Mary Jones, Diane Fellowes-Freeman and David Sang Cambridge Checkpoint Science Workbook 9 eS (CAMBRIDGE UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge GB2 BIS, United Kingdom (One Liberty Plaza, 20th Floor, New York, NY 10006, USA, 477 Williamstown Road, Port Melbourne, VIC 8207, Australia 4843/24, 2nd Floor, Ansari Rowd, Daryaganj, Dethi~ 110002, India 79 Anson Read, #06-04/06, Singapore 079906 José Alpascal, 561°, 28003 Madrid, Spain ‘Cambridge University Press part of the University of Cambridge. Tefiarthers the University's mission by disseminating knowledge in the pursuit of education, learning and research a the highest international levels of excellence Information aa this ttle: education cambridee-ong ‘© Cambridge niversity Pres 2013 ‘This publication i in copyright. Subject to stanutory exception and to the provisions of relevant collective licensing agreements, fo reproduction of any part may take place without the written permission of Cambridge University Press Fisst published 2013 20 19°18 17 16 15 14 13. Printed in Spain by GraphyComa A cainlgee cand for ths publication ir tate fom the Brits Liber ISBN 976-1-107-69574-0; Paperback ‘Combridige University Press has no responsibility for the persistence or accuracy of URLs for external or thirdkparty internet websites referred to in this publication, and does wot guacaniee that any content ou such websites i, oF will reais accurate ar appropriate. Information regarding prices, travel timetables, and ocher factual information gives fa this work is eneeect at the time of frst printing but Cambridge University Press does not guarantce the accuracy of such information, theswalier,Introduction What is this workbook for? This workbook will help you to develop your knowledge and skills in science. ‘As you work carefully through it, you should find that you get gradually better and better at doing things such as: + using your knowledge to work out the answers to questions, rather than just remembering the answers + planning experiments, recording results, drawing graphs and making conchusions How is the workbook organised? ‘The workbook exercises are arranged in the same order as the topics in your coursebook. Each exereise has the same number as a topic in the coursebook, ‘There is not always an exercise for each topic. For example, there is an exercise for each of topics 1.1, 1.2, 1.3, LA, 1.6 and 1.7. Phere is no specific exercise for topic 15, The exercises will help you to develop the skills you need to do well in science. ‘The exercises are not quite the same as the questions that you will meet in the Progression Tests or your Checkpoint examination, This is because the exercises are to help you to get better at doing particular things, rather than testing how well you can do them. Introduction» ee Contents Cd Introduction: Biology Uniti — Plants Ll ‘Variegated leaves 1 Fertilisers: 13 ‘How temperature affects water loss Lt Comparing two flowers 16 Flowers and reproduction 1 Crossword. Unit2 Living things in their environment 22 Dinosauradaptations 23 An ecology investigation in New Zealand 24 Constructing a food web 25 ‘Decomposition of a dead rat 2.6 Lizard population on an island 28 ‘Endangered species 29 ‘The Ramsar Convention Unit3 Variation and inheritance 31 A key for identifying leaves 3.2 ‘Variation in finger length 3.3 Merino sheep 35 Breeding a new varicty of flower 3.6 ‘Woolly mammoths Chemistry Unit4 Material properties The structure of the atom More about the structure of the atom ‘Trends in groups in the Periodic Table Energy changes Exothermic reactions Endoihermic reactions and processes Exothermic or endothermic? Reactivity Reactions of metals in water Reactions of metal with dilute acids Reactivity series Displacement reactions Using displacement reactions 10 4 16 18 20 2 24 25 2 29 31 33 a7 39 41 43 45 46 48 50. 52 4 56 58 60Unit7 Salts 72 Mctals and acids 13 Using carbonates to treat acid soil V4 Forming salts by neutralisation Unit8 Rates of reaction 82 Changes in the rate of reaction BS ‘Surface area and the rate of reaction b4 ‘Temperature and the rate of reaction BS Concentration and the rate of reaction 86 Catalysts Physics Unitg Forces in action 9.1 Understanding density 92 Mcasuring density 93 Calculations involving density 94 High pressure, low pressure 95 Calculations involving pressure 96 Gas pressure 98 ‘Moment of a force 99 Balancing moments Unit1o Electricity 10.3 Moving electrons 104 Electricity on the move 105 Electric current in a series circuit 10,6 Electrons and electric current 10.7 Cells and batteries 10.9 Current in parallel components Unita Energy > How fossil fuels were formed 11.5 Investigating convection 116 Radiation explanations W7 Electricity from the Sun Contents (| ® él 63 68 69 71 4 7 9 81 83 87 90 92 98 100 102 103 Lot 106 108, 110 ua 15 118 120 ome GUnit 1 Plants ee Exercise 1.1 Variegated leaves You'll find this exercise easler to do if you have tried Activity 1.2 first, because you need to understand how to test a leaffor starch. You will also need to think abaut making predictions and use your scientific knowledge, Haytham found a plant that had leaves with some green azeas and some white areas, Leaves like this are called variegated leaves, a white He decicted to test one of the leaves for starch. He made this prediction: ‘The green parts of the leaf will contain starch, but the white parts will not. 4. What is the substance that makes leaves green? 3. First, Haytham put the leaf into boiling water, and left Explain why he did this. @) + romUnit 4 Plants @) 4 Next, he took the leaf out of the water and put it into some hot alcohol Explain why he did this. § Lastly, Haytham dipped the leaf into water and spread it out on a white file ‘The leaf looked white. He added iocine solution to the leaf, Some parts of the Jeaf went orange-brown, and some went blue-black. On the diagram below shade in the parts of the leaf that would go blue-black, if Haytham's prediction was correct. 6 What substance causes the iodine to tuen blue-black? 4 Plants @& Unit 4 Plants Exercise 1.2 Fertilisers. Results from experiments can often be used to help people make decisions. in this exercise, you will use data in a graph to work out how and why a farmer should use nitrate-containing fertilisers, Wheat is an important cereal crop in many parts of the World. An experiment was carried out on a farm ta find out how adding different amounts of nitrate- containing fertiliser affected the amount of grain that the farmer got from his wheat erop. The graph shows the results, 8 < grain yield / tonnes per hectare 0 20 49 60 Bo wo to ago 160 fertiser used | kg per hectare 4 What yield of grain did the farmer get if bedi not add any fertiliser to the field? 2. How much fertiliser should the farmer ada to the field to get a 50% increase in yield? Show how you work out your answer. @ imyy Unit 2 Piants @® 3 The farmer decided that there was no need to add more than about 60 kg of fertiliser per hectare. Explain how the results of the experiment support his | decision, (Remember that fertiiscr is expensive.) 5 Suggest why the results of this experiment might be different if it was repeated in a different place. 4 Plants@® Unit 4 Plants Exercise 4.3 How temperature affects water loss This exercise gives you practice in constructing results tables, drawing line graphs and dealing with anomalous results. You'll also do some calculations, and use your knowledge to try to explain patterns in results. Fernanda set up an experiment to investigate how temperature affects the rate of water loss from plants, The diagrams show what she did. Plant Akept at 4°C PlantAkeptat20°C Plant Akeptat 30°C Fernanda read the mass, in grammes, of each plant and pot each day for 8 days. “These are the results that she wrote down: Plant A: 863, 854, 845, 837, 829, 822, 814, 807 Plant B: 893, 873, 856, 837, 861, 792, 79, 76 Plant C: 842, 810, 780, 748, 714, 682, 650, 618 4 Explain why Fernanda covered the pot and soil of each plant with a plastic bag. )) 4 PlantsUnit Plants (> 2 Draw a results table, and fill in Fernanda’s results, manda decided that one of fer results was anomalous, Draw a circle around the anomalous result in your results table. 3 4 Draw line graphs to display Fernanda’s results on the grid on the next page Put time on the x-axis, and mass of plant and pot on the y-axis. You do wot need to start at 0 on the axis. Draw a separate line for each plant. What should you do about the anomalous result? sre @@) sowUnita Plants @® 5 Fernanda caleulated the mean loss of mass per day for plant A like this: mass on day 1 = 8639 mass on day 8 = 8079 therefore loss of mass over 7 days was 863 ~ 807 = 56g therefore the mean loss of mass per day was 56 = 7 = Bg per day. In the space below, calculate the mean loss of mass per day for plant B and plant G. 6 Use your knowledge of plant and water to suggest an explanation for Fernanda’s results. sin ®i Unit 4 Plants Exercise 1.4 Comparing two flowers inthis exercise, you will need to look very carefully at two flowers. Once you have identified all the different parts, you will record yaur observations in a table, 4. Collect two flowers. Your teacher may give you the lowers, or you may be able to find cwo different flowers yourself. 2. Study each flower carefully: Try to find each of the following parts: + petals—the coloured parts, perhaps with guidelines on thera + sepals —a circle of structures outside the petals + anthers — the parts that make pollen; they are on the end of the stamens + stigma — the part that catches pollen + ovary —the part near the base of the flower which contains avules. 3. Complete the table on the next page to compare the two flowers. There is space for you to add the names of the flowers if you know them, “The first two rows have been started for you. It is up to you to decide what to put in the remaining rows. a Plants,Unit 2 Plants (@ Feature Flower A Flower 8 Number of petals Colour of petals Rs ©(@) Unit 4 Plants Exercise 1.6 Flowers and reproduction The paragraphs in this exercise tell the story af how flowers eventually produce seeds, Choosing the right words to complete the sentences will make you think hard about what happens, and will give you practice in using the terms correctly. Complete the sentences below using the words from the list. You may use each ‘word once, more than once or not at all anthers embryo gametes nectar organs ovule petals scent seed stigma style ‘tissues Flowers are ................ that are involved in sexual reproduction. Many Rowers hhave both male and female parts ‘The snale parts of the flower are the .................) where pollen grains are produced. The pollen grains contain the male ...... ‘The stigma, style and ovaries are the female parts of the flower. Each ovary contains at least one .....:..cs.-..s-5 Which contains the female gametes. Pollination is the transfer of pollen grains froma the ... toa _ . This is often done by insects, which are attracted to the flower by its brightly coloured or by its « sacs The flower often produces a sugary fluid called .................. whieh insects like to eat, As the insects push into the flower to get this sweet fluid, they accidentally pick up pollen grains from the... When they visit another flawer, they may rub some of the pollen grains onto the .. )) a PantsUnit 4 plants @Q ‘Afier pollination, a tube grows out of a pollen grain, ‘The tube grows down, through the «4... ban ovule, The male travel down the tube, When a male gamete fuses with a female gamete inside an ....... zygote is produced, ‘The zygote eventually becomes an becomes a 4 Plants @@® Unit 4 Plants Exercise 1.7 Crossword This crossword puzzle uses words from all of the topics that you have covered this Unit, It's a good way of practising using all of the terms correctl TT ol al ®) inUnit plants ( Across 1 To spread out; fruits help seeds to do this. 4 Ascructure containing an embryo plani; it forms from an ovale after fertilisation ‘The part of a flower that is often brightly coloured and attracts insects tit, 9 The cell that is formed when a male gamete and a female gamete fuse together. 42 Amineral salt that plants need to make proteins and grow well, 45. The fusion of a male gamete with a female gamete 36 A structure found inside the ovary of a flower, which contains the female gamete. Down 2 The transfer of pollen from an anther to a stigana. 3 Atype of insoluble carbohydrate, often stored in leaves and other parts of plants, 5 Avery young organism, for example a developing plant while it is stil inside the seed. 6 Powdery grains that contain the male gametes of plants Asubstance containing mineral salts that is added to the soil to hefp plants to grow better, 40 A mineral salt that is used by plants to make chloraphyll. 44 Asweet, sugary fluid produced by flowers to attract insects 43, Male parts of a flower, iu which pollen is produced, 44 ‘The part ofa lower that receives pollen grains. 45. Astrueture containing seeds, which develops from an ovary afier fertilisation, 4 Plants) Unit 2 Living things in their environment ad Exercise 2.2 Dinosaur adaptations We can find out something about the adaptations of extinct organisms by ‘exercise asks you to think about how dinosaur was adapted to survive in its habitat. It will also help you to remember same of the work-that you did about racks in Stage 7. Dimetrodon was a dinosaur that lived about 280 million years ago. Its habitat was warm, low-lying wetland areas. The drawing shows what we think a Dinudradia may have looked like 1. Describe one adaptation, visible in the drawing, that suggests that Dimcirodin was a camnivore. ay @) 2. Living things In their environmentUnit 2. Living things in their environment (QD 2 Fossil skulls of Dimetmdor show that it had large, strong bones in its head for the attachment of its jaw muscles, Suggest how this adaptation could help it survive 3 No-one really knows why Dindyodon had a huge ‘sail’. Scientists chink that it could have helped to warm the dinosaur up, so that it could begin to be active early in the morning Suggest how a Dimetodon would have to behave, in order to use its sail to warm iis body. 44, Fossils of Dimettodon have been found in North America and Germany. a What is a fossil? Describe how fossils are formed. b What kind of rocks contain fossils? 2 isxtinssranerenrraivens (GD)® Unit 2 Living things in their environment 2 2.3 An ecology investigatior New Zealand itisoften very difficult to find answers to questions about organisms in theit environment. In this exercise, you will think about why itis sometimes helpful to use data from secondary sources, rather than from first-hand experience. You will also try to interpret results aid think about how further investigations could be carried out. Kiwis are flightlese birds that live only in New Zealand. The number of kiwis is decreasing, especially in forests on the mainland. A group of scientists wanted to find out if the eating of kiwi eggs by predators is causing this decrease. Scveral surveys and experiments about this had been done by other researchers, These researchers had found kiwi nests and recorded what happened to the eggs that were laid in them. ‘The scientists did not do any new experiments themselves. Instead, they collected. together all the results from these earlier experiments. Their results are shown in the table, ‘Total number of eggs that were recorded 300 Numberthat hatehed == 2 [_Number that ware definitely eaten by predators: 2 Humber that disappeared 3 Number that were smashed but not eaten a Number that went rotten 16 ‘Number that were deserted by the parents 28 [Number that were buried 2 > vv mings in mtrenvionnenUnit 2 Living things in their environment @ 4 Suggest why the scientists decided to use results that ather researchers had found, rather than try to colleet new data themselves, (You may be able to think of several reasons) 2 What percentage of eggs was definitely eaten by predators? 3 Could any of the other losses of eggs have been caused by predators? Explain your answer. 4 Suggest how the scientists could collect more data to find out if the eating of kiwi eggs by predators is an important reason for the decrease in kiwi numbers. 2 Living things in their environment ®ing things in their environment AY ‘ ( Unit 2 Exercise 2.4 Constructing a food web Tn this exercise, you will use information to construct a food web. It's a good idea to identify the producers first, and put them at the bottom of the web Then build up carefully from there, Remember to make all the arrows paint in the correct direction. Here is the information about some of the organisms that live on grassy plains in Africa, + Giraffes and impala (a kind of antelope) cat the leaves from acacia trees. + Locusts and grass rats eat grass. + Wild dogs, chectahs and lions are predators of all of the vertebrate hesbivores. + Many kinds of birds eat locusts, + Eagles eat birds 4 Inthe space below, construct a food web for this habitat. 2 Draw a greemcircle around each producer in your food web, 3 Draw a blue circle around each herbivore in your food web- 4 Draw a red circle around cach carnivore in your food web. @) 2 vnrvegsitnerenionestfo) ( Unit 2° Living things in their environment (/ Exercise 2.5 Decomposition of a dead rat Most people don't like thinking about what happens to dead bodies, but itis an important part of biology. In this exercise, you will practise finding information in a written passage, and combining this information and your own knowledge to answer questions. Read the passage, and then answer the questions that fallow. A cat killed a rat, but did not eat it, The rat’s body lay on the ground. ‘As soon as the rat died, bacteria alrcady present in its body began to break ‘down its tissues and cells. They produced smelly gases. Blow/fies detected the gases and flew towards the rat’s body. They laid eggs on it. The eggs hatched into maggots (ffy larvae. “The maggots produced enaymes that digested the large molecules that made up the rat's body. Smaller molecules were produced. They were absorbed into the maggots bodies, helping them to grow: Eventually, only the rat's skeleton remained. ‘The maggots changed into adult blow!lies and flew away. Birds and lizards ate some of the blow!hics. 4, Name one predator mentioned in the passage, 2 Name two cecomposers mentioned in the passage. 3. Explain why the-flies only found the rat's body after bacteria had begun to break it down, 2 Living things in their envisonment ©AS) (Ze Unit 2. Living things in their environment 4 Explain bow an atom that was once part of the rat's body could become part of a bird's body. 45 Use the example described in the passage to explain why decomposers are ‘important. a creatineUnit 2. Living things in their environment @® Exercise 2.6 —_ Lizard population on anisland In this exercise, you will practise using your scientific knowledge and understanding to explain a pattem shovin on a graph. You will need to think about the factors that affect the sizes of populations. Four lizards ~ nwo males and wo females were put onto an island where no Iieards were present. The lizards ate fies and other small insects. There were buzzards and eagles on the island, which could cat lizards. ‘The raph shows what happened to the population of Lizards over the mext fifty years. 908 soe a0 ‘number oflizards 500 0 300 200 ee eer ee er) time J years 4. Explain the meaning of the term population. 2 What was the maximum population of lizards on the island? 2 Living thingsin their environment @(> a Unit 2. Living things in their environment 3. Suggest why the lizard population increased during the first 35 years. 14 Suggest why the lizard population eventually stopped increasing, @) 2 \vinevingsotereniannenUnit 2. Living things in their environment ‘@ Exercise 2.8 Endangered species This exercise will help you ta check that yau know the meaning of some important words, and can read information from a bar chart. If the numbers of a species become very low, then the sjrecies is at risk of becoming extinct. The species is said to be threatened or endangered, ‘The bar chart shows the number of species of reptiles that arc affected by four different factors in Europe, oa Key. = I 2teskot number of species. 60 extinction ‘afrepiles affected — fetinetion ° habitat lossd degradation illing by humans human disturbance pollute alabal warming 3. Explain the meaning of these words. species 2 Living things in thei environmentA) um (@ Unit 2 Living things in their environment 2 Which factor affects the most repiile species in Europe? 3 Which factor threatens the most species of reptiles with extinction? 4 Explain why the factor in your answer to question 3 could cause some species of reptiles to become extinct it, 6 Suggest why climate change (global warsning) could eause some species of reptiles to become extinct. BD) 2 tins vinasin ee entronnen