C a m b r id g e

UNIVERSITY PRESS

Cambridge Lower Secondary

Science
W ORKBOOK 9

Mary Jones, Diane Fellowes-Freeman & Michael Smyth

C a m b r id g e
UNIVERSITY PRESS

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learning objectives have not been covered in this Workbook.

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 Contents

> Contents
1 Photosynthesis and the carbon cycle
1.1 Photosynthesis 2
1.2 More about photosynthesis 9
1.3 The carbon cycle 17
1.4 Climate change 20

2 Properties of materials
2.1 Atomic structure and the Periodic Table 24
2.2 Trends in groups within the Periodic Table 28
2.3 Why elements react to form compounds 34
2.4 Simple and giant structures 39

3 Forces and energy

3.1 Density 44
3.2 Heat and temperature 48
3.3 Conservation of energy 52
3.4 Moving from hot to cold 57
3.5 Ways of transferring thermal energy 60
3.6 Cooling by evaporation 63

4 Maintaining life
4.1 Plants and water 68
4.2 Transpiration 74
4.3 Excretion in humans 78
4 .4 Keeping a fetus healthy 79

■>
Contents

5 Reactivity
5.1 Reactivity and displacement reactions 85
5.2 Using the reactivity series and displacement reactions 91
5.3 Salts 94
5.4 Other ways of making salts 97
5.5 Rearranging atoms 103

6 Sound and space

6.1 Loudness and pitch of sound 111
6.2 Interference of sound 114
6.3 Formation of the Moon 120
6.4 Nebulae 124
6.5 Tectonics 127

7 Genes and inheritance

7.1 Chromosomes, genes and DNA 133
7.2 Gametes and inheritance 135
7.3 Variation 137
7.4 Natural selection 143

8 Rates of reaction
8.1 Measuring rates of reaction 149
8.2 Surface area and the rate of reaction 156
8.3 Temperature and the rate of reaction 159
8.4 Concentration and the rate of reaction 165

9 Electricity
9.1 Parallel circuits 172
9.2 Current and voltage in parallel circuits 175
9.3 Resistance 180
9.4 Practical circuits 185

iv >
 How to use this book

> How to use this book

This workbook provides questions for Focus
you to practise what you have learnt in In this exercise, you will decide which variables to keep the same in an
experiment. You will put results in to a table and m ake a conclusion.
class. There is a topic to match each A run does an experiment to investigate whether plants photosynthesise

topic in your Learner’s Book. Each topic faster when they have m ore light.
The diagram shows the apparatus he uses.
►
contains the following sections:

Focus: these questions help you to

master the basics --------------------
Apparatus A Apparatus B Apparatus C

A run puts A p paratus A next to a window.

He puts A p paratus B in a shady co rn er o f the same room.
He puts A p paratus C in a d ark cupboard.

►
Practice
In this exercise, you will provide explanations using your scientific knowledge.
Z ara found a plant that had leaves with some green areas and some
white areas. Leaves like this are called variegated leaves.

Practice: these questions help you to

become more confident in using what
you have learnt -------------------------
She decided to test one o f the leaves for starch using iodine solution. She
made this prediction:

The green p arfs o f'th e leaf will contain starch , but the white p arts
will not.

K
Challenge: these questions will make
Challenge
In this task, you will interpret the results o f a n experim ent. You will
think ab o u t variables, w rite a conclusion and use your scientific
knowledge to explain a set o f results.
Sofia a n d Z ara d o an experim ent to investigate photosynthesis.
They cut ten little discs ou t o f a leaf. Each disc is exactly the same size
and is cu t from the same leaf.
They p u t one disc into w ater in a small beaker a n d shine light o n to it.

you think very hard -------------------- Little bubbles ap p ear on the underside o f the leaf disc.
A fter a while, the bubbles o f gas m ake the leaf disc float to the surface
o f the water.
Sofia and Z ara record the tim e taken for the leaf disc to float to the
surface, then repeat their experim ent w ith four m ore leaf discs.

>
 Photosynthesis
and the carbon cycle
>1.1 Photosynthesis
Exercise 1.1 A How light level affects
photosynthesis
Focus
In this exercise, you will decide which variables to keep the same in an
experiment. You will put results into a table and make a conclusion.
Arun does an experiment to investigate whether plants photosynthesise
faster when they have more light.
The diagram shows the apparatus he uses.

Apparatus A Apparatus B Apparatus C

Arun puts Apparatus A next to a window.

He puts Apparatus B in a shady corner of the same room.
He puts Apparatus C in a dark cupboard.
 1.1 Photosynthesis

1 What should Arun try to keep the same for all three sets of apparatus?
Tick ( / ) three boxes,

the amount of light □

the type of plant □

the mass of the plant □

the number of bubbles □

the temperature

Arun leaves his three sets of apparatus for two days.

Then he measures the volume of gas collected in each
test tube.
This is what he writes down.
A IS.3 cm3
B 7.2. CVY)3
C 0 .5 on3
2 Complete Arun’s results table.

Apparatus Amount of light

B
C

3 What conclusion can Arun make from his results?

Tick ( / ) one box.

Plants need chlorophyll for photosynthesis. □

Plants that live in water photosynthesise more slowly

than plants that live on land. D
Plants photosynthesise faster when they have more light. □

Plants use water for photosynthesis. □

3 >
1 Photosynthesis and the carbon cycle

Exercise 1.1B The effect of different colours

of light on the rate of photosynthesis
Practice
This exercise gives you practice in recording results, and also thinking
about variables in an experiment.
Marcus wanted to find out which colour of light would make a plant
photosynthesise fastest.
The diagram shows the apparatus that he set up.

red cellophane — blue cellophane

water — water

test tube — test tube

water plant — water plant

■ç----------

green cellophane colourless cellophane

water water

test tube test tube

water plant water plant

Marcus shone a light onto each tube. He counted the number of bubbles
that the water plant gave off in one minute. He did this three times for
each water plant.
These are his results,
redl - 10) 12-, 11 blue - S, 12-, 10

greeh — 5, lo colourless - 11, 13, 12.

 1.1 Photosynthesis

1 What was the variable that Marcus changed in his experiment?

2 What was the variable that Marcus measured in his experiment?34

3 List three variables that Marcus should have kept the same in
his experiment.

first variable ..........................................................................................

second variable......................................................................................

third variable .........................................................................................

4 Draw a results table in the space below, and fill in Marcus’s results
so that they are easy to understand. Remember to include a column
where you can write in the mean value for each set of results.
1 Photosynthesis and the carbon cycle

Complete the bar chart to show Marcus’s results.

6 Write down a conclusion that Marcus can make from his results.

Exercise 1.1C Turning an idea into a

hypothesis that can be tested
Challenge
In this challenging task, you will choose an idea and then turn it into
a hypothesis that can be tested by scientific experiment. Then you will
write a plan for the experiment.
Here is an idea about water plants and photosynthesis.
Idea: Carbon dioxide is one of the raw materials for photosynthesis.
We can provide extra carbon dioxide to a water plant by bubbling
carbon dioxide gas into the water. This could allow the water plant to
photosynthesise faster.

6 >
 1.1 Photosynthesis

1 Use the idea to write down a hypothesis that you could test by
doing an experiment.
Check your hypothesis with your teacher before you move on to
question 2.2

2 Use this page and the next to write a plan for an experiment you
could do to test your hypothesis.
• Try to make your plan really clear and detailed, so that
someone else could follow it to do your experiment.
• Include a labelled diagram of the apparatus you would use.
• Draw a results chart with headings.
• Predict what you think the results might be, giving a reason for
your prediction.
• Remember to state your independent variable, dependent
variable and the variables that you will try to keep the same.
1 Photosynthesis and the carbon cycle
 1.2 More about photosynthesis

>1. 2 More about

photosynthesis
Exercise 1.2A Duckweed experiment
Focus
In this exercise, you will practise planning experiments, recording results
and making conclusions.
Sofia does an experiment to find out if extra nitrate fertiliser helps
duckweed plants to grow and reproduce faster.
She takes five dishes and puts the same volume of distilled water into
each of them. She labels the dishes A, B, C, D and E.
She adds one grain of fertiliser to dish B, two grains to dish C,
three grains to dish D and four grains to dish E.
She puts five duckweed plants into each dish.
1 Photosynthesis and the carbon cycle

1 Write the number of grains of fertiliser that Sofia puts into each
dish in the boxes next to each diagram.

2 Which variable does Sofia change in her experiment?

Tick ( / ) the correct answer.
number of duckweed plants Q
volume of water Q
quantity of fertiliser □

3 Which variables should Sofia keep the same in her experiment?

Tick ( / ) all the correct answers.
number of duckweed plants

quantity of fertiliser

light intensity □

volume of water □

temperature □

After two weeks, Sofia counts the number of duckweed plants in each
dish. She writes the results in her notebook.

Dish Number of qrains of fertiliser Number of plants at end of experiment

A 0 5
 1.2 More about photosynthesis

5 Draw a bar chart to display Sofia’s results.

Put ‘number of grains of fertiliser’ on the horizontal axis.
Put ‘number of plants at end of experiment’ on the vertical axis.

Sofia says:S

S From my experiment, I conclude that

duckweed plants grow and reproduce faster
if they have extra nitrate fertiliser. But too
much nitrate fertiliser stops them growing
and reproducing. s '

11 y
1 Photosynthesis and the carbon cycle

Explain how Sofia’s results support her conclusion.

7 How can Sofia improve her experiment?

Tick ( / ) the correct answer.

Use three sets of dishes for each quantity of fertiliser. □

Use a different kind of water plant in each dish. □

Put each dish in a different temperature. □

Exercise 1.2B Testing a variegated leaf

for starch
Practice
In this exercise, you will provide explanations using your scientific knowledge.
Zara found a plant that had leaves with some green areas and some
white areas. Leaves like this are called variegated leaves.

green

She decided to test one of the leaves for starch using iodine solution. She
made this prediction:
The green parts of the leaf will contain starch, but the white parts
will not.
 1.2 More about photosynthesis

1 What is the substance that makes leaves green?

2 Explain why Zara’s prediction is likely to be correct.

3 First, Zara put the leaf into boiling water, and left it there for
5 minutes.
Explain why she did this.

4 Next, she took the leaf out of the water and put it into some
hot alcohol.
Explain why she did this.

5 Lastly, Zara dipped the leaf into water and spread it out on a white
tile. The leaf looked white.
She added iodine solution to the leaf. Some parts of the leaf 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 Zara’s prediction was correct.6

6 What substance causes the iodine to turn blue-black?

1 Photosynthesis and the carbon cycle

Exercise 1.2C Floating discs experiment

Challenge
In this task, you will interpret the results of an experiment. You will
think about variables, write a conclusion and use your scientific
knowledge to explain a set of results.
Sofia and Zara do an experiment to investigate photosynthesis.
They cut ten little discs out of a leaf. Each disc is exactly the same size
and is cut from the same leaf.
They put one disc into water in a small beaker and shine light onto it.
Little bubbles appear on the underside of the leaf disc.
After a while, the bubbles of gas make the leaf disc float to the surface
of the water.
Sofia and Zara record the time taken for the leaf disc to float to the
surface, then repeat their experiment with four more leaf discs.

1 Name the gas that the leaf disc produced when it photosynthesised.

2 Explain why the bubbles of gas formed on the underside of the

leaf, not on the top.3

3 In what way does the time taken for the leaf disc to rise and float
depend on the bubbles of gas? Explain your answer.
 1.2 More about photosynthesis

Sofia and Zara do the investigation again, but this time they put the
beaker and the leaf discs in a room with only dim lighting.
Here are the girls’ results from both tests.

Time talyen for lea- disc to rise to the surface, in seconds

—1
Conditions Trg l Trg 3 Trg 4 Trg 5 Mean

c_s
bright light 14 3 12. 14 11

dim light 44 lala la°\ 77 71

4 Suggest the hypothesis that the girls were testing.

5 What was the independent variable in the girls’ experiment?

6 Sofia thought that there was one anomalous result in each row of
their results table.
Draw circles around the two anomalous results in the table.

7 Calculate the mean time taken for each row in the results table.
Write your answers in the last column.
Remember not to include anomalous results when you calculate
the mean.8

8 Suggest why the times taken for the five leaf discs to rise in each of
1 Photosynthesis and the carbon cycle

the lighting conditions were not all the same.

9 Write a conclusion for the girls’ experiment.

10 Suggest an explanation for the difference between the mean times

for the leaf discs to rise in bright light and in dim light.
 1.3 The carbon cycle

>1. 3 The carbon cycle

Exercise 1.3 Completing a carbon
cycle diagram
The diagram shows part of the carbon cycle.

Focus
1 On the diagram, write these labels next to the correct arrows:
R next to the three arrows that show respiration
P next to the one arrow that shows photosynthesis
C next to the one arrow that shows fossil fuels being formed
D next to the two arrows that show decomposition
F next to the one arrow that shows feeding.

Practice
Hydrogencarbonate indicator changes colour according to how
much carbon dioxide there is in it.
• The indicator is purple when there is no carbon dioxide.
• The indicator is red when there is a low concentration of
carbon dioxide.
• The indicator is yellow when there is a high concentration of
carbon dioxide.

17 >
1 Photosynthesis and the carbon cycle

Arun set up four boiling tubes like this:

Arun recorded the colour of the indicator in each tube at the start of
his experiment. Then he left the tubes in the laboratory for two hours,
and recorded the colour again.
This is what he wrote down.

3 Name two variables that Arun kept the same in his experiment.
 1.3 The carbon cycle

4 Construct a results table in the space below, and complete it to

show Arun’s results.

5 Explain Arun’s results.

Challenge
6 Use Arun’s results, and the diagram of the carbon cycle, to explain
the importance of plants in maintaining a stable concentration of
carbon dioxide in the atmosphere.
1 Photosynthesis and the carbon cycle

>1. 4 Climate change

Exercise 1.4 Interpreting graphs about
climate change
In this exercise, you will look at graphs displaying data collected by
NASA (the USA’s National Aeronatutics and Space Adminstration) and
NOAA (the USAs National Oceanic and Atmosphere Adminstration).
You will need to study the graphs carefully to answer the questions, and
also use your own knowledge about photosynthesis, the carbon cycle
and climate change.

Focus
Here are three graphs about climate change.
Graph A
 1.4 Climate change

Graph B

Extent of sea ice in the

Bering Sea (in the Arctic)
in millions of km2

Graph C

1 Write the letter of the graph that matches each of these statements.

There is more carbon dioxide in the atmosphere now than there

used to be.....................................

Sea level is steadily rising.....................................

Sea ice in the Arctic is present for fewer months in the year now,

and there is less of it.....................................

1 Photosynthesis and the carbon cycle

Practice
2 Look at graph A.
Describe in words what is shown on the graph. Include some
figures in your answer, for example by stating the change in sea
level since 1880.

3 Look at graph B.
Describe two ways in which the extent of sea ice in the Bering Sea in
2017 to 2018 differed from the mean extent from 1979 to 2016.

1 st w ay..................................................................................................

2nd way

Challenge
4 Look at graph B again.
What extra data would you want to collect, in order to be certain
that the extent of sea ice really is changing? Explain your answer.
 1.4 Climate change

5 Look at graph C.
Most scientists think that human activities are contributing to the
changes in carbon dioxide concentration shown in the graph.
Use your own knowledge to explain why they think this.6

6 Look at graph C again.

The measurements of carbon dioxide concentration were made in
Hawaii, which is in the northern hemisphere.
Thinking about plants and photosynthesis, suggest why the line
wiggles up and down (varies throughout) each year.
2 ^ Properties
of materials
> 2.1 Atomic structure and
the Periodic Table
Exercise 2.1 Atomic structure
All parts of this exercise will help you to use the Periodic Table to find
information about the structure of the atoms of elements.
You will need to use the information in the Periodic Table to answer the
following questions.
m e ta ls 1— 2
a to m ic n u m b e r
H He
hydrogen helium
non- m e ta ls
m ass n u m b p r 4
1 -------
3 4 5 6 7 8 9 10
Li Be B C N 0 F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
7 9 11 12 14 16 19 20
11 12 13 14 15 16 17 18
Na Mg Al Si P s Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35 40
20 _
19 K Ca
potassium calcium
39 40

Focus
The atoms of one element are different from the atoms of all other
elements. They have different atomic numbers and mass numbers.
The smaller of the two numbers in each square is the atomic number
and the larger of the two numbers is the mass number.
 2.1 Atomic structure and the Periodic Table

1 What is the atomic number for magnesium?

2 What is the mass number for nitrogen?......

3 Which element has the atomic number 13?

4 Which element has the mass number 20? ...

Atoms of different elements have different numbers of protons, neutrons

and electrons.

Look at this example:

Lithium

Atomic number = 3 The atomic number

tells you how many
Mass number = 7 protons there are.

lithium
Number of protons = 3
J)-------- The mass number tells
you how many protons
Number of neutrons = 7 - 3 = 4
plus neutrons there are.

Number of electrons = 3 (always the same

as the number of protons)

5 Complete these numbers for a boron atom.

Boron

Atomic number = ...................................

Mass number = .......................................

5
Number of protons = .............................
B
boron
11
Number of neutrons = ...........................

Number of electrons =
2 Properties of materials

Practice
6 The element carbon has an atomic number of 6 and a mass number
of 12.

a How many protons does a carbon atom have?............................

b How many electrons does a carbon atom have?................................

c How many neutrons does a carbon atom have?................................

d Draw and label the structure of an atom of carbon.

7 Complete the table.

Atomic Mass Electronic

Element Protons Neutrons Electrons
number number structure

beryllium 4 9 4 5 4 2,2

phosphorus 15 31

calcium 20 40
 2.1 Atomic structure and the Periodic Table

Challenge
8 As you move along a row in the Periodic Table from left to right,
and then along to the next row from left to right, the atomic
number and the mass number change.
Look carefully. Describe these changes.

The atomic num ber..........................................................................

The mass number

9 Which two elements have the same mass number?

10 Name an element that is a gas and has the same number of

neutrons as protons.

11 Complete the table and identify the element.

Elem ent:...........................................................
ato m ic n u m b er

m ass num b er

n u m b er o f protons 19

n u m b er o f neutrons 20

n u m b er o f e lectro n s

e lectro n ic structure
2 Properties of materials

> 2.2 Trends in groups

within the Periodic Table
Exercise 2.2A Elements in the
same group
Focus
In this exercise you compare the structure of atoms in Group 1.
3
Li
lithium
7_____
11
Elements in the same group are similar.
Na
sodium Lithium, sodium and potassium are elements in Group 1.
23
They are all metals.
potassium
39_____

1 What can you say about the number of protons in these three
metals as you look down the group?

2 What can you say about the mass number of these three metals as
you look down the group?

Lithium has electrons arranged in two shells.

It has two electrons in the first (inner) shell,
and one in the second, outer shell.
This is shown as 2,1.
It is called the electronic structure.
lithium
 2.2 Trends in groups within the Periodic Table

3 This diagram shows the structure of the sodium atom.

Complete these numbers for sodium:

Atomic number = ....................................

Mass number = ........................................

Number of protons = ..............................

Number of neutrons = ............................

Number of electrons = ............................

sodium

4 Write the electronic structure of sodium...........................................

5 What is similar about the structures of an atom of lithium and an

atom of sodium?678

6 This diagram shows the structure of the potassium atom.

Complete these numbers for potassium:

Atomic number = ......................................

Mass number = .........................................

Number of protons = ...............................

Number of neutrons = ............................

Number of electrons = ............................

potassium

7 Write the electronic structure of potassium.......................................

8 Compare the structure of the atoms of these three metals in Group 1.

What is similar about their structure?
2 Properties of materials

What is different about the three atoms? Try to state two differences.

Exercise 2.2B Trends in groups within

the Periodic Table
Practice
This exercise will help you to identify trends in groups of the Periodic Table.

1 Explain what is meant by a ‘group’ in the Periodic Table.

2 This table contains some data about the elements in Group 7 of the
Periodic Table. The elements are given in descending order.

Atomic Mass Melting Boiling

Element Reactivity
number number point in °C point in °C

fluorine 9 19 -2 2 0 -1 8 8 most reactive

chlorine 17 35 -101 -3 4

bromine 35 80 -7 59 less reactive

iodine 53

astatine 85

a What trends can you see in this group of the Periodic Table?
 2.2 Trends in groups within the Periodic Table

b Iodine is the fourth element in this group. Would you expect

the melting point of iodine to be higher or lower than that
of bromine?

c Would you expect iodine to be a solid, a liquid or a gas at

room temperature? Give a reason for your answer.

d Would you expect iodine to have a higher or lower boiling

point than astatine? Give a reason for your answer.

e Would you expect astatine to be more or less reactive than iodine?

Exercise 2.2C Comparing trends in

Groups 1 and 7
Challenge
In this challenge exercise, you will use information to compare elements
in the same group.
Group 1

Element Atomic number Mass number Melting point in °C Boiling point in °C

lithium 3 7 180 1360

sodium 11 23 98 900

potassium 19 39 63 777
2 Properties of materials

Group 7

Element Atomic number Mass number Melting point in °C Boiling point in °C

fluorine 9 19 -2 20 -1 88

chlorine 17 35 -101 -3 4

bromine 35 80 -7 59

Use the information to answer the questions.

1 As the atomic numbers in Group 1 increase, what happens to the
melting point?

2 As the atomic numbers in Group 7 increase, what happens to the

melting point?

3 Compare the trends in boiling points in Group 1 and Group 7.

In Group 1 the least reactive shown in the table is lithium; the most
reactive is potassium.
In Group 7 the least reactive shown in the table is bromine; the most
reactive is fluorine.

4 Describe how reactivity relates to the size of the atoms in each group.
In Group 1:

In Group 7:
 2.2 Trends in groups within the Periodic Table

5 The elements that come next in each group, in order of atomic

number, are:
• rubidium in Group 1
• iodine in Group 7.
Make predictions about the reactivity, melting point and boiling
point of rubidium and iodine, compared with the other elements
in their group.
Rubidium, Group 1

Reactivity:.........................................................................................

Melting p o in t:..................................................................................

Boiling p o in t:...................................................................................

Iodine, Group 7

Reactivity:.........................................................................................

Melting p o in t:..................................................................................

Boiling p o in t:...................................................................................
2 Properties of materials

> 2.3 Why elements react

to form compounds
Exercise 2.3A Atoms and ions
Focus
This exercise will help you to show the difference between an atom
and an ion.

1 This diagram shows the structure of a lithium atom.

Label the electron shell with the highest energy level.23

2 Draw a diagram to show the structure of a lithium ion.

3 The symbol for a lithium atom is Li.

What is the symbol for a lithium ion?
 2.3 Why elements react to form compounds

4 This diagram shows the structure of a fluorine atom.

Draw a diagram to show the structure of a fluorine ion.

5 The symbol for a fluorine atom is F.

What is the symbol for a fluorine ion?
2 Properties of materials

Exercise 2.3B Why do ions form?

Practice
In this exercise, you will practise drawing atoms and ions and explain
why ions form.

1 Using the information here, draw atoms and ions of sodium and
chlorine in the spaces below.23

sodium chlorine
atomic number 11 atomic number 17
mass number 23 mass number 35
sodium atom: chlorine atom:

sodium ion: chlorine ion:

2 How are the electrons in an atom held in place?

3 Why are ions formed?

 2.3 Why elements react to form compounds

Exercise 2.3C Forming ionic compounds

(extension material)
Challenge
In this exercise, you will draw diagrams to illustrate the formation of
ionic compounds.
1 When calcium reacts with chlorine the compound calcium chloride
is formed. The formula for calcium chloride is CaCl2.

Information you may need:

Calcium has an atomic number of 20 and a mass number of 40.
Chlorine has an atomic number of 17 and a mass number of 35.

a Draw diagrams to show the structures of calcium and chlorine

atoms. Make sure you label the calcium and chlorine atoms.

b Draw diagrams to show the ions of calcium and chlorine.

Make sure you label the calcium and chlorine ions.
2 Properties of materials

c Explain why the formula for calcium chloride is CaCl

You may use diagrams to help you explain.
 2.4 Simple and giant structures

> 2.4 Simple and giant structures

Exercise 2.4A Ionic or covalent bonds
Focus
This exercise will help you to distinguish between ionic and covalent substances.
Look at the diagrams that show the structures of two substances A and B.

Substance A Substance B

1 What type of bonding do you think substance A has?

Give a reason for your answer.

2 On the illustration above, label substance B to show where there are strong forces.

3 Which substance has bonds where electrons are shared?

4 Which substance has a lattice structure?...........................................

5 A substance when dissolved in water conducts electricity.

What type of bonding does it have?

6 Some giant structures such as diamond are called macromolecules.

What type of bonding is found in a diamond macromolecule?7

7 Give an example of a macromolecule other than diamond.

2 Properties of materials

Exercise 2.4B Properties of ionic and

covalent substances
Practice
In this exercise, you will identify properties of substances linked to
their structures.
Look carefully at the table and answer the questions.123

Solid, liquid or Ionic or simple

Melting point Boiling point
Substance gas at room molecule with
in °C in °C
temperature? covalent bonds
potassium
770 1500
chloride

substance X -182 -161

calcium
solid ionic
chloride

ammonia -7 7 -3 4

magnesium
2825 3600
oxide

bromine -7 59

simple molecule with

substance Y 0 100 liquid
covalent bonds

1 Calcium chloride is an ionic compound that is solid at room

temperature. What does that tell you about its melting and
boiling points?

2 Is substance X a solid, liquid or gas at room temperature?

3 List the substances that are solids at room temperature.

 2.4 Simple and giant structures

4 List the substances, other than substance Y, that have simple

molecules with covalent bonds.

5 Suggest what substance Y is. Give a reason for your suggestion.

6 Which substance, other than substance Y, is a liquid at

room temperature?

7 Explain why magnesium oxide has high melting and boiling points.

8 Explain why ammonia has low melting and boiling points.

2 Properties of materials

Exercise 2.4C Giant structures of carbon

Challenge
In this exercise you will link the structure of diamond and graphite
to their properties.
Diamond and graphite are both giant structures formed from the
element carbon.

1 Which of the diagrams below represents the structure of diamond

and which represents the structure of graphite?

This structure represents: This structure represents:

2 Graphite is a very soft material.

Explain how its structure is related to its properties.
 2.4 Simple and giant structures

3 Diamond is the hardest material on Earth.

Explain how its structure is related to its properties.
I

3 ► Forces
and energy
> 3.1 Density
Exercise 3.1 A Comparing densities
Focus
In this exercise, you will compare the densities of different substances.

1 Which of these has the lowest density?

Tick ( / ) one box.

solid □

liquid □

gas □

2 Marcus has four blocks, A-D, each made from a different type
of wood.
All four blocks have the same volume.
The masses of the blocks are:
A 50 g
B 76g
C 32 g
D 68 g

Which block has the greatest density? Write the letter:...................

 3.1 Density

3 Zara has four pieces of metal, P-S, each made from a different type
of metal.
All four pieces have the same mass.
The volumes of the pieces are:
P 22 cm3 Q 35 cm3 R 19 cm3 S 27 cm3
Which piece of metal has the greatest density?

Write the letter:........................................

4 Arun has some solid blocks with different densities.

State how the density of a solid block should compare with water
if the block is to float on water.

Exercise 3.1 B Understanding and

calculating density
Practice
In this exercise, you will describe density and calculate some densities.

1 Which of these statements describes density?

Tick ( / ) one statement.

the weight of a substance □

the volume that a substance occupies □

the mass of a certain volume of substance Q

the volume of a certain mass of substance Q

2 Complete the equation for density.

density =
3 Forces and energy

3 Calculate the density of each of these substances,

a A 10 g mass of water that has a volume of 10 cm3.

g/cm3
b A 170 g mass of brass that has a volume of 20 cm3.

.......................g/cm3
c A 56 g mass of propane that has a volume of 100 cm3.

.......................g/cm3
4 A solid cube is made from copper.
The lengths of the sides of the cube are 2.0 cm.
a Calculate the volume of the cube.

cm3
b The mass of the cube is 71.2 g.
Calculate the density of the copper.
 3.1 Density

Exercise 3.1 C Density, floating and

sinking
Challenge
In this exercise, you will use density to work out whether substances will
float or sink.
1 The table shows the densities of four different types of plastic.
The plastics are all solids.

type of plastic density in g/cm3

polyethylene 0.91

polypropylene 0.94

cellulose acetate 1.28

polyvinyl chloride 1.38

The densities of two liquids are:

• water 1.0g/cm3
• engine oil 0.92 g/cm3
Name one type of plastic from the table that will
a float in both engine oil and in water

b sink in engine oil but float in water

c sink in both engine oil and in water.

3 Forces and energy

2 Marcus has a model boat with a volume of 250 cm3.

Calculate the maximum mass of this boat that will float in water.
The density of water is 1.0g/cm3.

.......................g
3 A ship is built using a material called mild steel.
Mild steel has a density of 7.9 g/cm3.
Seawater has a density of 1.03 g/cm3.
Explain how a ship can be made from mild steel and safely float in seawater.

> 3.2 Heat and temperature

Exercise 3.2A Heat or temperature
Focus
In this exercise, you will decide whether examples describe heat or temperature.

1 Complete each of the sentences using the word heat or temperature.

a 1 00°C isthe at which water boils.

 3.2 Heat and temperature

b 25 000 J is the quantity o f ......................... needed to make cold

water warmer.

c 22 °C is often described as room ..........................

2 Sofia has two cups of coffee.

The volume of coffee in the cups is the same.
One cup of coffee is at 55 °C.
The other cup of coffee is at 30 °C.
Which statements are true?
Tick ( / ) two boxes.

The temperature of the coffee in each cup is different. Q

The temperature of the coffee in each cup is the same. □

The heat in the coffee in each cup is different. □

The heat in thecoffee in each cup is the same. □

3 Zara serves two bowls of soup.

In one bowl Zara puts 100 cm3 of soup at 60 °C.
In the other bowl Zara puts 200 cm3 of soup at 60 °C.
Which statements are true?
Tick ( / ) two boxes.

The temperature of the soup in each bowl is different. □

The temperature of the soup in each bowl is the same. □

The heat in thesoup in each bowl is different. □

The heat in thesoup in each bowl is the same. □

Exercise 3.2B Comparing heat and

temperature
Practice
In this exercise, you will describe the difference between heat and temperature.
3 Forces and energy

1 a Write down the unit of temperature...........................

b Write down the unit of heat...........................

2 Draw two straight lines to match the quantity with the correct
description.

Quantity Description

the total energy of particles in a substance

heat the maximum energy of particles in a substance

temperature the minimum energy of particles in a substance

the average energy of particles in a substance

3 Complete the sentences using the best words.

In a solid, the particles vibrate about......................... positions.

When a solid is heated, the particles vibrate..........................

When the temperature of a solid decreases, the particles vibrate

4 Two solid blocks of the same material are at 20 °C. One block has
double the mass of the other block.
Explain how the heat and temperature of the blocks compare.
Use ideas about particles.

heat......................................................................................................

temperature
 3.2 Heat and temperature

Exercise 3.2C Measuring heat and

temperature
Challenge
In this exercise, you will think about measuring heat and temperature.
1 Look at the list of equipment.

ruler thermometer protractor joule meter voltmeter

a Name the equipment from the list that can be used to measure
the temperature of water when it is being heated.

b Name the equipment from the list that can be used to measure
the quantity of heat added to water when it is being heated.

2 Marcus uses an electric immersion heater to heat water.

Marcus measures the heat supplied to the water and the temperature
of the water at regular intervals. His results are in the table.

quantity of heat supplied in J temperature of water in °C

0 10

1000 12

2000 14

3000 15

4000 18

5000 20

a Marcus thinks that one of his results is anomalous.

i State which result is anomalous..............................

ii Describe what Marcus could do about this result.

3 Forces and energy

b Use the results in the table to estimate

i the quantity of heat supplied when the temperature of
the water was 19 °C

ii the quantity of heat needed to raise the temperature of

the water to 30 °C.

> 3.3 Conservation of energy

Exercise 3.3A What does conservation
of energy mean?
Focus
In this exercise, you will think about the meaning of the statement
‘conservation of energy’.

1 Which of these will happen when energy is conserved?

Tick ( / ) one box.
The quantity of energy will increase.

The quantity of energy will stay the same. □

A quantity of energy can be made.

A quantity of energy can be destroyed.

2 Which of these shows conservation of energy in an electric lamp?

Tick ( /) one box.
Energy input to the lamp equals energy output from the lamp. □
Energy input to the lamp is greater than energy output from
the lamp. □
Energy input to the lamp is less than energy output from
the lamp. □

The lamp should be switched off when not being used. □

 3.3 Conservation of energy

3 100 J of electrical energy is supplied to a motor.

The electrical energy is changed to thermal and kinetic energy
in the motor.
Write down the total quantity of thermal and kinetic energy
changed in the motor.

..................................... J

4 A car engine changes chemical energy to thermal and kinetic energy.

A total of 3500 J of thermal and kinetic energy are changed.
Write down the quantity of chemical energy changed in the engine.
..................................... J

Exercise 3.3B The law of conservation

of energy
Practice
In this exercise, you will apply the law of conservation of energy.

1 Write down the law of conservation of energy.2

2 An electric lamp changes electrical energy to light and thermal energy.

Explain how the law of conservation of energy applies to this
electric lamp.
3 Forces and energy

3 Sofia takes in more chemical energy from food on days when she is
playing sports than on days when she is resting.
Use the law of conservation of energy to explain why.

4 An electric motor changes electrical energy into kinetic and

thermal energy.
65% of the electrical energy is changed to kinetic energy.
Calculate the percentage of electrical energy changed to thermal energy.

%
 3.3 Conservation of energy

Exercise 3.3C Calculating energy changes

Challenge
In this exercise, you will use the law of conservation of energy to
calculate quantities of energy.

1 An electric lamp takes in 1000 J of electrical energy. The lamp

wastes 850 J of energy. Calculate the quantity of useful energy
changed by the lamp.

2 A motorcycle engine uses 2400 J of chemical energy in fuel.

The thermal energy changed is 1000 J.
The sound energy changed is 600 J.
The remaining energy is changed to kinetic for movement.
Calculate the quantity of kinetic energy changed by the engine.

J
3 Forces and energy

3 A television changes electrical energy into thermal, light and

sound energy.
50% of the energy is changed to thermal.
30% of the energy is changed to light.

a Calculate the percentage of the energy changed to sound.

b (Extension question) Draw a labelled energy flow diagram for

the television in the space below.
 3.4 Moving from hot to cold

> 3.4 Moving from hot to cold

Exercise 3.4A Direction of thermal energy transfer 1
Focus
In this exercise, you will think about the direction of the transfer of
thermal energy.
1 Complete the sentence using the best word.
Thermal energy is transferred from a place of higher temperature
to a place o f ..................................... temperature.
2 Draw an arrow on each of these diagrams to show the direction of
thermal energy transfer.

c
-------------- ice pack at 0°C

foot at 37 °C

57 )
3 Forces and energy

Exercise 3.4B Direction of thermal energy transfer 2

Practice
In this exercise, you will think in more detail about thermal energy transfer.
1 Two objects are in contact. The two objects are at different
temperatures.
Describe the direction of thermal energy transfer between these
two objects.

2 The diagram shows three blocks of metal that

are in contact with each other.
The starting temperature of each block is shown.
Draw arrows on the diagram to show the
direction of thermal energy transfer between 20°C 10°C 30°C
the blocks.3

3 A cup of hot tea is at a temperature of 60 °C.

The tea is left in a room that is at 25 °C.
Sketch a graph of how the temperature of the tea will change with
time. Continue your graph until the temperature of the tea is constant.
70

60 -■

50-

40-
Temperature in °C
30-

20-

10 -

0 - - >
Time
 3.4 Moving from hot to cold

Exercise 3.4C Direction of thermal energy transfer 3

Challenge
In this exercise, you will make predictions about thermal energy transfer.
1 Zara’s body temperature is 37 °C.
a Explain why Zara feels cold when the air temperature is 5 °C.

b Explain why Zara feels hot when the air temperature is 40 °C.

2 Arun fills a glass with water to drink.

The temperature of the water is 10 °C.
Arun puts ice in the water. The temperature of the ice is -15 °C.
Explain what will happen to the temperature of the water when the
ice is added.3

3 Sofia makes a cup of hot coffee. She adds cold milk to the coffee.
Explain what happens to the temperature of the coffee and the
temperature of the milk.
3 Forces and energy

> 3.5 Ways of transferring

thermal energy
Exercise 3.5A Describing thermal energy transfers
Focus
In this exercise, you will describe how thermal energy is transferred in
different situations.

1 Complete the sentences using words from the list.

Each word can be used more than once.

conduction convection radiation

a Thermal energy is transferred from the Sun to Earth b y .............................

b Thermal energy is transferred within metals b y .............................

c When warm air rises through cold air, this is called.............................

d Neither............................n o r............................. can occur in

a vacuum.

2 Draw straight lines to match the type of thermal energy transfer to

the way it works.

Type of thermal energy transfer How it works

p a rticle s v ib ra te m ore, ta ke up
cond uctio n m ore sp ace and d e cre a se the
d en sity o f the su b sta n ce

p a rticle s v ib ra te m ore, co llid e with

co n vectio n p articles b e sid e th e m , m aking
th e se p article s also v ib ra te m ore

ty p e of w a ve that d o e s not
radiation require p article s to tran sfe r therm al
en erg y
 3.5 Ways of transferring thermal energy

Exercise 3.5B Comparing thermal

energy transfers
Practice
In this exercise, you will make comparisons between the three types of
thermal energy transfer.

1 Explain why conduction of heat occurs more easily in solids than

in gases.

2 Explain why convection can occur in liquids and gases but not
in solids.3

3 Explain why radiation can occur in a vacuum while conduction

and convection cannot occur in a vacuum.
3 Forces and energy

Exercise 3.5C Variables affecting

thermal energy transfer
Challenge
In this exercise, you will consider the variables that affect thermal
energy transfers.
Use ideas about conduction, convection or radiation when answering
these questions.
1 a Explain why a cooking pot is made from metal.

b Explain why the handle of the cooking pot is made from wood.

2 Explain why houses in hot countries are often painted white.3

3 Explain why clothing made from wool can help you keep warm in
cold weather.
 3.6 Cooling by evaporation

4 A plastic box with shiny silver aluminium foil on the inside can be
used to keep food hot.

Explain how this works.

> 3.6 Cooling by evaporation

Exercise 3.6A How evaporation works
Focus
In this exercise, you will think about what evaporation is and how it works.
1 Which of these describes evaporation?
Tick ( / ) one box.
when a solid changes to a liquid Q

when a liquid changes to a gas □

when a liquid changes to a solid O

when a gas changes to a liquid □

3 Forces and energy

2 Which particles cause evaporation?

Tick ( / ) one box.
The particles with the most energy. □

The particles with the least energy.

Explain your answer.

3 The boiling point of water is 100 °C.

Water can
evaporate at Water can only
temperatures evaporate at
much lower 100 °C
than 100 °C

X
Zara Sofia

Who is correct, Zara or Sofia?

Give an example to support your answer.
 3.6 Cooling by evaporation

Exercise 3.6B Evaporation and

cooling 1
Practice
In this exercise, you will think about how evaporation causes cooling.

1 Sweat is produced in the skin. Which of these explains how sweat

can cool (lower the temperature of) the skin.
Tick ( / ) one box.
Sweat evaporates, removing thermal energy from skin.

Sweat evaporates, adding thermal energy to the skin. □

Sweat is produced at a lower temperature than the skin. □

Sweat is produced at a higher temperature than the skin. □

2 A liquid is evaporating. The liquid is not being heated.

a Explain what happens to the average energy of the particles in
the liquid.

b Explain what happens to the temperature of the liquid.3

3 Arun has sweat on his face. The air temperature is 25 °C.

Arun uses a fan to blow air onto his face. The fan does not
change the temperature of the air.
Explain why the fan helps Arun to cool (lose heat) faster.
3 Forces and energy

Exercise 3.6C Evaporation and

cooling 2
Challenge
In this exercise, you will think in more detail about how evaporation
causes cooling.

1 Perfume evaporates faster than water.

Sofia has perfume and water at the same temperature.
Sofia puts an equal volume of the perfume and the water separately
on her hand.
Explain which feels colder.

2 Humidity is a measure of the quantity of water vapour in air.

In conditions of high humidity, evaporation stops.
Explain why sweat will not cool (lower the temperature of) the skin
in conditions of high humidity.
 3.6 Cooling by evaporation

3 A type of air cooler works by blowing air from the room through
a sponge soaked in water.
Explain how blowing air through a sponge soaked in water lowers
the temperature of the air.
4 ,lS Maintaining life
> 4.1 Plants and water
Exercise 4.1 A Water uptake by
orange plant seedlings
Focus
In this exercise, you will use a set of results to make conclusions.
Scientists investigated root hairs on two varieties of orange plant
seedlings, variety A and variety B.
They recorded:
• the mean numbers of root hairs per plant
• the mean length of the root hairs on each plant.
The table shows their results.1

Orange plant Mean number of root Mean length of root hairs

variety hairs per plant on each plant in mm
A 920 0.03
B 800 0.02

1 The scientists counted the number of root hairs on 10 plants

of variety A.
How could they use their results to calculate the mean number
of root hairs per plant of variety A?
 4.1 Plants and water

2 The scientists found that variety A orange plants took up more

water in one hour than variety B orange plants.
Use the results in the table to explain why.

3 Describe what happens to water after it has been taken up by a root

hair.

Exercise 4.1 B Celery experiment

Practice
In this exercise, you will use a set of results to construct a line graph.
You will use your graph to make a conclusion.
Zara investigates the rate of water movement up a celery stalk.
She wants to find out how the temperature of the water affects this.

69 >
4 Maintaining life

Zara takes eight celery stalks.

She stands each stalk in a beaker containing a red dye.
She puts each beaker into a water bath. Each water bath is kept at a
different temperature.
After ten minutes she takes out all of the celery stalks.
She cuts each stalk across, every 0.5 cm along.
She looks for the red dye in each slice and estimates how far the dye has
travelled through the slice.

Zara records how far the dye has travelled up each stalk.
She writes her results in a table.1

Temperature in cC Distance the dye travels in Cm

0 1.0

10 14

£0 3.1

30 4 .0

40 4 .S

50 3.2.

laO 7-0

10 S.1

1 Which one of Zara’s results is anomalous?

(Anomalous means that it does not fit the pattern.)
Draw a circle around the anomalous result in the table.

70 >
 4.1 Plants and water

2 Use Zara’s results to construct a line graph on the grid.

Put temperature in °C on the horizontal axis.
Put distance the dye travels in cm on the vertical axis.
Draw a line of best fit. Do not include the anomalous result.
4 Maintaining life

3 What conclusion can Zara make from her experiment?

Tick ( / ) one box.
Plants need more water when the temperature is higher. Ö
As temperature increases, the rate of transport of water
in celery stalks increases. Ö

Celery leaves use water for photosynthesis. □

Exercise 4.1 C Interpreting data about water uptake

Challenge
In this challenge task, you will look at some data collected by researchers
who did experiments on wheat plants. You will choose a good way to
display the data, and then make a suggestion, based on the data.
A team of scientists wanted to compare how much water is taken up by
three different varieties of wheat growing in a cold place.
They grew seedlings of each of the three varieties of wheat.
They provided all of the seedlings with the same volume of water.
They placed the seedlings at a temperature of 2 °C.
They measured how much water each group of seedlings had taken up
after two weeks, and again after six weeks.
The table shows the results.1*

Variety of Volume of water taken up per g of wheat plant, in cm3

wheat after 2 weeks at 2 °C after 6 weeks at 2 °C

A 78 102

B 64 94
C 72 122

1 Suggest why the scientists measured the volume of water taken up per gram
of the wheat plants, rather than the volume taken up by a whole plant.
 4.1 Plants and water

2 Think about different ways in which you could display these results.
Choose one good way and display the results on the grid.

3 Compare the volumes of water taken up by the three varieties of

wheat after two weeks.
4 Maintaining life

4 Describe how the results after six weeks are different from those
after two weeks.

5 Plants need to take up water so that they can photosynthesise and

grow well.
Suggest which variety of wheat would be the best choice for a
farmer in Canada, where the temperatures often fall very low.
Explain your choice.

> 4.2 Transpiration

Exercise 4.2 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.

Focus
Plant A kept at 4 °C Plant B kept at 20 °C Plant C kept at 30 °C
Sofia set up an experiment
to investigate this hypothesis:
Plants lose more water from
their leaves when the
temperature increases.
The diagrams show how Sofia
set up her experiment.

74 >
 4.2 Transpiration

1 Look at Sofia’s hypothesis.

Explain why she covered the pot and soil of each plant with a
plastic bag.

2 Sofia read the mass, in grams, 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, 779, 761
Plant C: 842, 810, 780, 748, 714, 682, 650, 618
Draw a results table, and fill in Sofia’s results.

Practice
3 Sofia decided that one of her results was anomalous.
Draw a circle around the anomalous result in your results table.

75 >
4 Maintaining life

4 Draw line graphs to display Sofia’s results on the grid below.

Put time on the horizontal axis, and mass of plant and pot in
grams on the vertical axis. You do not need to start at 0 on the
y-axis.
Draw a separate line for each plant. What should you do about
the anomalous result?

76 >
 4.2 Transpiration

Challenge
5 Sofia calculated the mean loss of mass per day for plant A like this:
mass on day 1 = 863 g
mass on day 8 = 807 g
therefore loss of mass over 7 days was 863 - 807 = 56 g
therefore the mean loss of mass per day was 56 h- 7 = 8 g per day.
In the space below, calculate the mean loss of mass per day for
plant B and for plant C.

mean for plant B g per day

mean for plant C = .......................g per day

6 Use your knowledge of plants and water to suggest an explanation
for Sofia’s results.

n >
4 Maintaining life

> 4.3 Excretion in humans

Exercise 4.3 Structure and function of the
excretory system
In this exercise, you will check that you know the structure of the excretory system
and can describe the functions of the different organs that are part of this system.

Focus
1 Complete the sentences. Use words from the list. Use each word once.

kidneys renal urea urine water

T he....................... are part of the excretory system.
This is also known as th e ....................... system.
In the excretory system, a waste substance called....................... is filtered
out of the blood.
It dissolves in ....................... , forming a liquid called..........................

Practice
2 Complete the diagram of the excretory system.3

3 Add labels to the diagram. You should label four other structures.
 4.4 Keeping a fetus healthy

Challenge
4 Describe the function of each of the structures that you have
labelled on the diagram.

> 4.4 Keeping a fetus healthy

Exercise 4.4A Length of pregnancy
Focus
In this exercise, you will practise organising data in the best way.
You will also think about the meaning of the word ‘correlation’,
and practise using data to support an argument.
4 Maintaining life

The table shows the mean mass of an adult female of eight different species
of mammal, and the mean time for which pregnancy lasts in that species.

Species Mean mass of a female in kg Mean length of pregnancy in days

moose (elk) 550 245

llama 113 330

goat 15 150

wolf 40 64

lion 150 108

rabbit 1 33

elephant 5000 640

chimpanzee 40 227

1 In the table below, rearrange the data so that it is easier to see if

there is a relationship between the mean mass of a female and the
mean length of pregnancy.

Species Mean mass of a female in kg Mean length of pregnancy in days

 4.4 Keeping a fetus healthy

2 Is there a correlation between the mean mass of a female and the

mean length of pregnancy? Explain your answer and use figures
from the table to support it.

Exercise 4.4B Does caffeine affect

birthweight?
Practice
In this exercise, you will look at some data collected by researchers in
Sweden. You will practise using data to make conclusions and think
about how an investigation could be improved.
A study was carried out in Sweden to investigate the idea that women
who drink a lot of coffee during pregnancy might have smaller babies.
1037 pregnant women took part. They each answered a questionnaire
about how much coffee they drank.
When their babies were born, their birthweights were measured.
The results are shown in the table.

Mean caffeine intake per day in mg Mean birthweight in g

less than 100 3660

100 to 299 3661

300 to 499 3597

500 or more 3694

4 Maintaining life

1 Plot these results as a bar chart on the grid. Think carefully about
the range for the scale on the vertical axis. Remember that you do
not need to begin at 0.

2 What conclusion can you make from these results? Explain your
answer and use figures from the table to support it.3

3 Suggest two ways in which the researchers could have improved

their study.
 4.4 Keeping a fetus healthy

Exercise 4.4C Smoking and

birthweight
Challenge
In this exercise, you will analyse data about smoking and birthweight. You will
use the data to draw conclusions and explain how you made these conclusions.
Scientists in Japan studied how the birthweight of a baby is affected if
the mother smokes while she is pregnant.
They interviewed 53 386 mothers whose babies were born between 2004
and 2007 in a large city in Japan.
They asked the mothers whether they had smoked during pregnancy.
They also recorded the mass of the baby at birth. If the baby’s mass was
less than 2500 g at birth, this was recorded as low birthweight.
The table shows their results.

Mother did not smoke during

Mother smoked during pregnancy
pregnancy
Birth year Percentage of Percentage of
Number of Number of
babies with low babies with low
babies born babies born
birthweight birthweight
2004 to 2005 2609 14.0 23713 9.6

2006 to 2007 2T09 14.5 24955 9.9

Look at the row for 2004 to 2005.

1 How many babies were born in total in 2004 to 2005?2

2 Did most mothers smoke during pregnancy in 2004 to 2005?

Use the numbers in the table to explain your answer.
4 Maintaining life

3 Did smoking during pregnancy increase the risk of a baby having low
birthweight? Use the numbers in the table to explain your answer.

Now look at the next row as well - the row for 2006 to 2007.
4 Look at the number of babies born. Is there any evidence that
fewer women smoked during pregnancy in 2006 to 2007, than in
2004 to 2005? Use the numbers in the table to explain your answer.5

5 Do you think that the results in the table prove that smoking during
pregnancy is harmful to a fetus? Explain your answer.
 Reactivity
> 5.1 Reactivity and
displacement reactions
Exercise 5.1 A Using the reactivity series
Focus
In this exercise, you will use the information from the reactivity series to
make some predictions.
The diagram shows the reactivity series of metals.
most reactive

Potassium, K

Sodium, Na

Calcium, Ca

Magnesium, Mg

Zinc, Zn

Iron, Fe

Copper, Cu

Silver, Ag

Gold, Au

least reactive
5 Reactivity

1 Sodium burns brightly when heated, and forms an oxide.

Does magnesium react more vigorously or less vigorously than sodium?

2 Copper reacts very slowly when heated.

Suggest how silver reacts when heated.

3 Iron reacts very slowly with dilute acid. How do you expect zinc to
react with dilute acid, compared with iron?

4 If an iron nail is put in a solution of copper sulfate, there is a reaction.

This is the word equation:
copper sulfate + iron —►iron sulfate + copper
Iron is more reactive than copper, so it ‘pushes out’ or displaces the
copper from the sulfate.

If you place a copper nail in a solution of iron sulfate, will there be

a displacement reaction?

Explain your answer.

5 Suggest a metal that cannot displace copper in the solution of

copper sulfate.6

6 Metal X displaces silver in a solution of silver chloride.

Metal X does not displace zinc in a solution of zinc chloride.
Suggest what metal X could be..............................
 5.1 Reactivity and displacement reactions

7 Look at the possible reactions described below. Write yes next to those
that will happen and no next to those that will not.
a zinc and copper sulfate, to give copper..............
b iron and magnesium chloride, to give magnesium..............
c copper and zinc chloride, to give zinc..............
d zinc and iron chloride, to give iron...............
e iron and silver nitrate, to give silver...............
8 Write the word equation of the reaction between magnesium and
zinc chloride.

..........................................+ ........................................... - » ........................................... +

Exercise 5.1 B Displacement reactions

Practice
In this exercise, you will practise interpreting information and writing
word equations.
1 More reactive metals can displace less reactive ones from solutions
of salts. The table below shows the results of an experiment that
uses displacement reactions.

iron copper zinc magnesium

copper sulfate reaction reaction reaction

zinc sulfate no reaction no reaction reaction

magnesium sulfate no reaction no reaction no reaction

a The table shows that zinc displaces the copper in copper sulfate.
What does this tell you about the reactivity of zinc and copper?

b Write the word equation for the reaction between zinc and
copper sulfate.
5 Reactivity

c The table shows there is no reaction between magnesium

sulfate and zinc. What does this tell you about the reactivity
of these two metals?

d Use the table to work out whether iron is more or less

reactive than copper. Then, work out whether magnesium is
more or less reactive than iron. Write these metals in order
of reactivity, starting with the most reactive, based on the
information in the table.

2 Sofia has been given the task of identifying a metal. She knows that
the metal is one of zinc, iron, copper or silver. She has been given
a number of small pieces of the metal and also some solutions of
copper sulfate, zinc sulfate, iron sulfate and silver nitrate.

a Explain how she could use these solutions to identify the metal.

b Explain how you could use displacement reactions to distinguish

between iron and zinc. You may use any solutions you choose.
 5.1 Reactivity and displacement reactions

Exercise 5.1 C Displacing metals

Challenge
In this exercise, you will discuss the reactivity of metals and predict
which displacement reactions will take place.
Arun has six metals A, B, C, D, E and F. He also has six test tubes
of a solution of a salt of metal A, six test tubes of a solution of a
salt of metal B, and so on. He adds a small piece of each metal to
six tubes, one of each of the salt solutions.
The bar chart shows the number of displacement reactions that take place.

4
number of
displacement 3
reactions
taking place 2

metal

1 Which of the metals A, B, C, D, E, F is most reactive?

Explain your choice.
5 Reactivity

2 Complete the table using Arun’s results. Use a tick to show where a
reaction happened and a cross where a reaction has not happened.
Start filling in the table for the most reactive metal first,then
the next most reactive and so on.

Metal

A B C D E F

B
Metal salt

3 Metal C is copper and metal D is zinc. Suggest what the other

metals might be. Give reasons for your choices.45

4 Complete the following word equations. If there is no reaction

between the metal and the salt, write no reaction.

a copper sulfate + iron —►..........................................................

b magnesium chloride + zinc —>...............................................

c iron sulfate + magnesium —►.................................................

d zinc chloride + silver >.........................................................

e zinc chloride + iron -►............................................................

5 Explain why it is not possible for you to carry out displacement

reactions using the metal potassium.
 5.2 Using the reactivity series and displacement reactions

> 5.2 Using the reactivity series

and displacement reactions
Exercise 5.2 Using displacement reactions
Focus
This exercise will give you practice in using information from
displacement reactions to identify an unknown metal.
1 A metal displaces the iron from a solution of iron sulfate and the
copper from a solution of copper sulfate. This metal does not
displace the magnesium from a solution of magnesium sulfate.

a What does this tell you about the reactivity of the unknown metal?

b This unknown metal could be one of two metals shown in the

reactivity list in Exercise 5.1 A. Which two?

c Name a metal that you could use to:

displace copper from copper sulfate.

displace zinc from zinc chloride.......

5 Reactivity

Practice
In this exercise, you will practise describing and explaining the use of
displacement reactions.
2 a Explain why zinc can be used to displace iron from iron chloride.

b Write the word equation for the reaction that takes place when
zinc reacts with iron chloride.

c Copper is less reactive than iron. Predict whether zinc can be

used to displace copper from copper chloride.

d Explain why magnesium cannot be displaced by zinc in a

solution of magnesium chloride.

Challenge
In this exercise you will explain how displacement reactions are used in
practical ways.3
3 a Explain how the displacement of iron from iron oxide is used
to weld rails together.
 5.2 Using the reactivity series and displacement reactions

b Why is this method used and not other methods of welding?

c Write the word equation for this reaction.

4 Iron is produced from its ore, iron oxide, by using a displacement reaction.
This is done in a blast furnace.

a Which element is used to displace iron?

b Describe briefly how this process is carried out.

c Write the word equation for this reaction.

d Suggest where the element used in this reaction fits in the

reactivity series.
5 Reactivity

> 5.3 Salts

Exercise 5.3A Which acid is used to make which salt?
Focus
In this exercise, you will identify which acid is used to produce a salt.
Then you identify a salt from its formula.

1 Link the name of the acid with its formula, and with the name
of the salt it produces.
Draw lines to link the boxes. Use a ruler.234

Acid Formula Salt

hydrochloric acid hno 3 sulfates

sulfuric acid HCI nitrates

nitric acid h 2s o 4 chlorides

2 The following compounds are all salts of magnesium. For each one,
state the acid that has been used to make the salt.
• magnesium chloride......................................................................

• magnesium sulfate........................................................................

• magnesium nitrate........................................................................

3 Write the name of the salt next to its formula.

• N aC l...............................................................................................

• C uS04.............................................................................................

• U u U I ; ...........................................................................................................................

• k n o 3.............................................................................................

4 Citric acid is found in fruit. What are salts of this acid called?
Exercise 5.3B Making salts
Practice
In this exercise, you will explain how some salts are made and practise
some word equations.

1 Explain how you could make the salt zinc nitrate using zinc metal.

2 Write the word equation for this reaction.

3 Explain why you could not make silver sulfate by that method.

4 Explain why you could not make potassium sulfate by that method.

5 Copper sulfate is made by mixing copper oxide with sulfuric acid

and gently heating it.
a Why is it important that the acid mixture does not boil?

b Write the word equation for the reaction.

5 Reactivity

6 Write the word equations for the following reactions:

a magnesium and nitric acid

b copper oxide and nitric acid

c zinc and hydrochloric acid

d zinc and sulfuric acid

Exercise 5.3C Practical steps for making salts

Challenge
In this exercise, you will describe in detail the practical steps needed to
produce a salt using an oxide and an acid.

1 Why is copper chloride not made by reacting copper with dilute

sulfuric acid?2

2 Describe the three steps involved in producing crystals of the salt

copper chloride. For each step, describe the method and include the
safety precautions needed. Use diagrams if they help your answer.
 5.4 Other ways of making salts

> 5.4 Other ways of

making salts
Exercise 5.4A Preparing copper chloride
Focus
In this exercise, you will explain the steps in the formation of a salt.
You will also consider some of the safety precautions needed.
Zara and Sofia are preparing the salt copper chloride. Zara pours some
hydrochloric acid into a beaker. Then Sofia adds some copper carbonate.
5 Reactivity

1 What happens when Sofia adds the copper carbonate to the acid?

Sofia adds more and more copper carbonate until there is no more
reaction. There is some unreacted copper carbonate left in the
beaker. Sofia filters the mixture.

2 What is left in the filter paper?

3 The filtrate passes through the filter paper into the flask.
What is this liquid?4

4 Next, Zara and Sofia want to produce crystals of the salt.

What must they do?
 5.4 Other ways of making salts

5 Why must they be very careful when they carry out this step?

6 What should they do to reduce the hazard?

7 Write the word equation for this reaction.

copper
carbonate

Exercise 5.4B Preparing potassium chloride

Practice
In this exercise, you will describe the steps needed in some practical
work to produce a salt from an acid and an alkali.
Zara and Marcus want to prepare the salt potassium chloride,
using potassium hydroxide.

1 Which acid should they use?

2 For the first step in this process, Zara and Marcus put 20 cm23
of potassium hydroxide in a conical flask. They use the acid to
neutralise it.
List the equipment they will need for this first step in the process.
5 Reactivity

3 Describe the method for carrying out this step.

Include any safety precautions.

4 How will they know when the potassium hydroxide is neutralised?

5 When the potassium hydroxide is neutralised, Zara and Marcus

have a coloured solution. How do they remove the colour, so that
the crystals of potassium chloride are pure?

6 Write the word equation for the neutralisation reaction.

7 Write the symbol equation for this reaction.

 5.4 Other ways of making salts

Exercise 5.4C Mystery substances

Challenge
In this exercise, you will use the information given to identify some
substances.
Arun and Marcus had three different substances, A, B and C each
in the form of powder.

They placed a sample of each in one of three different test tubes.

They added a different liquid to each test tube.
They observed the reactions and did some tests.

In the tube containing A, bubbles of gas

were produced. When this gas was passed
through limewater, it became milky.
limewater
becoming
milky

In the tube containing B, no bubbles were

produced.
5 Reactivity

In the tube containing C, bubbles of

gas were produced. When the students
collected this gas and tested it with the
lighted splint, there was a squeaky pop.

After these substances had finished reacting, Arun and Marcus heated
the three solutions (after filtering where necessary). They evaporated the
substances to dryness to form three crystalline substances:
substance A produced zinc sulfate
substance B produced iron chloride
substance C produced magnesium chloride.

1 Which gas did substance A produce?

2 Which gas did substance C produce?

3 Which general name is given to the crystalline substances produced

in this way, after evaporation?

4 Suggest which liquid was added to tube A.

5 Suggest which liquid was added to tube B.

 5.5 Rearranging atoms

6 Suggest which liquid was added to tube C.

7 Suggest what substance A could have been.

8 Suggest what substance B could have been.

9 Suggest what substance C could have been.

10 Write a word equation for the reaction involving substance A.

11 Write a word equation for the reaction involving substance B.

12 Write a word equation for the reaction involving substance C.

> 5.5 Rearranging atoms

Exercise 5.5A What happens to the atoms
and the mass when chemicals react?
Focus
In this exercise, you will develop your understanding of how atoms
rearrange in a chemical reaction and look at what happens to the mass
of products in a reaction.
When chemicals react together, none of the atoms is lost.
They rearrange to make other chemicals.
5 Reactivity

1 In forming magnesium oxide, one atom of magnesium bonds with

one atom of oxygen.

magnesium + oxygen —> magnesium oxide

Colour the atoms of magnesium green.

Colour the atoms of oxygen red.

2 This diagram shows magnesium and hydrochloric acid reacting.

magnesium + hydrochloric acid —» + hydrogen

a Colour the atoms of magnesium green.

Colour the atoms of chlorine yellow.

b Name the salt that is produced.

3 a In the reaction shown in question 2, how many:

atoms of hydrogen are on the left side of the equation?...........
atoms of hydrogen are on the right side of the equation?.......
atoms of chlorine are on the left side of the equation?............
atoms of chlorine are on the right side of the equation?.........

b Are there the same number of magnesium atoms on each side

of the equation?.......................

4 Now look at this reaction.

oxygen + hydrogen water

a Colour the atoms of oxygen red. Leave the hydrogen atoms blank.
 5.5 Rearranging atoms

b Draw a circle around the word or words to make this

statement correct:
The number of hydrogen atoms in the reactants is
larger than / smaller than / the same as the number of
hydrogen atoms in the products.
c Write a statement about the number of oxygen atoms in the
reactants and in the products.

5 Marcus places 10 g of iron filings in a test tube. He adds 6 g of

sulfur and mixes the two powders. He then heats the mixture.

The iron and sulfur react together to form iron sulfide.

When the reaction is complete the mass of the product is 16 g.
The mass does not change.
Zara puts 15 g of iron filings and 9 g of sulfur in her test tube and
heats it.
What is the mass of Zara’s product? ....................... g

6 Zara now adds 30 g of calcium carbonate to 50 g hydrochloric acid

in a 250 cm3 beaker.

What does Zara expect the reading on the top pan balance to be
when the reaction has finished?
5 Reactivity

Exercise 5.5B Before and after the reaction

Practice
This exercise will help you to understand and explain what happens to
atoms in a chemical reaction and explain some unexpected results.
1 The products of a chemical reaction contain the elements calcium,
chlorine, hydrogen, oxygen and carbon.
What elements were present in the reactants?

2 The particle diagram shows the reactants in a chemical reaction.

Complete the word and symbol equations and draw a particle
diagram for the missing product.

sulfur + oxygen —»

S + o2

3 This is the word equation for the reaction of magnesium carbonate

with hydrochloric acid.
magnesium hydrochloric magnesium carbon
+ water
carbonate acid chloride dioxide

a Which elements are present in magnesium carbonate?

b Which elements are present in carbon dioxide?

c Water contains the elements hydrogen and oxygen. Where did

the hydrogen in the water come from in this reaction?

d Where did the chlorine in the magnesium chloride come from

in this reaction?
 5.5 Rearranging atoms

4 If the mass of the products in the reaction above was 45 g,

what was the mass of the reactants?

5 When magnesium reacts with sulfuric acid, the products are

magnesium sulfate and hydrogen.
If there are 25 g of magnesium at the start of the reaction how
much magnesium will be present in the magnesium sulfate?

6 Explain what is meant by the term conservation of mass.

Arun is investigating the idea of conservation of mass.

• He places some zinc in a beaker and finds the mass of the zinc.
• He places some dilute sulfuric acid in a beaker and finds the mass
of the sulfuric acid.
• He then mixes the zinc metal and the sulfuric acid in
another beaker.
• When the reaction has finished, he finds the mass of the contents
of the beaker.

Arun starts with 100 g zinc and 150 g sulfuric acid.

7 What is the mass of the products of this reaction?8

8 Write the word equation for this reaction.

5 Reactivity

9 At the end of the reaction, Arun finds that the mass of the contents of
the beaker is 247 g. He repeats the experiment and gets the same result.

a Has he made a mistake?

b Suggest why Arun got this result.

10 When a scientist gets an unexpected result in an experiment what

should they do?

Exercise 5.5C Investigating burning magnesium

Challenge
In this exercise, you will make a conclusion from experimental data and
consider the practical problems when carrying out an investigation.
In an investigation, magnesium is burned in a limited volume of pure
oxygen. The aim of the investigation is to answer this question.
How does the mass of the compound formed depend on the mass of the
magnesium burned?

1 What variables need to be controlled to make this investigation fair?2

2 Write the word equation for the reaction between magnesium

and oxygen.

108 y
 5.5 Rearranging atoms

These results were obtained.

Mass of magnesium burned in g Mass of compound formed İn g

0.5 0.9
1.0 1.8
1.5 2.6
2.0 3.4
2.5 3.4
3.0 3.4

3 Plot the results on the grid below. Join the points appropriately.
5 Reactivity

State a conclusion you can make from these data.

5 Explain why the mass of the compound formed stays the same
when the mass of the magnesium used increases from 2.0 g to 3.0 g.

6 If you carried out this investigation in a laboratory, suggest:

a problems you could have getting accurate results

b safety aspects you should consider.

 Sound and space
> 6.1 Loudness and pitch
of sound
Exercise 6.1 A Comparing sound waves
Focus
In this exercise, you will compare sound waveforms as they are seen on
an oscilloscope screen.
Zara plays four different notes on the flute.
The diagram shows how the four waveforms from these notes appear on
an oscilloscope screen.
You can refer to each wave once, more than once or not at all.

1 Which is the loudest sound?........

2 Which has the largest amplitude?

3 Which is the quietest sound?.......

4 Which is the highest pitch sound?

5 Which is the lowest pitch sound?.

6 Which has the highest frequency?

6 Sound and space

Exercise 6.1 B Drawing sound waves

Practice
In this exercise, you will draw sound waveforms as they appear on oscilloscope
screens using your understanding of amplitude and frequency.
This diagram shows the waveform of a sound.

1 On this blank grid, draw how the

waveform appears when:
• the amplitude increases
• the frequency stays the same.

2 On this blank grid, draw how the

waveform appears when:
• the frequency increases
• the amplitude stays the same.

3 On this blank grid, draw how the

waveform appears when:
• the amplitude decreases
• the frequency decreases.

112 y
 6.1 Loudness and pitch of sound

Exercise 6.1 C Understanding sound waves

Challenge
In this exercise, you will show your understanding of amplitude and
frequency in sound waves.

1 A sound wave travels through air.

The sound wave makes the particles in air move forward by 0.5 mm.
After the particles return to their original position, they move
backward by 0.5 mm.
The particles make 250 complete vibrations in 1 second.

a State the amplitude of this sound wave.

mm

b State the frequency of this sound wave.

Give the unit of frequency with your answer.

............................... u n it........................

2 A sound wave has an amplitude of 0.1 mm and a frequency

of 1200 Hz.
The sound wave changes to have an amplitude of 0.04 mm and
a frequency of 1500 Hz.
Describe two ways that the sound changes.

11
6 Sound and space

3 Arun plays a musical note on the guitar by plucking a string.

Arun plays a second musical note that is double the frequency of
the first note.
Describe how each of these changes between the first and second
notes affect the:

a sound produced by the string

b vibrations of the guitar string

c vibrations of the air particles caused by the string.

> 6.2 Interference of sound

Exercise 6.2A Reinforcing sound
Focus
In this exercise, you will think about what happens when sound waves
reinforce.

1 What happens when a sound is reinforced?

Tick ( /) one box.
The sound becomes higher pitched. The sound becomes lower pitched. □

The sound becomes louder. The sound becomes quieter. □

 6.2 Interference of sound

2 The diagram represents two sound waves that meet each other.

Which diagram shows the result when these two waves meet?
Circle the correct answer.3
A B

3 Zara and Sofia both play a piano in the same room.

Zara and Sofia both play the same note at the same time.
Why does this note sound louder than notes they play separately?
Tick ( / ) one box.
The sound waves reinforce. Q

The sound waves cancel. Ö

The sound waves make a higher pitch. Q

The sound waves make a lower pitch.

6 Sound and space

Exercise 6.2B Cancelling and reinforcing

Practice
In this exercise, you will think about how sound waves can cancel or
reinforce each other.

1 Arun listens to the sound of one musical note from a loudspeaker.

a Another identical note reinforces the sound from
the loudspeaker.
State any difference in pitch and loudness that Arun hears
when these sound waves reinforce.
The pitch...............................
The loudness...............................

b Another sound of the same pitch cancels the sound from

the loudspeaker.
Describe what Arun hears.
 6.2 Interference of sound

2 The diagram represents a sound wave, S.

Wave S

b On this grid, draw another wave

that would cancel wave S.
6 Sound and space

Exercise 6.2C Interfering sound waves

Challenge
In this exercise, you will think about what must happen for sound waves
to reinforce or cancel.
1 a Two sound waves, A and B, meet and reinforce. Sounds A and
B have the same pitch.
The resulting wave, C, has double the amplitude of one of
these waves.
i State how the amplitudes of waves A and B compare to
each other.

ii State how the frequencies of waves A and B compare to

each other.

iii State how the frequency of wave C compares to the

frequency of wave A.

b Two other sound waves, D and E, meet and cancel each

other completely.
State how the amplitudes and frequencies of waves D and E
compare before they meet.
Amplitudes

Frequencies
 6.2 Interference of sound

2 The diagram shows the vibration of a particle, P, in air.

A sound wave, W, is making the particle vibrate.
Particle P vibrates with a frequency of 2500 Hz.
p
1mm backward <-------------A -------------► 1mm forward

a Another sound wave, S, with the same amplitude and

frequency meets sound wave W. The two sound waves
reinforce each other to give a wave with double the amplitude.

i State the frequency of vibration of P when the two waves

reinforce.

ii State the amplitude of vibration of P when the two waves

reinforce.

b The sound making wave S stops. Wave W continues and

particle P vibrates as shown in the diagram.
Another sound wave, Q, meets wave W.
The result is that both waves cancel.
State the frequency and amplitude of wave Q.

Frequency:...............................................

Amplitude:...............................................
6 Sound and space

> 6.3 Formation of the Moon

Exercise 6.3A How was the Moon
formed?
Focus
In this exercise, you will think about how the Moon was formed.

1 The diagrams show stages suggested by the collision theory for the
formation of the Moon.
The diagrams are not in the correct order.
A B

Moon

ring of rocks and dust impact rocks and dust come

together to form the Moon

Write the letters of the diagrams to show the correct order of the
events in the collision theory.

1 .................. 2 .................. 3 .................. 4 ................

The collision theory for the formation of the Moon describes

an object the same size as Mars.
What was this object?
Tick ( / ) one box.
An asteroid. □
A newly formed star. □
A newly formed planet. □
A comet from outside the Solar System. □

120 y
 6.3 Formation of the Moon

3 In the collision theory, the object that collided with Earth was
called Theia. If the collision theory were correct, which object
would contain particles from Theia?
Tick ( / ) one box.
The Moon only. □

The Earth only. | |

Both the Earth and the Moon. | |

Neither the Earth nor the Moon. □

Exercise 6.3B Describing the collision

theory
Practice
In this exercise, you will describe the collision theory for the formation
of the Moon.

1 The diagram shows a timeline of the Solar System. The timeline

starts when the Solar System was first formed and continues to the
present day. The timeline covers 4600 million years.
A B C D

formation ,, ,, „ ,,
of the Solar present day
System

Which arrow shows the time of the formation of the Moon

according to the collision theory?

Write the letter:..................

6 Sound and space

2 Describe how the Moon was formed according to the collision theory.
You can use the space to draw a diagram if that helps your answer.

Exercise 6.3C Evidence for the collision theory

Challenge
In this exercise, you will consider evidence for the collision theory of the
Moon’s formation.

1 List three pieces of evidence that support the collision theory.

1 .................................................................................................................
Give one piece of evidence that contradicts the collision theory.

Another theory for the formation of the Moon is the fission theory.
The fission theory suggests that the Earth and Moon were once
the same object. This object then split into two parts soon after
formation. The two parts are now the Earth and the Moon.
Which piece of evidence could support both the fission theory and
the collision theory?
Tick ( /) one box.
The composition of rocks on the Moon is very similar to
that on Earth. Q
The Moon is smaller than the Earth. I I
The Earth only has one moon and some other planets have
more than one moon. O
The moons of Mars were originally asteroids. □

A different theory for the origin of the Moon is called the capture
theory. The capture theory suggests that:
• the Moon was an object that was formed separately and far
away from Earth
• this object was passing close by Earth
• the object was attracted by gravity from the Earth
• the object then remained in orbit around the Earth.
a State one piece of evidence that supports the collision theory
but contradicts the capture theory.

b Explain how your answer to part a supports the collision

theory but contradicts the capture theory.
6 Sound and space

> 6.4 Nebulae

Exercise 6.4A What are nebulae?
Focus
In this exercise, you will think about what nebulae are.

1 Arrange these objects in order of size from smallest to largest.

star nebula moon asteroid

2 Which statements about nebulae are true?

Tick ( /) all correct statements.
All nebulae contain dust and gas. Q

All nebulae act as stellar nurseries. Q

All nebulae are different shapes. Q

All nebulae are bigger than the Milky Way galaxy.

3 Name the gas that is most commonly found in nebulae.

Exercise 6.4B Types of nebula
Practice
In this exercise, you will compare different types of nebula.
The table contains information about four different types of nebula.

Type of
Example Information about this type of nebula
nebula

emit a large quantity of energy, so they

emission Orion
appear bright against the background
nebula Nebula
of space

dark Horsehead block the light from stars that are behind
nebula Nebula them, so they appear almost black

reflection only reflect the light from nearby stars,

Pleiades
nebula so they can appear very bright

emit a very large quantity of energy for a

supernova Crab
relatively short time, so they can appear as
remnant Nebula
some of the brightest objects in the sky

Use information in the table to answer these questions.

1 Name one type of nebula that emits its own light.

2 Name one example of a nebula that does not emit its own light.

3 a Suggest one type of nebula that could act as a stellar nursery,

b Explain your answer.

6 Sound and space

Exercise 6.4C Stellar nurseries

Challenge
In this exercise, you will consider what happens in stellar nurseries.

1 Describe what is meant by the term stellar nursery.

2 Briefly describe how a star is formed.

3 Scientists have estimated

the numbers of stars that
have been formed since
the Universe began.
The number of stars that Star formation rate
are formed in each time
period is called the star
formation rate.
The graph shows the results
of these estimates.

Describe the trends in the results.

 6.5 Tectonics

> 6.5 Tectonics

Exercise 6.5A Movement of tectonic

Focus
In this exercise, you will think about how tectonic plates move.

1 The diagram shows a section through part of the Earth.

a Add labels to the diagram. Use the words:

mantle inner core crust outer core

b Draw arrows on the diagram to show the direction of
convection currents inside the Earth.

c Which of the layers that you labelled in part a is made of

tectonic plates?
6 Sound and space

2 The diagram shows how scientists think some of the continents

may have looked about 200 million years ago.

Describe what has happened to these continents in the last

200 million years to move them to their current positions.

3 Which statements are evidence for tectonic plates?

Tick ( / ) all correct statements.
The same types of fossils have been found in different
continents. I I

Volcanoes and earthquakes are more likely to happen in

particular places. □

There is more land north of the equator than south of

the equator. Ö

The alignment of magnetic materials in rocks varies with

the age of the rock.

Each of the continents has parts that have different

climates. □
 6.5 Tectonics

Exercise 6.5B Tectonic plates

Practice
In this exercise, you will think about what tectonic plates are and how
they move.
1 a List each of these parts of the Earth in order from hottest
to coldest.
mantle inner core crust outer core

b One of these parts contains large convection currents,

i State which part.

ii Describe what causes these convection currents.

iii Describe how these convection currents cause the

movement of tectonic plates.
6 Sound and space

2 The diagram shows a feature called the mid-Atlantic ridge.

mid-Atlantic ridge

The mid-Atlantic ridge is a long area under the Atlantic Ocean

where the Earth’s crust is being pushed up by convection from below.
a Use this information, and ideas about tectonic plates, to suggest
why the continents of North America and Europe are moving
away from each other.

b Most of the underwater volcanoes and earthquakes in the

Atlantic Ocean occur along the mid-Atlantic ridge. Suggest why.
Exercise 6.5C Evidence for tectonic plates
Challenge
In this exercise, you will consider the evidence for tectonic plates.

1 a Describe what is meant by tectonic plates.

b Briefly describe what causes the movement of tectonic plates.

2 a In the year 1912, a scientist called Alfred Wegener was the

first person to suggest that the Earth’s continents were slowly
moving. Suggest why people did not believe this theory in 1912.

b A GPS system uses artificial satellites to accurately work

out positions on Earth. GPS systems are commonly used in
navigation applications.
Scientists have used GPS systems to show that the North
American continent is moving towards the west at a speed of
23 mm per year.

Explain how this provides evidence for tectonic plates.

6 Sound and space

ii Assuming that North America moves at a constant

speed of 23 mm per year, calculate the time taken for this
continent to move by 1 km.

....................... years

3 Explain how each of these facts is evidence for tectonic plates.

a Scientists have found fossils of small mammals in South
America that appear to be very similar to other fossils of the
same age found in Africa.

b A magnetic material called magnetite is found in some rocks.

The alignment of magnetite is always in the same direction as
the Earth’s magnetic field when the rock forms.
The alignment of magnetite reverses in the rock moving away
from the new rock, as shown in the diagram.
alignment of new rock
rock magnetite forms here
 * Genes and
inheritance
> 7.1 Chromosomes, genes
and DNA
Exercise 7.1 Chromosomes, genes and DNA
Focus
In this exercise, you will practise writing about chromosomes, genes and DNA.
The diagrams show a plant cell and an animal cell.

A ............................................... B

2 Write the letter X in each cell to show where the chromosomes

are found.
7 Genes and inheritance

Practice
3 Write a sentence, in your own words, using each of the words.
Try to include some scientific information in each sentence.
chromosome

gene

DNA

Challenge
4 When a plant or animal grows, or when it needs to repair damage
to its body, some of its cells divide to form two new cells.
Before this happens, all the DNA in the original cell is copied.
Each new cell then gets a complete copy of all the DNA in the
original cell.
Suggest why it is important that this happens.
 7.2 Gametes and inheritance

> 7.2 Gametes and inheritance

Exercise 7.2 Egg cells and sperm cells
In this exercise, you will use information from a diagram to complete a
comparison table about the structure of egg cells and sperm cells.

Focus
1 Complete these sentences about egg cells and sperm cells.
Choose from the list.

cytoplasm egg female fertilisation gametes

male nucleus sperm swimming

Egg cells and sperm cells are specialised cells called.......................

Egg cells a re ..........................and sperm cells a re ............................

A sperm cell can join with an egg cell in a process called...............

A ll..........................cells contain one X chromosome, b u t..............

cells can contain an X chromosome or a Y chromosome.

Practice
The diagrams show an egg cell and a sperm cell.

cell surface
membrane
tail, which produces nucleus, containing

cytoplasm,
containing
food reserves

nucleus,
containing 23
chromosomes
7 Genes and inheritance

2 Complete the table to compare the structures of these two gametes.

Use the labels on the diagrams to find information to write in the
table. One comparison has been made for you.
In the table:
• Write comparable points opposite each other.
• Draw a line underneath each pair of points.
• Include similarities, as well as differences.

Egg cell Sperm cell

d o e s not have fo o d reserves
has food reserves in th e cyto p lasm
in the cyto p lasm

Challenge
3 Choose two of the differences you have described in the table.
Explain how these differences help the sperm cell and the egg cell to
carry out their functions.
1st difference

2nd difference
 7.3 Variation

> 7.3 Variation

Exercise 7.3A Recording variation
Focus
In this exercise, you will practise completing a results table. Then you
will use your results table to draw a bar chart.
Arun’s class has a garden outside the classroom.
Arun’s teacher gives him some canna lily tubers to plant in the garden.
Tubers are parts of a plant that grow underground. They can be dug up
and planted in the soil, where they will grow into complete new plants.
Arun and Marcus plant the tubers. Each tuber grows into a plant and
produces flowers.
The boys count the number of lily plants with different-coloured flowers.
Here is the table that they make.

Flower colour Yellow VJhite Red Orange

tally M l III llll I I I

number of plants

1 Complete the last row of Arun and Marcus’s results table.

2 Calculate the total number of lily plants.

3 Use Arun’s and Marcus’s results table to draw a bar chart.

Put flower colour on the
horizontal axis.
Put number of plants on the
vertical axis.
Use a pencil and ruler to draw
your bar chart.
Leave spaces between the bars.
Do not shade the bars.

137
7 Genes and inheritance

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.... :.....*. .j.1.1... .i..;■X 4.
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LJ .i.. ..1..i.|.
f.f-i-i" j.f~4.

■; ;

■J *
4İV
.|..L.!..

.1..

.i.. i.i.. f f i .r.i.I..j™

4 ' 1n{"T^
+444- —
1—5—I—I—|

.!.|.t..]. : * !. 1

j :

C
f *1
.... :
..
.\.i.1.t'" .1..;.
.1.r n .

4+4
-4 4 - r.4.4

j. r ....

__ L
J':

4 All canna lilies belong to the same species.

What word do we use to describe differences between individuals
that belong to the same species?
Circle the correct answer.

adaptations features frequency variation

 7.3 Variation

Exercise 7.3B Variation in holly leaves

Practice
This exercise gives you more practice in
calculating a mean, and in recording variation
in a results table and a frequency diagram.
This time, you have to work out both the axis
labels and scales yourself.
Sofia investigated variation in the number
of prickles on holly leaves.
The photograph shows the leaves.

1 Count the number of prickles on each leaf, and write them down.

2 Calculate the mean number of prickles on a holly leaf. Show how

you worked out your answer.

mean number of prickles

7 Genes and inheritance

3 Draw a results table, and fill it in to show Sofia’s results. Organise

the results so that you can use them to draw a frequency diagram.

4 Draw a frequency diagram to show Sofia’s results.

5 State one other feature that shows variation in these holly leaves.

140 y 140
 7.3 Variation

Exercise 7.3C Variation in pea pods

Challenge
In this challenge task, you will choose a characteristic that shows
variation in a plant species and decide how to record data about your
chosen characteristic. You will then construct a frequency diagram.
The drawing shows 20 pea pods, opened to show the seeds inside.

1 List three features that show variation in these pea pods.

141 141
7 Genes and inheritance

2 Choose one of the features in your list that you can assess by
counting it.
Chosen feature...............................
Count this feature in each of the pea pods.
Write your results in the space below.

3 Decide on categories that you can group your results into.

Try to have at least four categories, but no more than ten.4

4 Construct a tally chart in which you can record your results.

 7.4 Natural selection

5 Use your results to construct a frequency diagram.

> 7.4 Natural selection

Exercise 7.4A Blue-tailed lizards
Focus
In this exercise, you will improve your understanding of how natural
selection works.
When a lizard is attacked by a predator, the lizard’s tail falls off.
The tail squirms violently, attracting the attention of the predator.
7 Genes and inheritance

While the predator is attacking the tail, the lizard runs off and hides.
It grows a new tail. blue

Some lizards have blue tails. Snakes are especially good at seeing the
colour blue.
In places where snakes are the main predators of lizards, the lizards
are more likely to have blue tails.

1 The lizard’s genes determine the colour of its tail.

Which part of the lizard’s cells contains genes?

cell membrane Q cytoplasm □ nucleus □

2 Two parent lizards with blue tails pass on their genes for blue tails
to their offspring.
What is the word we use to describe passing on genes from parents
to offspring?

DNA Q inheritance Q variation Q

3 A population of lizards lives on an island where there are no snakes.

Some of the lizards have brown tails and some have blue tails.
Some snakes arrive on the island.
Explain why the lizards with brown tails are more likely to be eaten
by snakes than the lizards with blue tails.

4 In the next generation, more lizards are born with blue tails than
with brown tails.
Tick ( / ) the correct explanation.
The lizards change their tail colour so that they will not
be eaten by snakes. □

More parent lizards with blue tails survive, so they are the
ones that reproduce. They pass on their genes for blue tails
to their offspring. Q

The lizards learn that it is safer to have a blue tail, so they

have offspring with blue tails. □

144
 7.4 Natural selection

Exercise 7.4B Camouflaged caterpillars

Practice
In this exercise, you will make sure that you understand how natural
selection works. You also think about designing good experiments.
Sofia and Zara are looking at caterpillars.

They find out that a species of moth usually has green caterpillars,
but sometimes has yellow caterpillars.
The girls have an idea that they decide to test:

In a grassy area, green caterpillars are less likely to be found by a

predator than yellow caterpillars.

Sofia and Zara use pieces of spiral-shaped pasta to represent

caterpillars. They make 100 ‘caterpillars’.
They colour 50 of the ‘caterpillars’ green, and 50 yellow.
They put all the coloured pasta pieces together in a bucket and shake
them up. The girls then spread the pasta pieces over a grassy area
outside the classroom. Then they ask Marcus to pick up the first
20 pasta caterpillars he can find.

t^VW Vi
V'AA/vv
7 Genes and inheritance

1 What measurements or observations should the girls make

to test their idea? Tick ( / ) the correct answer.
the time taken for Marcus to find 20 caterpillars G
how many green caterpillars and how many yellow
caterpillars Marcus picks up G
which hand Marcus uses to pick up the caterpillars G

2 The girls decide that they need more results, so that they
can make a reliable conclusion.
What should they do next?
Tick ( / ) the correct answer.
Repeat the experiment five times with the same caterpillars,
using five different students to collect them. G
Repeat the experiment using 25 green caterpillars and
75 yellow caterpillars. G
Repeat the experiment using 50 blue caterpillars and
50 red caterpillars. G
3 Sofia and Zara think about why the real caterpillars of the moth
are more likely to be green than yellow, when living in a grassy area.
They write five sentences to explain how natural selection could
make this happen. Their sentences are here but in the wrong order.
Write a number next to each sentence to show the correct order.
The first number has been written for you.
A The adult moths mate and lay fertilised eggs. G

B So adult moths are more likely to contain genes for

G
 7.4 Natural selection

Exercise 7.4C Woolly mammoths

Challenge
In this exercise, you will practise using the ideas of natural selection to
suggest an explanation for how a species of animal developed. You will
need to write your ideas down on rough paper first. Try to put plenty of
detail into your answer and use scientific terms where you can.

Woolly mammoths lived in northern Europe,

North America and Siberia. The last woolly
mammoth is thought to have died about
4000 years ago.
Woolly mammoths had very long, thick hair,
which insulated them in the cold climates in
which they lived. They also had huge tusks.
Scientists think that they may have used
their tusks to clear away snow, to find plants
underneath that they could eat.
Woolly mammoths are thought to have
developed from steppe mammoths. Steppe
mammoths looked rather like elephants. They had less fur and shorter tusks
than woolly mammoths. Woolly mammoths probably developed from steppe
mammoths when the climate got much colder, during one of the Ice Ages.

Use the ideas of natural selection to suggest how woolly mammoths

may have developed from steppe mammoths.
7 Genes and inheritance
 ^ Rates of reaction
> 8.1 Measuring rates of reaction
Exercise 8.1 A Showing the change
in rate of reaction on a graph
Focus
This exercise will give you some practice at interpreting a graph showing
the rate of reaction.
Magnesium ribbon is added to hydrochloric acid.
The gas hydrogen is given off. This is collected and its volume measured
in a syringe.

dilute hydrochloric acid

8 Rates of reaction

This graph shows the volume of gas collected as time progresses. It shows
the rate of reaction between magnesium ribbon and hydrochloric acid.

Remember the slope of the line on the graph tells you the rate of
reaction. The steeper the line, the faster the reaction.
1 Tick ( / ) the correct answer.
The greatest rate of reaction is:
between 0 seconds and 100 seconds □
between 150 seconds and 250 seconds □
between 250 seconds and 350 seconds. □

2 Tick ( / ) the correct answer.

The lowest rate of reaction is:
between 0 seconds and 100 seconds □
between 150 seconds and 250 seconds Q
between 250 seconds and 350 seconds. □

3 How much hydrogen is produced between 0 seconds and 100 seconds?4

4 Calculate how much hydrogen gas is produced between 150 seconds

and 250 seconds.
 8.1 Measuring rates of reaction

Exercise 8.1 B Changes in the rate of reaction

Practice
This exercise will help you to interpret data and plot a graph.
Sofia investigated the rate of reaction between magnesium metal and
hydrochloric acid.

1 Write the word equation for this reaction.

2 Sofia repeated her experiment three times. Explain why she did this.

3 The table contains her results. Complete the table.

Volume of gas collected in cm3

Time in s
Attempt 1 Attempt 2 Attempt 3 Mean
0 0 0 0
20 28 31 31
40 39 48 42
60 56 53 57
80 60 59 61
100 60 59 61
8 Rates of reaction

Plot a graph of Sofia’s results. Draw a line of best fit.

Volume of gas
collected in cm35
6

Time in s

5 When did the reaction end? Explain how you know this.

6 Complete the following sentence.

The reaction is fastest between............................seconds

and seconds.
 8.1 Measuring rates of reaction

Exercise 8.1 C Explaining observations

Challenge
In this exercise, you will plot a graph and explain the reasons for the
changes in the rate of reaction.
Marcus wanted to investigate the rate of reaction between magnesium
ribbon and hydrochloric acid. He collected hydrogen gas and measured
its volume every 30 seconds.12

1 Write the symbol equation for this reaction.

2 Look carefully at the equipment and suggest any sources of

error that Marcus is likely to have. Suggest how he could try to
overcome these.
8 Rates of reaction

Marcus’s results are shown in this table.

Time in s 0 30 60 90 120 150 180 210 240 270 300 330 360

Total volume
of hydrogen 0 10 18 26 29 33 36 38 39 41 41 41 41
collected in cm3

3 Use these results to plot a graph.

154 y \
 8.1 Measuring rates of reaction

4 Describe what your graph shows.

5 Calculate the average rate of reaction between 30 and 60 seconds.

6 Calculate the average rate of reaction between 150 and 180 seconds.

7 Explain using collision theory, why the graph is the shape it is.
8 Rates of reaction

> 8.2 Surface area and the

rate of reaction
Eercise 8.2 Surface area and the rate
of reaction
Focus
This exercise will help you to interpret graphs about surface area and the
rate of reaction and to consider some practical aspects of the investigation.
Zara investigated the effect of surface area on the rate of reaction.
She used a flat piece of zinc and a lump of zinc of the same mass.
She placed each of them in hydrochloric acid and carried out the reaction,
collecting the gas over water in a measuring cylinder.

1 Which gas is being collected over water?

2 Write the word equation for this reaction.

 8.2 Surface area and the rate of reaction

3 What practical problems might Zara have in obtaining her results,

if she uses this method of collecting the gas?4

Zara plotted her results of the investigation on the same graph.

4 Circle the phrase that correctly completes the sentence.

The total volume of gas produced in the two reactions after

420 seconds was:

• higher in the one with the lump of zinc

• lower in the one with the lump of zinc

the same.
8 Rates of reaction

Practice
5 Describe the graph for the reaction with the flat piece of zinc.
Remember to include the times at which the reaction was fastest
and slowest.

6 How is the line of best fit for the reaction using the piece of zinc
different from the one using the lump of zinc.

Challenge
7 Explain using collision theory the difference you have described in
question 6.8

8 On the graph, draw the line you would expect to see if Zara did the
experiment again using the same mass of powdered zinc.
 8.3 Temperature and the rate of reaction

9 Explain, using collision theory, why you have drawn the graph
this shape.

> 8.3 Temperature and the

rate of reaction
Exercise 8.3A Explaining changes in
the rate of reaction
Focus
In this exercise, you will use particle theory to explain changes in the rate
of reaction.
For a reaction to take place, particles of the reactants must collide with
enough energy to react with each other.

Remember the reactants

are the chemicals you have
at the start of the reaction.

The products are the

chemicals formed after the
reaction has taken place.

159 y
8 Rates of reaction

1 Explain the following, using particle theory and ideas

about collisions.
a The rate of reaction at the start of a reaction is high.

b The rate of reaction decreases after a time.2

2 When particles have more energy, they move more quickly.

Explain, using the same ideas, why increasing the temperature
increases the rate of reaction.
 8.3 Temperature and the rate of reaction

Exercise 8.3B Temperature and the

rate of reaction
Practice
This exercise will help you to plan investigations.
1 Sofia and Marcus are investigating the effect of temperature on the
rate of reaction.
• They have been told that they can use a suitable metal (but not
in powdered form) and an acid.
• They will use the temperature range 20 °C to 70 °C with an
interval of 10°C.
• They will start the stopwatch as soon as the metal is placed in
the acid and stop it again when the reaction stops.

thermometer

acid

metal

a Suggest a suitable metal and acid to use in this investigation.

8 Rates of reaction

What safety precautions should Sofia and Marcus take?

c Which variables must they keep the same in this

investigation to ensure that the test is fair?

d How will they know when the reaction has stopped?

e Construct a results table for their investigation. You cannot fill

in their results - just leave that part of the table blank.
 8.3 Temperature and the rate of reaction

Challenge
In this exercise, you will suggest the trend in the results of an
investigation and explain the reasons for the changes in the rate of
reaction of an acid and a metal. Read through the practice exercise
before you attempt these questions.

2 a On the grid below, sketch the graph you would expect Sofia
and Marcus’s results to produce.

Time for reaction

to take place in s

Temperature in °C
8 Rates of reaction

b Use particle theory to explain in detail why a change in

temperature changes the rate of reaction.

c If Sofia and Marcus repeated their investigation using the

same mass of metal but in powdered form, how would the
graph be different? Add your idea to the graph in part a and
label the line clearly. Explain the reasons for these results.
 8.4 Concentration and the rate of reaction

> 8.4 Concentration and

the rate of reaction
Exercise 8.4A Concentration and the
rate of reaction
Focus
This exercise will help you to plan investigations and explain
the reasons for changes in the rate of reaction.
Zara and Sofia are investigating the effect of changing the
concentration on the rate of reaction between dilute sulfuric
acid and zinc. They have been given a number of pieces of zinc
of the same size and mass but only one bottle of dilute sulfuric
acid. Their first task is to make up five different concentrations
of the acid.

1 Explain how they would make solutions of five different

concentrations of sulfuric acid. Remember to explain how
they will measure the liquids accurately.

Zara and Sofia carry out their investigation. They keep the
volume of acid used the same each time. The mass and size of the
zinc used is the same each time. The temperature of the acid is the
same each time.2
2 What do the girls measure when they carry out the reaction?
8 Rates of reaction

List the equipment they will need to carry out this investigation.

4 What would you expect them to find out in this investigation?

5 Explain why you think they will get these results.

You may use diagrams if it helps you to explain.
 8.4 Concentration and the rate of reaction

Exercise 8.4B Which results are which?

Practice
In this exercise, you will identify sets of results and describe, compare
and explain the results.
Arun carried out an investigation of the rate of reaction between
magnesium and sulfuric acid, using different concentrations of acid.
The concentrations he used are shown in the table. The hydrogen gas
produced was collected and its volume measured every 30 seconds.1*

Volume of acid Volume of water

Concentration
used in cm3 used in cm3

x5 50 0

x4 40 10

x3 30 20

*2 20 30

x1 10 40

x0 0 50

1 The acid concentration x0 was not used in this investigation.

Why?
8 Rates of reaction

2 The graph below shows Arun’s results for x4 concentration,

x3 concentration and x2 concentration.
Arun has not labelled the concentrations on the graph.
Label each line with the appropriate concentration.
 8.4 Concentration and the rate of reaction

4 Explain the three sets of results shown on the graph using particle
and collision theory.

5 Sketch on the graph your predicted line for the x5 concentration.

Label the line.

Exercise 8.4C As fast as possible

Challenge
In this exercise, you will plan an experiment and explain the reasons for
your decisions.
Marcus and Zara have been asked to carry out the reactions between
marble chips and dilute acid and to collect 100 cm3 of carbon dioxide in
the shortest possible time.
They may use only 20 g of marble chips and 50 cm3 of standard dilute
hydrochloric acid. They have access to a range of laboratory equipment.1*
1 Draw and label a diagram to show how they could carry out this
reaction and collect the gas.
8 Rates of reaction

List all other equipment not shown in the diagram that they will
need to use.

3 Which variables are the learners not permitted to change?

4 Which two variables could they change to give a faster rate

of reaction?

Variable 1:.....................................

Variable 2 :.....................................

5 Explain, for each of the variables you have stated in question 4,

how changing it will increase the rate of reaction.
Variable 1:

Variable 2:
 8.4 Concentration and the rate of reaction

6 Describe how Marcus and Zara should carry out this experiment.

7 Suggest any practical difficulties in carrying out this experiment

that may make the collection time longer than it should be.
9 ^ Electricity
> 9.1 Parallel circuits
Exercise 9.1 A Current flow in
parallel circuits
Focus
In this exercise, you will describe how current flows in a parallel circuit.

1 The circuit diagram shows two lamps connected to a cell,

a Explain whether this a series or a parallel circuit.

c

D
b Current flows in the direction shown by the arrow.
At which point in the circuit does current divide?
Write the letter:.......................

2 The circuit diagram opposite shows the current at two positions.

Calculate the current at position X in the circuit.
Show your working.

172 )>
 9.1 Parallel circuits

3 This circuit contains two identical buzzers. The current at one

position in the circuit is shown. T ------

Calculate the currents at positions P and R in the circuit. >

Show your working. P

R
______ R _ — <-----

P = ....................... A

R = ...................... A

Exercise 9.1 B Facts about parallel circuits

Practice
In this exercise, you will describe parallel circuits.
1 Which of these are correct facts about parallel circuits.
Tick ( / ) all that apply:
There is more than one path for current to flow in a |—j
parallel circuit.
There are no branches in a parallel circuit. □
Current divides through different parts of a parallel circuit. □
When one component fails in a parallel circuit, |—|
all components stop working.

2 The diagram shows a parallel circuit.

The circuit has two identical lamps and four ammeters,
a Which ammeter will show the same current as A[?

b Which ammeter will show the same current as A2? ©

c Which ammeter will show half the current shown on A4?

d Which ammeter will show double the current shown on A3?

9 Electricity

3 This circuit has three identical lamps and four ammeters.

Which facts about this circuit are true?
Tick ( / ) two boxes.
The reading on A, must be the largest of all four ammeters. □

The reading on A2 must be smaller than that on A,.

The reading on A4 must be smaller than that on A3.

The readings on A,, A2 and A3 must be the same.

The readings on all four ammeters must be the same.

Exercise 9.1 C Understanding current

in parallel circuits
Challenge
In this exercise, you will show your understanding of current in
parallel circuits.
This circuit has two identical lamps, a buzzer and four ammeters.
Questions 1 and 2 refer to this circuit.

1 The reading on ammeter A3 shows the smallest current in the circuit,

a Describe how the readings on ammeters Ab A2 and A3 compare.

b Write an equation to calculate the reading on A4, using the

readings on A b A2 and A3.
 9.2 Current and voltage in parallel circuits

2 The buzzer in the circuit stops working. Ammeter A3 now reads zero.
State the effect of this change on:
a the readings on ammeters Aj and A2

b the reading on ammeter A4.

> 9.2 Current and voltage

in parallel circuits
Exercise 9.2A Voltage
Focus
In this exercise, you will think about voltage and how to measure voltage.

1 a Write down the word for the unit of voltage.

b Batteries are made to have different voltages.

What does the voltage of a battery show?
Tick ( /) one box.
The current from the battery. Q

The energy that the battery can supply. Q

The length and width of the battery. □

1.5V
2 This circuit has a lamp and a buzzer in parallel.
The voltage of the cell is shown.
a Write down the voltage across the lamp.

b Write down the voltage across the buzzer.

R
9 Electricity

Name the component that is used to measure voltage.

3 This circuit has two identical lamps, L, and L2. 6V

The voltage of the battery is shown.
Which row in the table shows the voltage across lamp Lj
and lamp L2?
Tick ( / ) one row.

voltage across L, in V voltage across L2 in V

3 3 □
3 6 □
6 3 □
6 6 □

Exercise 9.2B Current and voltage

Practice
In this exercise, you will think of current and voltage in circuits and
how to measure them.

1 This circuit has two lamps and a buzzer.

a Copy the circuit diagram and add components that will

measure the current in the circuit, and will measure the
voltage across the buzzer at the same time.
< 8 h 8 ) - r - 1
 9.2 Current and voltage in parallel circuits

b Describe how the voltages across the each of the lamps and
across the buzzer are related to the voltage across the cell in
this circuit.

c Another lamp is added in series.

State how this change affects:

i the current in the circuit

ii the voltage across the buzzer.

2 Arun builds the circuit shown in the drawing.

12V 12V 12V
lamp lamp lamp

Each of the lamps is identical and rated at 12 V.

Arun uses al2 V battery.

a Explain why the lamps will not operate correctly in this circuit.
9 Electricity

b In the space below, draw a circuit diagram to show how Arun

should connect three 12 V lamps to a 12 V battery so the
lamps work properly.
Use standard circuit symbols in your diagram.

Exercise 9.2C Changes in current and voltage

Challenge
In this exercise, you will think about how adding components affects
current and voltage.
1 A lamp, Lb is connected to a cell as shown in this circuit. --------
State what will happen when each of these changes is made.

a Another identical lamp is added in series with Lb

i The current in the circuit will................................

ii The voltage across L, will................................

b In this part of the question, explain your answers.

Another identical lamp is added in parallel with L,.

i The current through the cell will...............................

because
 9.2 Current and voltage in parallel circuits

ii The voltage across L, will

because.............................

2 Look at what each of these letters represents.

VL = voltage across one lamp
N = number of identical lamps
Vc = voltage of the cell in the circuit

a Which equation is correct for identical lamps connected

in series?
Tick ( / ) one box.
o<\I^^
II
r<

Vc
v , = —— □
L N
Yl - Y c x N □
>
>

□
II
►

o
J

b Which equation is correct for identical lamps connected one

by one in parallel?
Tick ( /) one box.
z |>
*7 I u
>

□
II

Vc
V, = — □
L N

VL = Vc x N □

v L= v c □
9 Electricity

> 9.3 Resistance

Exercise 9.3A Describing resistance
Focus
In this exercise, you will think about what resistance is.

1 Which of these is the unit of resistance?

Tick ( /) one box.
amps □
volts □
ohms □
joules □

2 In the space below, draw the circuit symbol for a resistor.

3 State what happens to the current in a circuit when the resistance in

the circuit increases.

4 The voltage across a resistor is 12 Y and the current through the

resistor is 4A.
Calculate the resistance of the resistor.
Use the equation
voltage
resistance = -------- -
current
Show your working.
 9.3 Resistance

Exercise 9.3B Calculating resistance,

voltage and current
Practice
In this exercise, you will calculate values of resistance, voltage and current.
1 Write the equation that relates resistance to voltage and current.
resistance =

2 Calculate the value of the resistor in each of these. Only part of

each circuit is shown.
Show your working and give the unit with your answer.
a 6V

2A

resistance of R, =
b 12V

1A

resistance of R2 =
c 6V

0.2 A

resistance of R3 =
9 Electricity

3 Calculate the reading on the voltmeter in each of these. Only part

of each circuit is shown.
Show your working and give the unit with your answer.

ion

reading on V! =

reading on V2 =

0.1 A

0.50

reading on V3 =
 9.3 Resistance

4 Calculate the reading on the ammeter in each of these. Only part of

each circuit is shown.
Show your working and give the unit with your answer.

a 30V

reading on A, =

■ 0 — .

e z :— L -© —
0.40

reading on A2 =

c 0.5 V

= 1 --------
o.i n
\S)—

reading on A3 =
9 Electricity

Exercise 9.3C Ohm's law

Challenge
In this exercise, you will use information about Ohm’s law to think
about resistance.
1 Ohm’s law relates resistance, voltage and current.
The equation for Ohm’s law is
V-IR

a State what the letter / represents in this equation.

b Use the equation for Ohm’s law to complete these sentences.

As R increases and / stays the same, V ........................
As R increases and V stays the same, / ........................

2 A resistor is connected in series with a cell. The current through the

resistor is A amps. There are no other components.
Another identical resistor is added in series.
a State the current through the resistors when the second
resistor is added.

b Explain your answer.

3 A piece of copper wire in a circuit is 25 cm long.

Which of these is most likely to be the resistance of this copper wire?
Tick ( /) one box.
0.001 Q □
io n □
looo n □
looooon □
 9.4 Practical circuits

> 9.4 Practical circuits

Exercise 9.4A Variable resistors
Focus
In this exercise, you will describe variable resistors.
1 Draw the circuit symbol for a variable resistor.

2 Which of these could describe the resistance of a variable resistor?

Tick ( / ) one box.
50 V only □
50 A only □
1-50 V □
1-50Q □

3 A variable resistor is connected in series with a lamp.

The resistance of the variable resistor is increased.
a State the effect on the current through the lamp.

b State the effect on the brightness of the lamp.

9 Electricity

Exercise 9.4B Uses of variable resistors

Practice
In this exercise, you will describe some of the uses of variable resistors.

1 Describe the difference between a variable resistor and a fixed resistor.

2 Draw a circuit diagram to show how a variable resistor can be used

to change the brightness of a lamp.

3 Draw a circuit diagram to show how one variable resistor can be used
to change the brightness of two lamps that are connected in series.

4 Draw a circuit diagram to show how one variable resistor can be used
to change the brightness of two lamps that are connected in parallel.
 9.4 Practical circuits

Exercise 9.4C Comparing circuits

Challenge
In this exercise, you will compare different circuit diagrams.
Use the circuit diagrams A -D to answer the questions in this exercise.
A B

All the lamps in circuits A -D are identical.

The letters A -D can be used once, more than once or not at all.
1 Which circuit will show the voltage across one component?
Write the letter:.......................

2 Which circuit will show the current through the cell?

Write the letter:.......................

3 Which circuit contains lamps of different brightness?

Write the letter:.......................

4 Which circuit will show the total current that flows through
two components?

Write the letter:.......................

187 y
9 Electricity

5 Which circuits contain two lamps that have the same current?

Write the letters:.......................

6 Which circuits contain a lamp with the same voltage across the
lamp as that of the cell.

Write the letters:.......................

188
 Acknowledgements

>Acknowledgements
T he a u th o r s a n d p u b lis h e r s a c k n o w le d g e th e fo llo w in g so u rc e s o f c o p y rig h t m a te r ia l a n d a re g r a te fu l
f o r th e p e r m is s io n s g ra n te d . W hile e v e ry e ffo rt h a s b e e n m ade, it h a s n o t a lw a y s b een p o s s ib le to
id e n tify th e so u rc e s o f a ll th e m a te r ia l used, o r to tra c e a ll c o p y r ig h t h o ld ers. I f a n y o m issio n s are
b ro u g h t to o u r notice, w e w ill b e h a p p y to in c lu d e th e a p p ro p ria te a c k n o w le d g e m e n ts o n reprintin g .

T h a n ks to th e fo llo w in g f o r p e r m is s io n to rep ro d u ce im a g es:

C overStephan Geist/EyeEm/GI; Inside Unit 3 Bosca78/GI; Mphillips007/GI; Unit 4 Jurgen&Christine

Sohns/GI; Unit 6 Peter Dazeley/GI; Pat Gaines/GI; Unit 9 Jack Wild/GI
Key: GI= Getty Images