CAMBRIDGE UNIVERSITY PRESS Cambridge Lower Secondary Science WORKBOOK 9 Mary Jones, Diane Fellowes-Freeman & Michael SmythCAMBRIDGE UNIVERSITY PRESS University (One Liberty Plaza, 20th Flooe, New York, NY 10406, USA 477 Williamstown Road, Port Melbourse, VIC 3207, Australia 314.321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Cente, New Debi 110025, Ini 79 Anson Road, #06-0406, Singapore 079906 Cambridge University Press is part of the University of Cambridge, 1k furthers the University’s mision by disseminating knowledge in the pursuit of ‘education, learning and research a the highest international levels of excellence, vwow-cambridse org Information on this ie: ww.cambridge.org978-1-108-88807-3 © Cambridge University Press 2021 ‘This publication isin copyright Subject to statutory exception and to the prevsions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Pres. First edition 2009 Second edition 2018 ‘Third edition 2021 WITS 4B W98 765% Printed in “country hy “printer still be caning A catalogue record for this publication is ISBN 978 ISHN 97 ISBN 97 or distributed [electronical Within the school or institute Worksheets and copies of them Cambridge University Press and distributed or used in any way out the purchasing institution. Exam-stjle questions (and sample answers] hive been written by theauthors In examinations the way marks are avarded may be diflerent References to assesment andior asessment preparation arethe publisher's interpretation of the syllabus requirements and may not flly fle the approach of Cambridge Assessment Intemational Edvestion ing House, Cambridge CB2 888, United Kingdom Its illegal to reproduce aay part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (where you are abiding by alicence granted to yeur school o insttetion by the Copyright Licensing Agency: (i) whereno sich lisence exists, or where you wish to exceed the terms of a licence, and you have gained the writen permission sof Cambridge University Press: (Gi where you are alloweé to reproduce without permission under the provisions of Chapter} of the Copyright, Designs and Patents Act 1988, which covers, for eample the reproduction sf short pamages within ertan types of elucatin anthology ‘nd reproduction forthe purposes of setting examination questions,Contents >» Contents 1 Photosynthesis and the carbon cycle 1.1 Photosynthesis 4.2. More about photosynthesis 4.3. The carbon cycle 1.4 Climate change 2 Properties of materials 2.4 Atomic structure and the Periodic Table 2.2 Trends in Groups within the Periodic Table 2.3 Why elements react to form compounds 2.4 Simple and giant struct 3 Forces and energy 3.1 Density 3.2. Heat and temperature 3.3. Conversation of energy 3.4 Moving from hot to cold 3.5 Ways of transferring thermal energy 3.6 Cooling by evaporation 4 Maintaining life 4. Plants and water 4.2. Transpiration 4.3 Excretion in humans 4.4 Keeping a fetus healthy 02 09 7 20 66Contents > 54 5.2 53 5.4 55 64 62 63 64 65 7A 72 73 74 a4 82 83 84 o4 92 93 9.4 Reactivity Reactivity and displacement Using the reactivity series and displacement reactions Salts Other ways of making salts Rearrangin; atoms Sound and space Loudness and pitch of sound Interference of sound Formation of the Moon Nebulae Tectonics Genes and inheritance Chromosomes, genes and DNA Gametes and inheritance Variation Natural selection Rates of reaction Measuring rates of reaction Surface area and the rate of reaction ‘Temperature and the rate of reaction Concentration and the rate of reaction Electricity Parallel circuits Current and voltage in parallel circuits Resistance Practical circuits 83 89 92 95 101 109 43 U7 121 125 131 133 135 141 147 154 158 163 im 174 179 184How to use this book > How to use this book This workbook provides questions for you to practise what you have learned in class. There is a topic to match each topic in your Learner’s Book. Each topic contains the following secti Focus: these questions help you to master the basics. —————+ Practice: these questions help you to become more confident in using what you have learned ——_______ Challenge: these questions will make you think very hard ———————Photosynthesis and the carbon cycle > 1.1 Photosynthesis 1.1A How light level affects photosynthesis Focus (0 keep the same in an make a conclusion. In this exercise, you decide which varial periment. You put results into a table a 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 € Arun puts Apparatus A next to a window He puts Apparatus Bin a shady comer of the same room. He puts Apparatus C in a dark cupboard1.1 Photosynthesis What should Arun keep the same for all three sets of apparatus? Tick (V) three boxes. the amount of light o the type of plant oO the mass of the plant = () the number of bubbles = the temperature oO 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 18.3 cm? Bo 7.2 om C 0.5 cm? ‘Complete Arun’s results table. Apparatus | Amount of light A B c What conclusion can Arun make from his results? Tick (/) one box. Plants need chlorophyll for photosynthesis. o Plants that live in water photosynthesise more slowly than plants that live on land. Oo Plants photosynthesise faster when they have more light. Oo Plants use water for photosynthesis.1. Photosynthesis and the carbon cycle > 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. L- red cellophane water I test-tube water plant |- green cellophane | testtube water plant L bluecellophane 1 testube water plant “IL colourless cellophane {_ testsube water plant Marcus shone a light onto each tube. He counted the number of bubbles that the water plant gave offin one minute. He did this three times for each piece of pondweed These are his results. red 10,12, 1 blue - 8, 12, 10 1, 13, 12. colour1.1 Photosynthesis What was the variable that Marcus changed in his experiment? What was the variable that Marcus measured in his experiment? List three variables that Marcus should have kept the same in his experiment first variable .. second variable . third variable 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 > 5 Complete the bar chart to show Marcus's results. t ‘ed ‘green’ blue colourless Colour ef ight 6 — Write down a conclusion that Marcus can make from his results. 1.1C Turning an idea into a hypothesis that can be tested Challenge In this challenging task you will choose an idea and then turnit 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. a 6 >1.1 Photosynthesis 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. 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 1.2A Duckweed experiment Focus In this exercise, you practise planning experiments, recording results and making conclusions. Sofia does an experiment to find out if extra nitrate fertiliser helps duckweed plants to grow faster. She takes five dishes and puts the same amount 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 4 Write the number of grains of fertiliser that Sofia puts into each dish in the boxes next to each diagram. Which variable does Sofia change in her experiment? Tick (/) the correct answer. number of duckweed plants [] volume of water o quantity of fertiliser Oo Which variables should Sofia keep the same in her experiment? Tick (V) all the correct answers. number of duckweed plants [] quantity of fertiliser o light intensity a volume of water a temperature o After two weeks, Sofia counts the number of duckweed plants in each dish, She writes the results in her notebook. FA 5 plants B plants 3 2 C10 plants DB plants * Eo plants = Complete the results chart. Dich [Number of grains of fertiliser | Number of plants at end of experiment A oO 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: From my experiment, | conclude that duckweed plants grow more if they have extra nitrate fertiliser. But too much nitrate fertiliser stops them growing.1 Photosynthesis and the carbon cycle. => 6 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. o Put cach dish in a different temperature. Oo 1.2B Testing a variegated leaf for starch Practice In this exercise, you 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. She decided to test one of the leaves for starch. She made this prediction: The green parts of the leaf will contain starch, but the white parts will not P| n>1.2 More about photosynthesis 1 Whats 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 — What substance causes the iodine to tum blue-black?1. Photosynthesis and the carbon cycle > 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 discis exa and is cut from the same leaf. fly the same size They put one disc into water in a small beaker and shine light onto it. Little bubbles appear on the underside of the leaf dise. 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. leaf die bubbles 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. In what way does the time taken for the leaf disc to rise 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 taken for leaf disc to rise to the surface, in seconds Conditions | Try 1 | Try2 | Try3| Try4| Try5 | Mean brightlight} 14 | 3 | 12 | 14 | 11 dimlight | 44 | 66 | 69 | 77 | 71 Suggest the hypothesis that the girls were testing. What was the independent variable in the girls’ experiment? 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. Calculate the mean times taken for each row in the results table. ‘Write your answers in the last column, Remember not to include the anomalous results when you calculate the mean.1. Photosynthesis and the carbon cycle > 8 Suggest why the times taken for the five leaf dis the lighting conditions were not all the same. 's to rise in each of 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 1.3 Completing a carbon cycle diagram The diagram shows part of the carbon cycle. carbon doxide intheair ‘Carbon compounds in fossil fuels eg. olland coal carbohysrates decomposers ‘carbohydrates inanimas, carbohydrates In gieen plants Focus 1 On the diagram, write these labels next to the correct arrows: R next to three arrows that show respiration P next to one arrow that shows photosynthesis C next to one arrow that shows fossil fuels being formed D next to two arrows that show decomposition F next to one arrow that shows feeding Practice Hydrogencarbonate indicator changes colour according to how much carbon dioxide there is init + 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.1. Photosynthesis and the carbon cycle > Arun set up four boiling tubes like this: hhydragencarbonate Indicator freshwater shrimp water plant a 8 c D 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. A ced, red B ced, yellow C red, purple D red, red vuuue 2 Suggest why Arun put a bung in each tube. 3 Describe 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 lis. 5 Explain Arun’s 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 1.4 Interpreting graphs about climate change In this exercise, you look at graphs displaying data collected by NASA (the USA's National Aeronatutics and Space Adminstration) and NOAA (the USA's National Oc 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 +250 4200) +150 Changein sea level in mm *100 1880 1900 1920 1940 1960 1980 2000 2020, Year1.4 Climate change Graph B os ‘mean valves fer oo 1979 02016 values in Extent ofsea ice in the Pod daikt Bering Sean the Arctic) 04 Inmlions of km? 02 oo Oct Nov Dec Jan Feb Mar Apr May Jun Jul Date Graph C 0a 0.040 0.038 Percentage Cncnwaonn 20% the atmosphere 0.034 0.032 0.030 1960 1965 1970 1875 1980 1985 1990 1895 2000 2005 2010 2015 2020 Year 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. Ist way 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 Look at graph C M changes in carbon dioxide concentration s 1 scientists think that human activities are contributing to the own in the graph Use your own knowledge to explain why they think this. 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 photosynth: wiggles up and down each year. suggest why the line> 2.1 Atomic structure and the Periodic Table 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. metals TS — atomic number = ai atomic number te on-metals hydrogen S i mass number la > ce ?. PF > 10 u_ |" Be raion | nent 3 pa ie 19 20 c exton | nope | ongen | tunina | mon 12 ia ffi ha fis ie 7 te Na |""Mg si |"e |*s |" a |" ar sstem | mara steam | proprne| str | coine | aon a” |e pen [gr a [35° [ao PG pera chim po lao. 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 number is the atomic number and the larger number is the mass number. 1 What is the atomic number for magnesium? 2 What is the mass number for nitrogen’ . 24 >2.1 Atomic structure and the Periodic Table 3. Which element has the atomic number 13? 4 — Which element has the mass number 20? Atoms of different elements have diflerent numbers of protons, neutrons and electrons. Look at this example Lithium _- The atomicnumber Atomic number 5 tals you how many Mass number = if protors there re Number of protons | ithium Number of neutrons = 7-3 =4 - J The mass number tells you hew many protons Number of electrons = 3 (always the same plus neutrons there are. as the number of protons} 5 — Complete these numbers for a boron atom. Boron Atomic number = Mass number = . - ay ‘Number of protons = i ‘Number of neutrons = Number of electrons Practice 6 The clement 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? .. © — Howmany neutrons does a carbon atom have?2. Properties of materials > Draw and label the structure of an atom of 7 Complete the table. Atomic | Mass Electronic Element Ptenea lintinisen Protons | Neutrons | Electrons eerie beryllium 4 9 4 5 4 2,2 phosphorus| 15 31 calcium 20 40 Challenge 8 As you move along the row in the Periodic Table from left to right, and then along to the next row, the atomic number and the mass number change. Look carefully. Describes these changes. The atomic number ‘The mass number2.2 Trends in Groups within the Periodic Table 9 — Which two elements have the same mass number? 10 Name an element that isa gas and has the same number of neutrons as protons. 11 Complete the table and identify the element Element: atomic number mass number number of protons 19 number of neutrons 20 number of electrons electronic structure > 2.2 Trends in Groups within the Periodic Table 2.2A Elements in the same group Focus In this exercise you compare the structure of atoms in Group 1 ui z Elements in the same group are similar. N seium | Lithium, sodium and potassium are elements in Group 1 a a They are all metals. K 202. Properties of materials > 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? a + Lithium has electrons arranged in two shells. + Ithas two electrons in the first (inner) shell, and one in the second, outer shell + This is shown as 2,1 — Itis called the electronic structure, lithium 3 This diagram shows the structure of the sodium atom. Complete these numbers for sodium: _ Atomic number = (oS 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?2.2 Trends in Groups within the Periodic Table 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 electron: potassium 7 — Write the electronic structure of potassium, 8 — Compare the structure of the atoms of these three metals in Group! What is similar about their structure? 9 — Whatis different about the three atoms? Try to state two differences. 2.2B Trends in groups in 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. Properties of materials > 2 This table contains some data about the elements in Group 7 of the Periodic Table. The elements are given in descending order. fluorine 9 WW 188 most reactive chlorine 17 35 -101 34 bromine 35 80 7 59 less reactive iodine 53 astatine 85 a What trends can you see in this group of 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? € Would you expect iodine to be a solid, a liquid or a gas at room temperature? Give a reason for your answer. Would you expect iodine to have a higher or lower boiling point than astatine? Give a reason for your answer. @ Would you expect astatine to be more or less reactive than iodine?2.2 Trends in Groups within the Periodic Table 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 [Bolling point in °C lithium 3 7 180 1360 sodium " 23 98 900 potassium 19 39 63 777 Group 7 Element | Atomic number | Mass number | Melting point Boiling p fluorine 9 9 -220 -188 chlorine 7 35 101 -34 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 | and Group 7.2. Properties of materials > In Group | the lea: reactive is potassium reactive shown in the table is lithium; the most 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: 5 The clements that come next in cach 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 point: Boiling point: Iodine, Group 7 Reactivity: Melting point: Boiling point:2.3 Why elements react to form compounds > 2.3 Why elements react to form compounds 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. 2 Drawa 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. Properties of materials > 4 This diagram shows the structure of a fluorine atom. So {(@ Draw a diagram to show the structure of a fluorine ion. 5 The symbol fora fluorine atom is F. What is the symbol for a fluorine ion?2.3 Why elements react to form compounds 2.3B Why do ions form? Practice In this exercise you will practice 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. sodium atomic number 11 mass number chlorine atomic number 17 mass number 35 sodium atom: chlorine atom sodium ion: chlorine ion: 2 Howare the electrons in an atom held in place? 3 Why are ions formed?2. Properties of materials > 2.3C Forming ionic compounds Challenge In this exercise you will draw dia ionic compounds 1 When calcium reacts with chlorine the compound calcium chloride is formed. The formula for calcium chloride is CaCl, Information you may need Caleium 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.2.4 Simple and giant structures ¢ Explain why the formula for calcium chloride is CaCh. ‘You may use diagrams to help you explain. > 2.4 Simple and giant structures 2.4A lonic 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. 4 t «4 c € oye y & Y & & y & Substance A Substance B2. Properties of materials > 1 What type of bonding do you think substance A has? Give a reason for your answer. On the illustration above label substance B to show where there are strong forces, Which substance has bonds where electrons are shared? Which substance has a lattice structure? .. A substance when dissolved in water conducts electricity. What type of bonding does it have? Some giant structures are called macromolecules. What type of bonding do they have? Give an example of a macromolecule.2.4 Simple and giant structures 2.4B Properties of ionic and covalent substances Practice In this exerci their structures. you will identify properties of substances linked to Look carefully at the table and answer the questions. solid, liquid or | lonic or simple Substance | Metngpoint | Boiling point | gas at room molecule with temperature? | _ covalent bonds potassium chloride 770 1500 substance X ~182 -161 calcium solid ionic chloride ammonia -17 -34 magnesium 2825 3600 oxide bromine 7 59 betance Y 0 400 4 simple molecule with substance iq 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 Issubstance X a solid, liquid or gas at room temperature? 3 List the substane: that are solids at room temperature,2. Properties of materials > 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.2.4 Simple and giant structures 2.4C Giant structures of carbon Challenge In this exerci their properties. you will link the structure of diamond and graphite to 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 graphite? ‘This structure represents: ‘This structure represents: 2 — Graphiteis a very soft material. Explain how its structure is related to its properties.2. Properties of materials > 3. Diamond is the hardest material on Earth Explain how its structure is related to its properties.> 3.1 Density 3.1A Comparing densities Focus In this exercise you will compare the densities of different substances. 1. Which of these substances has the lowest density? Tick (V) one box. solid liquid es O 2 Marcus has four blocks, A~D, cach made from a different type of wood. All four blocks have the same volume. ‘The masses of the blocks are: A 50g B 6g Cc 2g D 6g Which block has the greatest density? Write the letter.3 Forces and energy > 3. Zara has four pieces of metal, P-S, each made from a different type of metal. All four pieces have the same ma: The volumes of the pieces are P 22cm} Q 35cm R 19cm S 27cm} 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. 3.1B Understanding and calculating density Practice In this exercise you will describe density and calculate some densities. 1 Which of these statements describes density? Tick (V) one statement. the weight of a substance the volume that a substances occupies the mass of a certain volume of substance ooaa the volume of a certain mass of substance 2 — Complete the equation for density. density =3.1 Density Calculate the density of each of these substances, a A 10g mass of water that has a volume of 10cm? gfem? b A170 gmass of brass that hasa volume of 20cm’, gfem? © AS6g mass of propane that has a volume of 100cm’ glem} A solid cube is made from copper. The lengths of the sides of the cube are 2.0cm a Calculate the volume of the cube. om b The mass of the cube is 71.2 g. Calculate the density of the copper. gem?3 Forces and energy > 3.1C 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 polyethylene polypropylene cellulose acetate 1.28 polyvinyl chloride 1.38 The densities of two liquids are: + water 1.0g/em? + engineoil (0.92 g/em* Name a 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 ¢ _ sink in both engine oil and in water. 2 Marcus hasa model boat with a volume of 250.cm’. Calculate the maximum mass of this boat that will float in water. The density of water is 1.0 g/cm’:3.2 Heat and temperature 3 Aship is built using a material called mild steel Mild steel has a density of 7.9 gicm’. Seawater has a density of 1.02 gicm’ Explain how a ship can be made from mild steel and safely float in seawater. > 3.2 Heat and temperature 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 100°Cis the at which water boils b — 25000Jis the quantity of . needed to make cold water warmer. € — 22°Cis often described as room3 Forces and energy > 2. Sofia has two cups of coffee. The volume of coffee in both 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 the temperature of the coffee in each cup is the same the heat in the coffee in each cup is different oo0oa the heat in the coffee in each cup is the same 3. Zara serves two bowls of soup. In one bow! Zara puts 10cm’ of soup at 60°C. In the other bowl Zara puts 200m’ of soup at 60°C. Which statements are true? Tick (V) two boxes the temperature of the soup in each bow! is different the temperature of the soup in each bow! is the same the heat in the soup in each bow! is different oa0o0 the heat in the soup in each bow! is the same 3.2B Comparing heat and temperature Practice In this exercise you will describe the difference between heat and temperature. 1a Write down the unit of temperature. b Write down the unit of heat ..3.2 Heat and temperature 2 Draw twostraight 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. Ina 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 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 Forces and energy > 3.2C Measuring heat and temperature Challenge In this exercise you will think about measuring heat and temperature. 1 Look at thelist of equipment. ruler thermometer protractor joule meter volt meter 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 /J | temperature of water / °C oO 10 1000 12 2000 14 3000 15 4000 18 5000 20 a Marcus thinks that one of his results is anomalous. State which result is anomalous Describe what Marcus could do about this result.3.3 Conservation of 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 3.3A What does conservation of energy mean? Focus In this exercise you think about the meaning of the statement “conservation of energi 1. Which of these will happen when energy is conserved? Tick () one box. the quantity of energy will incr o the quantity of energy will stay the same — a quantity of energy can be made o a quantity of energy can be destroyed a 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 oO energy input to the lamp is less than energy output from the lamp o the lamp should be switched off when not being used oO3 Forces and energy > 3 100Jof 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 Acar engine changes chemical energy to thermal and kinetic energy. A total of 3500J of thermal and kinetic energy are changed Write down the quantity of chemical energy changed in the engine. J 3.3B The law of conservation of energy Practice In this exercise you apply the law of conservation of energy. 1 Write down the law of conservation of energy 2 Anelectric lamp changes electrical energy to light and thermal energy. Explain how the law of conservation of energy applies to this electric lamp.3.3 Conservation of 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 — Anelectric 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 Forces and energy > 3.3C Calculating energy changes Challenge In this exercise you use the law of conservation of energy to calculate quantities of ene: 1 Anelectric 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. J 2 A motorcycle engine uses 2400J of chemical energy in fuel. ‘The thermal energy changed is 1000 J. is 600 The sound energy chang ‘The remaining energy is changed to kinetic for movement. Calculate the quantity of kinetic energy changed by the engine.3.3 Conservation of energy 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. J b Draw a labelled energy flow diagram for the television in the Author comment: space below. Mark part b as lextension3. Forces and energy > > 3.4 Moving from hot to cold 3.4A Direction of thermal energy transfer 1 Focus In this exercise you 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 toa place of temperature. 2. Draw an arrow on each of these diagrams to show the direction of thermal energy transfer. a oe jj x e | cooking pot at 100°C. flame at 450°C b air in room electric heater aise soso c ice pack at0°C 5 foot at 37°C3.4 Moving from hot to cold 3.4B Direction of thermal energy transfer 2 Practice In this exercise you 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 mc CBC the blocks. 3 Acup of hotteais at a temperature of 60°C. The tea is left ina 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 Tine3 Forces and energy > 3.4C Direction of thermal energy transfer 3 Challenge In this exercise you 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 Sofia makes 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3.5 Ways of transferring thermal energy > 3.5 Ways of transferring thermal energy 3.5A Describing thermal energy transfers Focus In this exercise you 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 by b Thermal energy is transferred within metals by .. ¢ When warm air rises through cold air, this is called d Neither nor a vacuum, can occur in 2 Drawstraight lines to match the type of thermal energy transfer to the way it works. Type of thermal energy transfer How it works conduction particles vibrate more, take up more space and decrease the density of the substance convection particles vibrate more, collide with particles beside them, making these particles also vibrate more radiation type of wave that does not require particles to transfer thermal energy 3 >3 Forces and energy > 3.5B Comparing thermal energy transfers Practice In this exercise you 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 Explain why radiation can occur in a vacuum while conduction and convection cannot occur ina vacuum,3.5 Ways of transferring thermal energy 3.5C Variables affecting thermal energy transfer Challenge In this exercise you consider the variables that affect thermal energy transfers, Use ideas about conduction, convection or radiation when answering these questions 1a 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. Explain why clothing made from wool can help you keep warm in cold weather.3 Forces and energy > 4 Aplastic box with shiny silver aluminium foil on the inside can be used to keep food hot. shiny ser aluminium fol plastic bex Explain how this works > 3.6 Cooling by evaporation 3.6A How evaporation works Focus In this exercise you think about what evaporation is and how it works 1. Which of these describes evaporation? Tick (V) one box. when a solid changes to a liquid 2] when a liquid changes toagas =] when a liquid changes to a solid [ oO when a gas changes to a liquid @)3.6 Cooling by evaporation 2 Which particles cause evaporation? Tick (V) 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 Who is correet, Sofia or Zara? Give an example to pport your answer.3 Forces and energy > 3.6B Evaporation and cooling 1 Practice In this exercise you 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 (Y) one box. Sweat evaporates, removing thermal energy from skin. Sweat evaporates, adding thermal energy to the skin. o 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 > 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.3.6 Cooling by evaporation 3.6C Evaporation and cooling 2 Challenge In this exerci causes cooling. you think in more detail about how evaporation 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 Forces and energy > 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.4.1A Water uptake by orange plant seedlings Focus In this exercise, you 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. 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 Maintaining life > 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. 4.1B Celery experiment Practice In this exercise, you use a set of results to construct a line graph. You use your graph to make a conclusion. Zara investigates the rate of water movemeat up a celery stalk. She wants to find out how the temperature of the water affects this.4.1 Plants and water 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 minut , 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 the slices of the stalk Zara records how far the dye h: She writes her results in a table. ravelled up each stalk, Temperature in °C | Distance the de travels in om 0 oO 10. 1.4 20 34 20 40 40 48 50 co 7.0 10 Bi 1 Which one of Zara’s results is anomalous? (Anomalous means that it does not fit the pattern.) Drawa circle around the anomalous result in the table.4 Maintaining life > 2 Use Zara’s results to construct a line graph on the grid Put temperature in °C on the horizontal axis. e travels in cm on the vertical axis. Put distance the dy Draw a line of best fit. Do not include the anomalous result,4.1 Plants and water 3 What conclusion can Zara make from her experiment? Tick (V) one box. Plants need more water when the temperature is higher. [] As temperature increases, the rate of transport of water incelery stalks increases. o o Celery leaves use water for photosynthes 4.1C 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. Variety of | Volume of water taken up per g of wheat plant, in cm? od after 2 weeks at 2°C after 6 weeks at 2°C A 78 102 B 64 94 Cc 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 Maintaining life > 2. Think about different waysin 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.4.2 Transpiration 4 Describe how the results after six weeks are different from those afier 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 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 Sofia set up an experiment Plant Akeptat 4°C Plant Bkeptat 20°C Plant € kept at 30°C to investigate this hypothesis: Plants lose more water from their leaves when the temperature increases. The diagrams show how Sofia set up her experiment. (fasta Crm a mata, n>4 Ma ing life 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 cach 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. 7 >