
detect things in the water. Ultrasound pulses are L4 3 a some of it is transferred to the water and
sent out and the equipment detects the echoes. It it spreads out across the surface as waves
works out the distance to the reflecting object using L5 b drop a heavier stone (as it will have more
the time and the speed of sound in the medium. energy)
L5 7 for cleaning delicate items and in L6 4 the duck furthest from the centre of the
physiotherapy ripples; as the ripples spread out there is less
energy in each section of wave, so the amplitude
will get less
7Ld-7 Mapping the deep
L6 5 Students can choose either type as the
L6 1 a If the weight continues to be lowered after best model but should provide reasons for their
it has touched the bottom, too much rope will be let choice. These could be: slinky is better as it can
out and the measurement will be deeper than the model a longitudinal wave; water waves are better
true value. as they spread out from a source but the wave in a
L6 b If the person lowering the weight thinks it slinky only travels along the slinky.
has touched the bottom before it really has reached L6 6 Waves can be reflected by the cliffs, so they
the bottom, then not enough line will have been let could be coming from the direction of the sea and
out and the measurement will be less than the true from the direction of the cliffs. Some of the waves
value. may be bigger because if the peaks of a wave from
L5 2 If the ship is blown away, the rope will not the sea and from the cliff occur together their effect
be going vertically downwards, so there will be will add up and make a bigger wave.
more rope let out than there should be and the L6–7 7 Sound waves get smaller faster. Sound
measurement will be deeper than the true value. waves spread out all around the source, but water
L6 3 a percentage = 3/300 x 100% = 1% waves only spread out along the surface of the
L6 b percentage = 3/5000 x 100% = 0.06% water L6 . The expanding sound waves form the
L5 4 The time for the echo will be shorter than surface of a sphere and the area of this surface
for the true depth, and so the measured depth will depends on the radius squared. Expanding water
be less than the true value. waves form the circumference of a circle, whose
L5 5 a distance = speed x time = 1500 m/s x length depends on the radius. So if the distance
0.4 s = 600 m, water depth = 300 m from a source is doubled, the intensity of a sound

518 © Pearson
 Sound

wave will be a quarter and the intensity of a water

wave will be half L7 .
Sounds that are too high for humans to hear are
called ultrasound. Sounds that are too low for us to 7
2: 7Le Animals and noise (Student Book)
L4 1 Noise makes it harder for birds to hear
hear are called infrasound. Dolphins and bats can
hear ultrasound, and they use this to find prey. L
We can use the energy transferred by ultrasound
mating calls, so if some birds do not manage to find
in physiotherapy and for cleaning things. Sonar
mates, then there will be fewer baby birds.
systems use echoes from the sea bed to work out
L5 2 a Bats use ultrasound to locate their prey. the depth of the sea.
Noise may make it difficult for them to hear the
echoes, or may mean they can only detect echoes 7Le-3 What kind of wave?
from closer objects. This will make it more difficult L4 1 Because the particles move up and down (or
for the bats to find food. backwards and forwards) from their initial position.
L4 b If they cannot find as much food, some L5 2 The graph does not say whether the
bats may die or they may not be able to raise as movement is along the direction of travel of the
many young. wave (in which case it would be longitudinal) or at
L4 3 a The sonar sounds are made by a vibrating right angles to the direction of travel (in which case
object. The vibrations spread out through the water it would be transverse).
as longitudinal waves. L5 3 new line added with same frequency but
b Sonar uses ultrasound. This is sound that larger amplitude
is too high for humans to hear/above the auditory L5 4 new line added with longer wavelength
range of humans. Dolphins can hear a wider range L5 5 Longitudinal – it is representing a sound
of sounds than humans. wave, which is a longitudinal wave.
L4–5 c Dolphins use ultrasound for finding prey. L5 6 a The amplitude would be smaller.
The sonar noises may affect their ability to find L5 b The frequency would be less, or the
prey, may be uncomfortably loud, or may frighten wavelength would be greater.
the dolphins so they leave the area. If they have to L5 7 It shows that the amplitude of the wave
move away, this means they may have less time for gets less as it travels away from its source.
feeding or may have to move to an area with less L6 8 The wave spreads out all around the
food. source, so the energy is spread out more.
Amplitude depends on energy, so the amplitude
Activity Pack
gets less.
7Le-1 Comparing waves
7Le-4 Water and sound waves
L5 1 Left-hand wave (from top): crest, amplitude,
L5 1 a water
trough, transverse
L4 b both
Right-hand wave (from top): amplitude, longitudinal
L5 c sound
L5 2 transverse, at right angles, longitudinal,
L4 d sound
same
L4 e water
energy, water
L4 f both
amplitude, spreading
L4 g both
bigger, no
L4 h neither
7Le-2 Spot the mistakes L5 i sound
L4–5 Sound is made by vibrating things. High L5 2 a another line drawn showing higher
notes have a high frequency, and low notes have amplitude waves
a low frequency. The frequency is the number of L5 b The amplitude gets smaller.
waves per second and is measured in hertz. The L6 3 a They make a bigger wave.
higher the amplitude the more energy the wave is
L6 b There is no wave.
transferring.
Sound waves travel fastest through solids and 7Le-5 Earthquakes and tsunamis 1
slowest through gases. They do not travel at all in L5 1 The P-wave. Sound waves are longitudinal
space, because space is a vacuum. waves, and so are P-waves.
We hear using our ears. Sound waves make the L5 2 a The S-wave is a transverse wave, and so
eardrum vibrate, and these vibrations are passed are waves on the surface of water.
on to the ear bones and then to the cochlea. L5 b It is not like a water wave in that S-waves
Nerve impulses are sent to the brain. can travel through rocks in all directions, but the
Loud noises can damage our ears. The best water waves only travel along the surface.
materials for sound proofing are soft, fluffy L5 3 Up and down. P-waves travel faster than
materials. S-waves, so they will reach the building first. The

© Pearson 519
 Sound

7 particles in P-waves move along the same direction

as the wave is travelling, so the building will move
faster through solids/rock than they do through the
air.

L up and down/in the same direction as the wave is

moving.
L4 b The vibrations travelled through the
ground, and the vibrating ground made the air in
L4 4 Sound waves travel much faster through the house vibrate, which was what Mrs Jones heard
solids than they do through air. The shaking is as the bang.
effectively a sound wave travelling through the L5 4 a 300 J/2 = 150 J/m
rocks. L5 b 300 J/3 = 100 J/m
L5 5 In Sumatra, because it was the closest L5 5 In Sumatra, as that is the closest place.
place to the location of the earthquake. L6 6 The energy per metre of wave gets less as
L6 6 Waves spread out as they travel away the wave gets further from the source, because the
from their source, so the energy they carry is also energy is spread out over a larger circumference.
spread out. The amplitude of a wave depends on The amplitude of the wave depends on the energy,
the energy it is transferring, so the heights of the so the amplitude also gets less as the wave gets
waves also get less as they get further from the further away.
source. L6 7 Answers may vary, but should include some
7Le-6 Earthquakes and tsunamis 2 of the following points: they are not spreading out
L5 1 The P-wave. Sound waves are longitudinal freely; in this case, the waves started very close to
waves, and so are P-waves. a string of islands, so some energy might have been
reflected; waves also occur on the oceans because
L5 2 a The S-wave is a transverse wave, and so
of the wind, and this may have affected the size
are waves on the surface of water.
of the tsunami waves; waves may get channelled
L5 b It is not like a water wave in that S-waves
between islands; the shape of the sea bed might
can travel through rocks in all directions, but the
affect the way the waves travel.
water waves only travel along the surface.
L6 8 a 5000 MJ/(2 x 2) = 1250 MJ
L4 3 a She heard the bang at the same time as
L6 b 5000 MJ/(3 x 3) = 555 MJ
she felt the shaking. If the vibrations causing the
bang had come through the air from the location of L6 9 The energy transfer by the earthquake
the earthquake they would have arrived after waves reduces as the square of the distance away
the shaking, because sound waves travel much from the source.

Addendum
7Eb-8 Solutions questions
L4 2 a All the copper chloride would disolve
because this mass is lower than the solubility.
L4 b Most of the copper chloride would dis-
solve, but 9 g of the copper chloride would remain
undissolved at the bottom of the beaker, because
this mass is greater than the solubility at this
temperature.
L4 c Some of the copper chloride would remain
undissolved at the bottom of the beaker because
60 ml can only dissolve 60 x 67 / 100 = 40 g copper
chloride at this temperature.
L4 d Possibly all of the copper chloride will
dissolve because solubility usually increases with
temperature.

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