Answers

c) Coloured arrows to show route of carbon dioxide

Biology Student’s Book answers from one or more organs to lungs.
4. Red blood cells.
5.
Chapter 1 Respiration and moving Part of blood Function
plasma carries dissolved substances (such
1.1 Blood as food, oxygen and waste products)
1. Transporting blood cells, transporting dissolved food red blood cells carry oxygen
substances, transporting carbon dioxide
2. a) All cells to lungs white blood destroy microorganisms
cells
b) Small intestine to all cells
3. a) Diagram similar to image below but: 6. Using a microscope:
• students are only expected to have used boxes • put lowest magnification objective lens of the
to show the different organs microscope in place over the hole in the stage
• students may have only shown two routes – one • turn focusing wheel to make the distance between
to the lungs, and one to other organs the stage and the objective lens as small as possible
• students are not expected to know the • (adjust light source)
interconnections between the intestine and the • place small drop of blood on a slide (cover with
liver. coverslip)
• place slide on stage of microscope (under the clips)
head, brain
and arms
• look through eyepiece lens and turn focusing wheel
to focus image
• use a higher objective lens and small movements
of the focusing wheel to look at cells under greater
blood magnification.
lungs blood
carrying 7. a) No nucleus
carrying
carbon
oxygen b) This allows them to carry more oxygen.
dioxide
vena 8.  Challenge Figure 1.2 shows that there are many,
cava aorta
many more red blood cells than there are white
blood cells.
heart 9.  Challenge They do not have mitochondria, and so
do not need oxygen for respiration.

1.2 Human respiratory system

1. a) Glucose and oxygen
b) Food is eaten and digested, glucose enters the
liver blood in the small intestine, it then goes to the
intestines
cells in the circulatory system. Air is breathed into
the lungs, oxygen enters the blood, it then goes
to the cells in the circulatory system.
2. Oxygen moves from the lungs/alveoli into the blood,
as carbon dioxide moves from the blood into the
kidneys
lungs/alveoli.
3. There are more of them in the blood than in the air
in the alveolus and so they diffuse from the blood
to the alveolus. Or an explanation in terms of the
particles being in a constant state of motion in all
lower part directions, and so some will happen to move in a
of body direction that takes them out of the blood and into
including legs an alveolus.
network of capillaries 4. It contains millions of alveoli, which are like tiny
surrounding organs and rounded pockets.
within limbs
5. To speed up diffusion/gas exchange.
b) 
Labels to show organs (e.g. heart, kidney, liver,
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small intestine, lungs), together with mention of

2 veins, arteries and capillaries.

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6. Challenge 9. a) Shoulder
a) They increase it. b) Ball and socket
b) This speeds up diffusion/gas exchange. c) Dislocation
7. Challenge Their walls are very thin/only one cell d) The muscles cannot pull the bones in the correct
thick so that diffusion/gas exchange is faster. (There directions.
are also millions of them, surrounding the alveoli.) 10.  Both caused by over-stretching. A pulled muscle
8. Trachea affects a muscle or tendon but a sprain affects a
ligament.
9. Alveoli
11.  Challenge Ball and socket joint because the
10. Dust, viruses and bacteria can all damage the lungs.
bones in this sort of joint have to be moved in more
11. a) They have cilia (to sweep things along). directions than in a hinge joint.
b) Mucus-producing cells. (Hair producing cells in 12.  Challenge Strong – to support weight of person;
the nose would also be a correct answer.) hard wearing – so that it doesn’t wear away again.
12. a) The chest rises up and outwards.
b) Muscles between the ribs are contracting to move
the ribcage outwards and upwards.
Activity questions: Chapter 1
13. a) Muscles in the diaphragm make it flat.
NOTE: some Activity answers are student dependent so
b) Air flows into the lungs.
answers are not supplied.
14. 2 × 6 = 12 breaths per minute
15. Respiration is a chemical reaction that occurs in all cells. Activity 1.1: Investigating changes
Breathing is the movement of muscles in the respiratory
system (that allows air to enter and leave the lungs).
in pulse rate
16. a) Trachea/windpipe A1 Pulse rate depends on exercise.
b) The lungs/a lung A2 Method should include clear instructions that state:
c) The diaphragm • that pulse rate will be measured before exercise
d)  The diaphragm moves upwards, and the air flows and just after exercise
out of the balloon. • how the pulse measurements will be done
• what equipment is needed (e.g. stopwatch)
1.3 Skeleton, joints and muscles • what sort of exercise will be done and for how long
1. Movement • the variable that is being changed (exercise)
2. a) Movement • the variable that is being measured (pulse rate)
b) Respiration • control variables (e.g. measure the pulse rate in the
c) Growth same person in the same way each time).
3. a) Protection, support, movement A3 One way of staying safe (e.g. avoid running indoors).
b) For example: skull for protection, vertebrae for A4 Most students should be able to link the idea of cells
support, hip bone for movement. needing more oxygen for respiration with the idea
that the pulse rate increases as the heart pumps
4. Knee cap, thigh bone, shin bone
more blood to supply this demand.
5. a) X is hip bone, Y is thigh bone
A5 This is best done as a table.
b) Ball and socket joint
A6 Students’ own answers regarding the reliability of
6. Hinge joint their results
7. Ball and socket joint because it allows movement in A7 Statement to say whether the results agreed with the
many directions or because the bones form a ball predictions, and a reasoned explanation of what the
shape and socket shape, and the ball fits into the results from the investigation show.
socket.
8. a) It gets shorter and fatter Activity 1.2: Investigating changes
b) Biceps in breathing rate
c) Biceps relax, triceps contract
A1 Breathing rate depends on exercise.
d) Muscles can only pull (not push) and so two
A2 Method should include clear instructions that state:
muscles are needed – one to move a bone in one
direction, and the other to move the bone in the • that breathing rate will be measured before
opposite direction. exercise and just after exercise
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• how the breathing rate measurements will be done The hip joint has
• what equipment is needed (e.g. stopwatch) a smaller range of
• what sort of exercise will be done and for how long ball
pelvis
movement than
and the shoulder joint
• the variable that is being changed (exercise) hip
socket
and
but still allows
• the variable that is being measured (breathing rate) joint
femur
movement in all
• control variables (e.g. measure the breathing rate directions, as well as
in the same person in the same way each time). rotation of the leg.
A3 One way of staying safe (e.g. avoid running indoors). The knee joint
A4 Most students should be able to link the idea with allows bending and
cells needing more oxygen for respiration, with the lifting movements
idea that the breathing rate increases to get more of the leg.
oxygen into the blood to supply this demand. The quadriceps
A5 This is best done as a table. muscle contracts to
hinge femur
A6 Students’ own answers regarding the reliability of knee pull the leg forward
joint and tibia
their results and straighten the
knee.
A7 Statement to say whether the results agreed with the
predictions, and a reasoned explanation of what the The hamstrings
results from the investigation show. contract to pull the
leg back and to
Activity 1.3: Investigating lung bend the knee.
volume
A1 Fill up the large container with water. Hold the end End of chapter review: Chapter 1
of the large container under the water. Take a deep
breath and then breathe out as much as you can
through the hose. The volume of water moved is the Quick questions
lung volume.
1. b circulatory system
A2 Any way of avoiding the chance of harm (e.g.
mopping up spilled water so that people don’t slip, 2. a aerobic respiration
not doing the test with people who have asthma). 3. d hinge joint
A3 Students should predict that their lung volumes will 4. c contracts
be smaller because they are not yet adults and have 5. b windpipe
not finished growing. 6. glucose + oxygen → carbon dioxide + water
A4 Results compared with prediction. 7. Destroy microorganisms
A5, A6 Tally chart and bar chart drawn, following the 8. a) Brain
instructions in Stage 7, Chapter 4.
b) One of: lungs, heart
Activity 1.5: Investigating bones c) Support, 1 movement
and joints Connect your understanding
Bones 9. a) (muscles between your) ribs, (muscles in your)
Type
Name of involved Description of how diaphragm
of
joint in the the joint moves b) As the volume of the chest increases, the pressure
joint
joint drops. Air flows from higher pressure outside, to
The shoulder is the lower pressure area in the lungs.
the most mobile 10. 2 × 7 = 14 breaths per minute
ball
scapula joint of the human 11. a) X = alveolus, Y = capillary
and
shoulder and body and allows
socket b) Carbon dioxide, oxygen
humerus movement in all
joint c) Diffusion (movement of particles from where
directions, as well as
rotation of the arm. there are more of them to where there are fewer
of them).
d) Thin walls of capillary and thin walls of alveolus
so gases do not need to diffuse/move far. Large
surface area for diffusion to occur.
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e) Those at the top contain little oxygen, and then

change colour as they pick up oxygen from the
• sprain – a bone does not have its full range of
movement because the ligament is too painful
alveolus. when stretched/the joint is too loose and so a
f) The plasma at the top contains more carbon bone does not move in the correct direction
dioxide than at the bottom/on the left. This is
because carbon dioxide diffuses from the capillary
into the alveolus. Chapter 2 Nutrition
12. a) The number of times the heart beats in a minute.
b) 140 bpm 2.1 A balanced diet
c) The faster the running speed, the higher the pulse
rate. 1. Three from: proteins, carbohydrates, fats (lipids),
vitamins, minerals or water.
d) When you fun faster your (muscle) cells need
more oxygen/food. The heart pumps faster to get 2. a) Because your body does not use it to make other
more blood to your (muscle) cells. Blood contains substances.
oxygen/food. b)  To keep your intestines healthy/prevent
13. a) Diagram drawn to show ciliated epithelial cells, constipation.
mucus and mucus-producing cells. Labels should c) Students’ own responses but could be based on
explain that the mucus traps particles, which the items listed in the text and/or in figure 2.1.
cilia sweep away. 3. Starch/glucose
b)  The mucus stays in the tubes. Bacteria can then 4. a) 11.8 g
grow in it and cause infection.
b) 40 g
14. a) Tendon
c) 1.9 g
b) Ligament
d) calcium/iron
c) Muscle X
e) 2 × 200 = 400 mg
d) It relaxes
f) 1500 kJ/358 kcal
e) Antagonistic pairs
g) Growing, moving and keeping warm
f) Muscles can only pull (they cannot push)
h) Respiration (revision from Stage 7)
g) Movement
5. Expected answer is glucose, starch or carbohydrate.
h) Skeletal system/skeleton Fat/lipids is also correct. Proteins do contain a store of
i) Hinge joint energy but the body only uses this store if supplies of
carbohydrate and/or fat are low.
Challenge questions 6. Food contains energy, which you need for moving.
15. 
If the carbon monoxide is stuck to haemoglobin in More movement means more energy is needed.
red blood cells, oxygen cannot stick to it. The blood 7. Challenge
then does not contain enough oxygen. The person a) 0.5 g
breathes faster to try to get more oxygen into the
b) 4700 mg
blood.
c) 0.025 g
16. Accept any sensible suggestion for the second
part of the question, providing that it contains an 8. Challenge 10 000 / 1500 = 6.7
explanation. 6.7 × 100 = 670 g
• fracture – a bone is not in the right position to be Answer will depend on what activity level a student
moved in the right way/a bone is jammed in the has chosen, and so how many kilojoules they think
wrong position and cannot be moved/a bone is that they need in a day.
too painful to move/a bone twists or turns as it is 9. Energy
moved
10. Students’ own responses but could be based on
• dislocation – a bone is not in the right position to items listed in the text and/or in figure 2.3.
be moved in the right way/the bone is jammed in
the wrong position and cannot be moved/a bone 11. Harms teeth, increases their weight/stored fat.
is too painful to move 12. Scale A reads 21 °C; Scale B reads 19 °C; Scale C reads
26.5 °C.
• pulled muscle – a bone does not have its full range
of movement because the tendon is too long/a 13. Students’ own responses but could be based on
bone does not have its full range of movement items listed in the text and/or in figure 2.7.
because the tendon is too painful when stretched 14 . Students’ own responses but could be based on
items listed in the text and/or in figure 2.8.
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15. Expected answer (from the text) is beans or lentils b) I t causes plaques (areas of fatty deposits) to form,
or soya. which slow down the flow of blood through
16. To build and repair muscles. arteries. (This may mean that some tissues do not
get as much food/oxygen as they should.)
17. a) & b) Refer to Table 2.3. Or students may have
researched their own answers. 14. A mass of (cancer) cells.
18. a) & b) Refer to Table 2.3. Or students may have 15. It is black because of the tar.
researched their own answers. 16. a) Goes black, because of tar in the smoke.
19. a) Starch b) Higher in the glass tube.
b) Sugars can harm teeth/too much sugars can 17. Challenge The tar may block some alveoli,
cause weight gain. reducing gas exchange. Some students may make
20. Most students at Stage 8 will need more energy than the connection between a covering of tar making
this because they are active and growing. diffusion of gases slower/more difficult.

Making links Making links

Energy in carbohydrates/food is chemical energy. In a) Cigarette smoke is acidic.
our bodies this is transferred to thermal energy (which b) Limewater changes from clear and colourless to
keeps us warm) and kinetic energy (as we move). milky/cloudy.

2.2 The effects of lifestyle on health Activity questions: Chapter 2

1. There is a correlation between the amount of protein
eaten (in boys) and the height to which they grow. NOTE: some Activity answers are student dependent so
2. Calcium is needed for bone growth. Without enough answers are not supplied.
of it, a person can get rickets, which causes bones
to bend as they grow. This leaves people with Activity 2.1: Investigating energy
curved legs.
in food
3. Challenge Protein is needed to make muscles.
4. Eating too much fat/carbohydrate A1 Students’ own risk assessments
5. Obesity, type 2 diabetes, high blood pressure, heart A2 Bread 22.6 – 17.2 = 5.4 °C
disease Cookie 28.5 – 18.5 = 10 °C
6. When you exercise you use energy, which comes from Popcorn 25.8 – 17.9 = 7.9 °C
fats and carbohydrates. So, the more you exercise the A3 Cookie
more you use up the fats and carbohydrates. If you do
A4 Thermometer
not exercise, the body stores more fat.
A5 Sensible suggestion such as keeping the distance
7. Challenge Being too overweight/obesity/ between the food and the boiling tube the same in
overeating causes high blood pressure. This can burst each experiment, using the same size boiling tube.
a blood vessel (so blood does not reach other parts of
the brain). Eating too much fat may cause a blockage Activity 2.3: Investigating
in a blood vessel (so blood does not reach other parts smoking
of the brain).
8. Any three from: pain relief, decongestant, help cure A1 Good points and bad points can be taken from the
disease, recreational (enjoyment), anti-inflammatory, Smoking tobacco box in the Student Book. Students
anti-histamine; other suitable suggestions accepted. should do their own research to find out what the
9. Heat and substances in tobacco smoke paralyse government does about smoking in their country.
them. A2 A well-laid out report could contain four paragraphs –
10. The cilia are damaged by smoking and so cannot one for good points, one for bad points, one for
get the mucus out of the lungs. The mucus has to be what happens in the student’s country and a final
coughed up instead. summary paragraph about what the student thinks.
11. Challenge The cilia are not working/are destroyed
and so mucus is not swept out of the lungs. Bacteria End of chapter review: Chapter 2
in the mucus can grow and reproduce and cause
infections.
12. Challenge There are fewer alveoli and so the amount Quick questions
of surface area for gas exchange is reduced. 1. a fats
13. a) It increases heart rate/it affects the brain. 2. c calcium
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3. b windpipe c) A nswers might include pond, lake, river, stream,

4. a) Putting on a lot of weight sea, ocean.
b) Eating too much energy-rich food/ 2. a) Savanna and coral reef
carbohydrates/fats. b) Giraffes, wildebeest, zebras, antelope/(Thomson’s)
5. a) Carbohydrates for energy; fats for storing energy/ gazelle
insulating our bodies; proteins for growth and c) Dry grass, trees, sunlight, little water
repair. d) Two sensible suggestions, e.g. two of: open grass,
b) Water, vitamins or minerals or the name of a tree tops, tree bark, etc.
vitamin or mineral. 3. Other students, light (answers will depend on
c) A deficiency disease or a description or name of a classroom setting).
specific deficiency disease. 4. a) Two from: low levels of light, lots of water/
6. Nicotine rain/moisture/humidity, not much wind, high
temperatures.
Connect your understanding b) Accept sensible suggestions that are relevant
7. a) The temperature of the water at the start (it is the to the two physical factors listed in part a). For
same in all three experiments). example, more light in the tree tops compared
b) Any one from: using the same mass of food; with the ground; less moisture in the tree tops
burning all the foods until completely burnt; compared with the ground; more wind in the tree
using the same volume of water; using the same tops compared with the ground.
size tube to contain the water; holding the food 5. Challenge There are many possible answers. Could
the same distance away from the water. be a large habitat (such as a wood or rainforest) or a
c) The cookie small habitat (such as a cowpat or loaf of bread).
d) The more energy a food has, the greater the 6. To avoid harming the organisms.
temperature rise of the water. 7. Organisms that live on the ground
e) Any one from: joules; J; kilojoules; kJ 8. May not be able to see them well enough to work
8. a) Eating too much fat/carbohydrate out what they are/to make detailed drawings of what
they are like.
b) It reduced the flow of blood so his heart had to
pump harder to get blood around his body. 9. Challenge Small, slow-moving/stationary

c) Damage to organs/heart/eyes/kidneys/blood 10. a) Red grass

vessels. b) Pan dropseed
d) The blockage has stopped enough blood getting c) Quadrats
to the heart muscle which has damaged the heart d) The bars make comparing the values clearer/easier.
muscle.
e) A line graph is used to the relationship between
Challenge questions two sets of data which contain numbers. This set
of data only had one set of numbers.
9. a) It contains some of all the different nutrients.
11. Bar chart with data correctly plotted.
b) The values are per serving. We can only compare
12. a) Table with 5 giraffes, 4 zebras, 2 wildebeest,
values if they are for the same amount of each
2 antelope/(Thomson’s) gazelle
food (e.g. the values in 100 g of each food).
b) Bar chart with data correctly plotted.
c) 0.024 g = 24 mg
c) Yes
10. a) The greater the mass of nicotine taken, the slower
13. Bar chart with data correctly plotted. Accuracy of
the speed of the blood.
presentation: fill as much of the paper as possible/axis
b) It damages blood vessels and makes them more lines drawn in/axes labelled/divisions on the scales
likely to become blocked. evenly spaced/numbers on the scales written in/a title/
to be plotted accurately/to be drawn in (sharp) pencil.

Chapter 3 Ecosystems 14. Challenge 5000 × 104 = 26 000 plants.

20
Making links
3.1 Habitats and ecosystems They use (dichotomous) keys and/or field guides.
1. a) An area where an organism lives.
3.2 Bioaccumulation in food chains
b) Expected examples are desert and pond, but
there are many other examples. 1. Respiration
2. Producer, because it makes its own food.
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3. a) Students’ own responses. 12. Challenge At each step in the food chain, the
b) Students’ own responses. amount of DDT in the bodies of the organisms got
c) Students’ own responses but one word must be higher. This is because DDT is not broken down. The
‘consumer’ and the other is likely to be ‘omnivore’. amount in the blackbirds was not enough to harm
them, but the peregrine falcons ate many blackbirds
4. a) Grass
and got all their DDT. This caused them to lay eggs
b) Zebra or lion with weak shells, which broke. So, fewer peregrine
c) Lion falcon chicks and so the population decreased.
d) Zebra
e) Zebra 3.3 Invasive species
5. a) Fig tree → grey tree rat → Borneo python 1. a) F ood, water, suitable habitat and a way of
reproducing (e.g. a mate)
b) Fig tree: producer, first trophic level
b) Plants use water for photosynthesis. Water makes
grey tree rat: primary consumer, herbivore, second
up a large percentage of a plant – they use it
trophic level
for strength and support. (This is revision of
Borneo python: secondary consumer, carnivore, photosynthesis.)
third trophic level.
2. a) Fennec fox, caracal
6. Challenge
b) Golden jackal, caracal
a) Omnivore
3. Jerboa
b) It eats plants and animals.
4. a) The dorcas gazelle population will go down
c) They make it easy to see how energy moves because they will have less to eat.
from one organism to another (without using
b) The dorcas gazelle population will go up because
lots of words). However, they do not show all the
there are fewer animals to eat them.
organisms in an ecosystem nor do they show how
much energy passes from one trophic level to the 5.  Challenge Many of the plants will have died and so
next. there is much less food for the primary consumers.
7. a) The Sun/light 6. It naturally lives there.
b) Primary consumer 7. a) It stops light getting to their leaves OR it uses up
c) Energy is lost from the food chain by the primary all the water/mineral salts.
consumers because it is needed for moving/ b) There is nothing in the new ecosystem that eats it.
keeping warm/making new substances, and
8.  Challenge The blanket of floating water hyacinth
energy is also lost in the animals’ waste.
stops light reaching the algae. Algae need light to
8. Challenge photosynthesise and produce food.
a) grass → aphid → spider → thrush → sparrowhawk
Making links
b) Grass: producer, first trophic level
When a lion dies, its body is fed on by decomposers
aphid: primary consumer, herbivore, second (such as fungi and bacteria). Some students may
trophic level mention parasites, which would also be correct, but
spider: secondary consumer, carnivore, third note that the introduction to the question mentions
trophic level microorganisms: parasites, although small, are not
thrush: tertiary consumer, carnivore, fourth microorganisms.
trophic level
sparrowhawk: quaternary consumer, carnivore, Activity questions: Chapter 3
fifth trophic level
9. a) Difficulty in flying
NOTE: some Activity answers are student dependent so
b) They may not be able to fly to places to get water answers are not supplied.
or to the places where they can find food.
10. The mercury is not broken down/used up/released Activity 3.1: Investigating choice
in the animals’ waste (and so bioaccumulates in the
organisms at each trophic level).
of habitat by woodlice
A1 Method should be along the following lines.
11. The algae in the bay absorbed the mercury. The
mercury passed to the primary consumers/shrimp. Set up choice chamber with the half-circle of black
The mercury passed to the fish. The people ate the card in the lid at 90° to the half-circle of damp filter
fish. At each step, there was more and more mercury paper in the dish, to make four quarter segments, each
in the organisms because mercury is not broken with a different set of conditions: 1 dark and damp; 2
down. The mercury poisoned the people. dark and dry; 3 light and damp; 4 light and dry.
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Carefully place 10 woodlice in the centre of the choice 9. Two of: used for moving/keeping warm/making new
chamber on a cloth or mesh and replace the lid. substances/lost in waste
Leave the woodlice for 10 minutes.
Connect your understanding
Record where each woodlouse is at the end of
10 minutes. 10. a) The amount of mercury in it could harm health.
Repeat the procedure two more times, with 10 new b) They gain mercury from their food, which is not
woodlice each time. broken down in their bodies or released in their
A2 Number of woodlice in each different environment at wastes.
the end of the given time. c) King mackerel, because it has taken in all the
A3 Repeat the investigation three times, with different mercury from lower in the food chain/it contains
woodlice. Find an average number for each the most mercury.
environment. d) bar chart
A4 The table could have five columns – one for the tests 11. a) grass c) rabbit
and four for the different conditions. b) fox d) rabbit
A5 The students should draw a bar chart of their averages 12. a) Dead leaves → woodlouse → ground beetle →
for this data. The independent variable (environment) wolf spider [1 mark for the three animals in the
should be along the x-axis and the dependent variable correct order with arrows between them, 1 mark
(number of woodlice) on the y-axis. for including the dead leaves]
A6 The students should describe what the chart is showing b) There are fewer organisms as you move along a
– where the most woodlice moved to. They should be food chain, because there is less energy at each
encouraged to include their actual data here. stage/trophic level.
A7 The students should refer to where woodlice 13. a) All bars correctly plotted: 6 A (Celtis), 4 B (Cerasus),
commonly live and what type of habitat this is. 4 C (Ephedra) (1 mark off for each incorrect
Woodlice feed on decaying plant material and so bar); sensibly chosen and accurate scales using
seek out places that are damp and dark – places as much of the graph paper as possible; axes
that favour decaying organisms. They should refer labelled correctly.
to whether or not their own results reflect this and
b) A (Celtis)
why. They should also comment on how woodlice are
adapted to survive in this environment. c) This information shows discontinuous variables
whereas line graphs are used for continuous
variables.
End of chapter review: Chapter 3
Challenge questions
14. a) I t blocks out the light so trees and other plants
Quick questions cannot photosynthesise and die/there may be
1. b All the organisms that live in a certain area and the nothing for other organisms in the ecosystem to
physical factors that affect that area eat (if they don’t eat kudzu).
2. d Underneath dead leaves in a woodland b) Two of: brought in as seeds by accident, planted
3. b Bioaccumulation to provide ground cover/as a crop, planted by a
4. a Is naturally found in a certain area gardener to look nice
5. b Bar chart
6. Cold, wet, windy (all must be correct for the 1 mark) End of stage review: Biology
7. a) Quadrat
b) Pitfall trap 1. a) A slice of bread and a cookie are different masses.
c) Net (sweep net) b) Amount of energy per unit mass/the amount of
8. a) Water, food, shelter, ability to find mates energy per 100 g
b) Eats the same food as the native bird/competes c) Energy/fuel
with the native bird for food, and so there is 2. a) B
too little food for the native bird; takes over the
nesting places/sheltered places and so there is no b) Antagonistic pair
space to shelter/nest for the native birds c) Muscles can only pull/muscles cannot push
c) No natural predators in this new area d) Hinge joint
d) Invasive species
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e) M
 itochondria because this is where respiration 5. Protons have a positive charge, neutrons have no
occurs (which releases energy). charge so the overall charge of the nucleus is positive.
f) Calcium/vitamin D
3. a) (i)  A = trachea/windpipe; B = alveoli
4.2 Paper chromatography
1. Three, because there are three separate spots.
(ii)  The muscles contract pulling the diaphragm
down 2. Challenge The ink was not soluble in the solvent
(iii)  Diffuse he used.
(iv)  Glucose, water 3. No, because the sweet sample does not have a spot in
(v)  White blood cells the same place as the one from the sample of E131.
b) (i)  The faster the running speed, the higher the 4. There is more E102 in the dye sample from the
heart rate, sweets than in the sample of the food colouring.
(ii) because faster running needs more of the 5. Challenge Some of the spots might be larger than
substances (oxygen, food) supplied by the the others so the line is used to accurately compare
blood. the position of the spots to see if they were the
(iii) 148 bpm same dye.
4. a) (i) Population of jaguars might decrease because Making links
jaguars eat tapirs. Use chromatography to see if the drug contains one
(ii) One of: agoutis live in a habitat that is darker, substance or many. If it contains one it is pure.
less windy, more humid
b) (i)  The rats may cause a decrease in golden lion
tamarins, because the rats are eating the Activity questions: Chapter 4
tamarins’ food.
(ii) Invasive species NOTE: the Activity questions in Chapter 4 are student
c) (i)  When agoutis eat foods containing mercury, dependent so answers are not supplied.
the mercury is not broken down in their
bodies, and it is not excreted.
End of chapter review: Chapter 4
(ii) Jaguars may eat a lot of animals containing
mercury.
d) Any sensible suggestion, e.g. savanna, Arctic Quick questions
mountain, sea, ocean, lake, woodland.
1. A small, positively charged nucleus with the
electrons surrounding the nucleus in as a ‘cloud’
Chemistry Student’s Book answers 2. Electrons – negative, protons – positive, neutrons –
neutral
Chapter 4 Structure and properties 3. protons; neutrons
4. Because protons have a positive charge (and neutrons
of materials have no charge)
5. Electrostatic attraction
4.1 Structure of an atom 6. (b)
1. New evidence was collected that could not be
explained by the plum pudding model. The model Connect your understanding
was changed to fit the new evidence.
7. 6 electrons because it has 6 positively charged
2. Because the positively charged particles fired at the protons so must have 6 negatively charged electrons
atoms were deflected by it and opposite charges to cancel out the charges
repel. The evidence suggested it was small because
8. The nucleus has a positive charge (Because it
only a small number of particles bounced back; most
contains protons and neutrons – protons have a
went straight through with no deflection.
positive charge and neutrons have no charge).
3. Challenge Protons and electrons were discovered Electrons have a negative charge so there is
first because they have charge and so interact with electrostatic attraction between them
other charged particles. Neutrons have no charge so
9. To check that the results were reproducible/
are neither attracted nor repelled by charged particles.
repeatable; and the new model of the atom they
4. Neutrons and protons proposed was correct
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10. 10 000 cm; 100 m

11. B, because it only has one spot Activity questions: Chapter 5
12. a) T he dyes in the black ink are not soluble in
water so they cannot dissolve and move up
the paper Activity 5.1: Investigating the
b) Use a solvent that will dissolve the black ink saturation point of a solute
Challenge question A1 A suitable method is:
Use the measuring cylinder to measure 100 cm3 of
13. Add a spot of each food colouring to the bottom of cold water and place in the beaker.
chromatography paper and place into a solvent that
will dissolve both. When the solvent has reached Add one heaped teaspoon of salt to the water. Stir with
the top of the paper compare the spots from each. If the stirring rod or another spoon until it has all dissolved.
they match then the sweet contains the banned food Keep adding spoonfuls until no more salt will dissolve
colouring and there is a small amount at the bottom of the beaker.
Count the number of spoonfuls that will dissolve.
Multiply this by the mass of one teaspoon.
Chapter 5 S olutions and solubility
A2 There is only so much space in between the solvent
particles for the solute particles to move into. Once
5.1 Concentration of solutions these gaps are all filled, no more solute can dissolve.

1. a) Water
b) Carbon dioxide
End of chapter review: Chapter 5
2. Challenge

a) Nail varnish Quick questions

b) Acetone 1. A mixture of a solute and a solvent
c) Nail varnish is soluble in acetone, but insoluble 2. Salt is the solute, water is the solvent
in water
3. A large number of solute particles dissolved in a
3. It has broken up into individual particles, which are small volume of solvent
too small to be seen.
4. Add more solute
4. a) It would get less dark/go brown
5. The mass of solute that will dissolve in a volume of
b) The solution is becoming more dilute, the volume of solvent at a certain temperature
water increases but the number of coffee particles is
the same. (The coffee particles are more spread out). 6. It increases solubility

5. Challenge Connect your understanding

a) Z is the most concentrated 7.
b) X is the most dilute
solute
particles
5.2 Solubility
solvent
1. a) Iron(II) chloride particles
b) Lead (II) iodide
2. 18 g dilute concentrated
solution solution
3. The higher the temperature, the less soluble carbon
dioxide is. 8. Ahmed’s, it has more solute dissolved per 100 cm3 of
Challenge As the bubbles of carbon dioxide in
water.
4.
the water get warmer, they get more energy and so 9. The solute breaks up into particles and goes in
escape the water more easily. between the solvent particles
Making links 10. a) 18 g b) 72 g
So that it can be carried in the blood to the lungs and 11. a) 250 g
removed from the body. b) No because 100 cm3 of water at 60°C will only
be able to dissolve around 120 g of potassium
nitrate/the water has to be at around 72°C to
dissolve 150 g of potassium nitrate
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Challenge question 3. No, the student is wrong. The temperature goes

down so it must be an endothermic change.
12. Alum will come out of solution/solid alum will form 4. Challenge Exothermic, because it is the opposite to
on the bottom of the beaker. Because at 80°C 70 g of evaporation, which is an endothermic process.
alum will dissolve but at 40°C only 10 g will dissolve
5. During exercise the person will get hotter, showing
so 60 g will come out of solution.
that respiration is exothermic.
6. The reactions may produce a lot of heating, which
Chapter 6 Chemical changes may boil liquids/produce explosions/produce
dangerously bright light/dangerously loud bangs.
7. Photosynthesis is an endothermic reaction that
6.1 Using word equations needs energy from the surroundings as light. If there
is no light photosynthesis cannot happen.
1. sodium + chlorine → sodium chloride 8. Completed summary table, e.g.
2. carbon dioxide + water → glucose + oxygen
Challenge
Exothermic Endothermic
3.
change change
a) Lithium chloride
Energy To the From the
b) Calcium oxide transfer surroundings surroundings
c) Magnesium sulfide
Temperature Increases Decreases
d) Sodium nitrate of
e) Potassium carbonate surroundings
4. Challenge Students should draw a particle diagram Example Two examples Two examples
showing C joining with O2 to form CO2 of physical from: Freezing from: Melting
process Calcium Boiling
6.2 Pure substances and mixtures chloride Evaporation
dissolving
1. It is made up of different gases e.g. oxygen, nitrogen Ammonium
and carbon dioxide. nitrate dissolving
2. He is not correct. Carbon dioxide is a compound. Example of Two examples Two examples
A sample of carbon dioxide is a pure substance chemical from: from: Sodium
because it contains only carbon dioxide particles. reaction Combustion carbonate
3. It is not pure/it is a mixture, because pure water Metals reacting solution reacting
freezes at 0 °C. with acids with calcium
chloride solution
4. Challenge 4 × 0.75 = 3 g Calcium oxide
reacting Copper carbonate
5. Using filtration – the water will pass through the filter with water breaking down
paper leaving the insoluble substance on the filter Photosynthesis
paper. Respiration
Most Electric current
passing through
6.3 Measuring temperature changes precipitation
liquid calcium
reactions
1. a from the reacting substances b from the reacting chloride
Thermite
substances c to the reacting substances d from the reaction
reacting substances
Reaction in
2. Student dependent a hydrogen-
Making links oxygen
fuel cell
Sound and light
9. Challenge Endothermic chemical reaction, because
6.4 Exothermic and endothermic the electric current transfers energy to the liquid
calcium chloride, and the reaction stops as soon as
processes this stops happening.
1. Endothermic, because energy is transferred to the 10. Challenge Endothermic chemical reaction, because
water from the surroundings. the electric current transfers energy to the water; it
2. Endothermic, because the temperature of the finger is the opposite process to the one that happens in a
decreases. hydrogen-oxygen fuel cell, and this is an exothermic
reaction.
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Making links sodium with his hands, as it could react with water on
his skin. There is the risk of cutting himself with the
Temperature change (increase or decrease), colour
sharp knife so he would have been careful using it.
change, formation of precipitate/reaction mixture
goes cloudy.
Activity 6.2: Investigating purity
Photosynthesis provides glucose for food, and
oxygen for respiration. A1 Heat the mixture to evaporate the water. Pure copper
sulfate will be left behind.
6.5 The reactivity series A2
1. Copper, silver, gold Hazard Risk Controlling the risks
2. Magnesium Copper Toxic if Wear eye protection
3. Copper, silver, gold – because they are less reactive sulfate swallowed Wash hands after using
than hydrogen Causes skin and
eye irritation
4. Zinc does not react with water, so rainwater will not
damage the roof. Bunsen Could cause Tie long hair back
5. Sodium will react quickly; very rapid bubbling; the burner/ severe burns Wear eye protection
hydrogen may or may not catch fire; an alkaline hot Only touch apparatus
solution will form. apparatus once it has cooled down
sodium + water → sodium hydroxide + hydrogen A3 Heat the copper sulfate and measure its melting
6. Silver, gold – because they are less reactive than point. Compare this to the melting point of pure
hydrogen copper sulfate. The more pure the sample, the closer
7. Iron will react very slowly; very slow bubbling; the its melting point will be to this.
hydrogen will not catch fire.
iron + sulfuric acid → iron sulfate + hydrogen Activity 6.3: Which has the
8. Zinc will not react at room temperature; it will react biggest temperature change?
slowly when heated; it may not burn; it will form a A1 Acids and alkalis can cause burns to the skin and
white layer of zinc oxide. zinc + oxygen → zinc oxide eyes. Wear eye protection, handle carefully, keep
9. They react quickly with water and with oxygen in in centre of bench/desk when not in use, always
air; the oil keeps water and air away from the metal, place lids back on containers when not in use, avoid
stopping these reactions happening. spills, clean up small spills using a paper towel, tell
10. a) Bubbles, fizzing sounds the teacher if there is a larger spill, if acid or alkali is
spilled on skin wash it off immediately, wash hands
b) Hydrogen after using the chemicals. Glassware could smash and
c) C, D, A, B cause cuts to skin. Only carry one bottle at a time,
d) C, aluminium, D, A, lead, B keep bottles in the centre of the bench/desk when
not in use, be very careful when handling.
Making links
A2 The four solutions listed, dilute acid (such as dilute
Oxygen: glowing splint relights. Carbon dioxide: hydrochloric acid), thermometer, beakers, boiling tubes
limewater turns milky or cloudy white. or clear plastic cups × 4, test tube rack or beakers to
support the cups in, measuring cylinders × 5 (10 cm3),
distilled water
Activity questions: Chapter 6
Independent variable: the solution used
Dependent variable: temperature change
NOTE: some Activity answers are student dependent so
Control variables: type of acid, volume of acid,
answers are not supplied.
volume of solution used, concentrations of the acid
and the solutions. Starting temperature cannot fully
Activity 6.1: Reacting sodium with be controlled, but experiments should all be done at
water same time in the same conditions.
A1 sodium + water → sodium hydroxide + hydrogen Students’ methods should be similar to that
A2 The Universal Indicator went purple. described in Worksheet 6.3b, that is, measuring
the temperature before the reaction and recording
A3 Sodium hydroxide splashing on the skin and in eyes. the highest or lowest temperature reached. They
Cutting fingers with the knife. should recognise the need to use a clean container
A4 He wore eye protection and used the screen to or boiling tube for each reaction. Students could
protect the students. He only used a small piece suggest repeating the measurements to be sure of
of sodium so the reaction was not as vigorous and reliable results.
minimised the risk of splashing. He did not touch the
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A3 To take accurate measurements, some suitable b) The results should be presented as a line graph
suggestions are: hold the thermometer in the middle with mass of ammonium chloride (g) on the x-axis
of the liquid, so it doesn’t touch the bottom of the and average temperature change (°C) on the y-axis.
beaker (so you measure the temperature of the The students should draw a line of best fit.
liquid, not the glass); raise the thermometer between
reactions; take the reading only when the liquid in Activity 6.5: Comparing alcohol
the thermometer has stopped rising; repeat readings
and discard any anomalous results. It is important to
fuels
take accurate measurements, so they are as close as A1 Independent: the alcohol used; Dependent: the mass
possible to the real value. of fuel burned; Control: the temperature increase/the
distance of the flame from the beaker
To take precise measurements, use a thermometer
than can measure to the nearest °C or even better, A2 Ethanol: 1.41 g; Methanol: 1.84 g; Propanol: 1.24 g
use a digital thermometer. It is important to make A3 Propanol
precise measurements so a clear pattern can be seen A4 The most effective fuel raises the temperature of the
in the results and anomalous results can be spotted. water with the smallest decrease in mass.
A4 Results table: A5 Improvements: do repeats for each alcohol/use
insulation round the water vessel/put a lid on
Start Final Temperature the water vessel/aim for different, higher
Solution temperature temperature change temperature rises
(°C) (°C) (°C)
Sodium Activity 6.6: Comparing the
hydroxide reactivity of metals and Activity
Potassium 6.7: Is the pattern of reactivity of
hydroxide
metals with acids the same with
Sodium oxygen and water?
hydrogen
carbonate A1 Metals and water
Apparatus: four test tubes, test tube rack, spatula,
Potassium measuring cylinder(10 cm3)
hydrogen
carbonate Safety: eye protection must be worn at all times.
Variables
Control variables: the volume of water should be
Activity 6.4: Investigating the same in each test tube (3 cm3). To make this a
temperature changes during completely fair test, the mass of metal used should
be the same each time.
dissolving
A1 Independent variable = mass of ammonium chloride Independent variable: type of metal used
A2 Dependent variable = temperature change (final Dependent variable: observations of changes in the
temperature – initial temperature) test tube
A3 Volume of water, whether stirred or not Metals and oxygen
A4 The greater the mass of ammonium chloride, the Apparatus: four test tubes, test tube rack, spatula
larger the temperature change (providing the water Safety: eye protection must be worn at all times.
is in excess). More ammonium chloride means more Variables
dissolves in the water which means more energy Control variables: to make this a completely fair test,
must be transferred to the ammonium chloride the mass of metal used should be the same each
from the water surrounding it (provided that in each time.
experiment there is sufficient water for all of the
ammonium chloride to be dissolved), meaning that Independent variable: type of metal used
the temperature of the water decreases. Dependent variable: observations of changes in the
A5 a) Mass of ammonium chloride (g), starting test tube
temperature (°C), final temperature (°C), overall A2
temperature change (°C). Students should ideally
have enough columns for repeats and an average Method for metals and water:
temperature change to be calculated. A. Place four test tubes in a test tube rack.
B. Using the measuring cylinder, measure and then
add 3 cm3 of the water to each of the test tubes.
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C. Add a small spatula of iron nails to test tube 1. c) T he pack gets cold; so energy must be transferred
Write down your observations in the table. away from the pack to the reaction mixture
D. Add a small spatula of copper to test tube 2. Write 11. a) Dependent: temperature change;
down your observations in the table. Independent: the first reactant
E. Add a small piece of magnesium ribbon to test b) Volume of reactants/concentration of citric acid
tube 3. Write down your observations in the table. solution
F. Add a small spatula of zinc granules to test tube 4. c) Sodium hydrogen carbonate because it is the only
Write down your observations in the table. one in which the temperature falls
Metals and oxygen d) Exothermic
Method for metals and oxygen: 12. a) (most reactive) metal B → metal A → metal C
A. Place four test tubes in a test tube rack. (least reactive)
B. Add a small spatula of iron nails to test tube 1. b) Metal B was the most reactive because gas was
Write down your observations in the table. produced most quickly and the test tube became
hotter than the other two
C. Add a small spatula of copper to test tube 2. Write
down your observations in the table. Metal C was the least reactive because although
bubbles were produced, they were produced
D. Add a small piece of magnesium ribbon to test
slowly and the temperature did not change
tube 3. Write down your observations in the table.
E. Add a small spatula of zinc granules to test tube 4. Challenge questions
Write down your observations in the table.
F. Leave the metals for 15 minutes and come back to 13. a) lithium + oxygen → lithium oxide
record your repeat observations, looking for any b) lithium + water → lithium hydroxide + hydrogen
further changes. c) lithium + hydrochloric acid → lithium chloride +
hydrogen
d) Exothermic because burning transfers energy
End of chapter review: Chapter 6 to the surroundings / the reaction mixture
become hot
Quick questions 14. a) Air and water cannot reach the metal because
of a layer of aluminium oxide; so these reactions
1. zinc + oxygen → zinc oxide cannot happen
2. A pure substance is made of only one type of particle, b) Hydrochloric acid reacts with aluminium oxide
a mixture contains two or more types because aluminium oxide is on the outside of the
3. A measurement of how much of a chemical is in a piece of metal
mixture c) Aluminium chloride forms when the aluminium
4. Because sometimes they produce more than one oxide layer reacts; the aluminium chloride
product dissolves in the acid; exposing aluminium metal
to the acid; and the reaction between aluminium
5. Exothermic process and hydrochloric acid is very vigorous
6. Endothermic process
7. (d)
8. (a) Calcium End of stage review: Chemistry

Connect your understanding 1. a) (i) Nucleus (accept proton)

9.
(ii) Only a few particles were deflected so most went
gold through the gold foil without going near it, so it
particles must be very small
particles
of other b) Scientists perform investigations and collect
elements results/data/evidence; that cannot be explained by
the existing model; so the model changes to fit the
correct images 2 correctly labelled 1 new data.
10. a) Endothermic 2. It is a mixture, that contains two dyes
b) Energy is transferred from the surroundings to the 3. a) The metal
reaction mixture b) Exothermic
c) Energy is transferred; to the surroundings.
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d) Named unreactive metal, e.g. copper, silver, gold 7.3 Distance/time graphs
e) B, A, D, C
f) Lighted splint; makes a ‘pop’ sound. 1. It is a straight line, which shows that the object moves
the same distance every second.
4. a) (i) Copper sulfate
2. 5 m/s
(ii) Water
3. The one for the faster runner.
b) It also contains water
4. a) The graph is steeper in part B than in part A.
c) Heat the water
b) Slower, because the gradient/slope is less.
5. The distance stops changing. The gradient is flat.
Physics Student’s Book answers 6. The gradient keeps changing.
7. I am walking back towards the start of my walk – E; I
am walking at a constant speed – A; I am tired so I am
Chapter 7 Measuring motion walking more slowly – D; I am walking a little quicker –
B; I am walking downhill so my speed increases – C.

7.1 Measuring distance and time

Activity questions: Chapter 7
1. a) 100 m measuring tape marked in centimetres
b) Metre rule marked in millimetres NOTE: some Activity answers are student dependent so
c) 15 cm rule marked in millimetres answers are not supplied.
d) 10m measuring tape marked in centimetres
Activity 7.1: Measuring distance
2. Because if you use a 15 cm rule you will need to move
A1 Answers will depend on what students have available
it several times to cover the width of the desk and may
to use but sensible choices would be: metre rule,
make errors when placing the ruler when you move it.
measuring tape, 15 cm or 30 cm ruler.
With a metre rule you can place it across the desk and
make the measurement instantly. A2 Again, depends on the equipment used. Most will be
accurate to the nearest mm.
3. To get accurate results by taking an average/mean.
You can also check for anomalies.
Activity 7.2: How long does it take?
7.2 Speed and average speed A1 Take measures such as repeating the activity or using
1. a) 120 m a more accurate timing device.
b) 720 m Activity 7.3: Measuring your
c) 7200 m
average walking speed
2. 4 m/s A1 Walk for a set period of time and measure how far you
3. Challenge 150 s have gone.
4. a) About 10 m/s c) About 0.01 m/s A2 There will be some errors in timing and these will be
b) About 0.2 m/s d) About 30 m/s less important if the times are longer.
5. Challenge Connect both light gates to a computer/
data logger/electronic timer. The timer starts when
Activity 7.4: Measure the average
the toy car passes the first light gate and stops when speed of a toy car descending a
it passes the second light gate. The light gates need to ramp (1)
be 50 cm apart.
A1 The speed of the car is likely to increase as it goes
6. a) 24 s b) 12.7 s c) 11.4 s down the ramp. Putting the light gate halfway down
Making links the ramp is more likely to give you the average speed
The toy car’s energy is dissipated through friction than if you put it anywhere else.
with the surface. As it has less energy it will travel
more slowly. Activity 7.5: Measure the average
When the slope is steeper the acceleration due to speed of a toy car descending a
gravity makes a greater difference to the speed of ramp (2)
the car.
A1 You would expect the average speed to increase as
the ramp gets steeper.
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A2 Reasons would include variations in friction between

the car and the ramp in different places on the ramp, Chapter 8 Forces
and inaccuracy in timing.

End of chapter review: Chapter 7 8.1 Balanced and unbalanced forces

1. Friction can be reduced by using a smoother surface,
decreasing the force pressing the surfaces together,
Quick questions lubricating the surfaces or streamlining. Air resistance
can be reduced by streamlining, using a smoother
1. a) 200 m surface covering and by reducing speed.
b) 2400 m 2. Challenge No. The wheels need friction. Without
c) 12 000 m friction they would just spin.
2. 11 m/s 3. a) Gravity (weight), downwards and magnetic force,
3. a) 150 m b) 900 m upwards.
4. 25 s b) The paperclip doesn’t move. This means the
upward and downward forces are equal.
5. a) 300 cm/s b) 0.5 m/s c) 17 m/s
c) The clip should be drawn with two arrows of
6. 3 m/s equal length. The upward force should be labelled
‘magnetism’, and the downward force ‘gravity (or
Connect your understanding weight)’.
7. Line will go through points (1, 2), (2, 4), (3, 6) and (4, 8). 4. a) An arrow in the forwards direction labelled
8. There is no time delay due to reaction time and forward force (150 N) and an arrow in the
human error. backwards direction representing the combined
9. a) No. The distance is not 0. friction and air resistance (150 N)
b) D Resultant force = 0 N
c) E. Greatest value of distance OR car has stopped Hanna will continue to move forwards at the same
moving away. speed/there will be no change in Hanna’s speed.
d) Challenge It would look like a curve because b) Arrows to the left (labelled 500 N) and right
each straight line section would be very small (labelled 450 N). Overall force is 50 N to the left.
(1/100th of the size they are now). The teams will both start to move (accelerate)
10. a)  The graph should start with a straight line with a to the left. Team A pull with a force of 500 N and
constant gradient sloping upwards (not horizontal team B pull with a force of 450 N.
or vertical). The line should then continue to slope c) Arrows on the car, forward labelled 700 N engine
upwards but with a less steep gradient. At the end force and backwards labelled 400 N friction.
the line will be horizontal. Resultant force is 300 N forwards. The car will
b)  The line should start at 0 and have a constant accelerate forwards.
gradient before suddenly becoming horizontal. 5. 20 N
40 N
11. a)  The graph should have distance on the y-axis
15 N
and time on the x-axis. Units should be included
and scales even. The graph should be a straight Resultant forward force = 20 + 15 = 35 N
line (to show best-fit) and only the point at 40 s
should not lie on this line. Overall resultant force = 40−35 = 5 N to the left.

b) 0.4 m/s 6.Each car should have three force arrows: ‘Force from
c) The reading at 40 s. It does not lie on the straight engine’ in direction car is moving, friction and air
line – the graph gets less steep between 30 s and resistance in the opposite direction.
40 s and then gets steeper between 40 s and 50 s The length of the arrow for the friction force should
before returning to its original gradient from 50 s be the same for each car. The unstreamlined car
to 60 s. should have a long air resistance arrow and a large
engine force (the length of the two backward arrows
Challenge question should together be equal to the length of the engine
12. a) The value of 0.56 s force arrow.)
b) 0.64 s The streamlined car should have a shorter air
c) 0.65 s resistance arrow and a correspondingly shorter
engine force arrow.
d) The answer in (c).
e) 3.1 m/s (to 2 significant figures)
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7. At least 400 N Moment due to masses = 0.8 × 0.3 = 0.24 Nm

8. Challenge When he is moving at a steady speed The clockwise moments and anticlockwise moments
the forces are balanced, so the friction and air are not the same so the scales are not balanced.
resistance forces combined must be 200 N in the Making links
opposite direction to his movement. So when he Muscles can only pull. They cannot push. Our arm
stops pedalling, the resultant force is now just air muscles come in pairs called antagonistic muscles.
resistance and friction, equal to 200 N (backwards), The muscle on the “top” of the arm is called the
this means he slows down and stops. biceps. The muscle on the “bottom” of the arm is
9. Challenge Diagram should show an upwards force called the triceps. To lift the weight up, the biceps
labelled ‘upthrust’ and a shorter, downwards force contract and the triceps relax. When the weight goes
labelled ‘weight’. down, the triceps contract and the biceps relax.
The resultant force is upwards so the toy moves up to
the surface of the water. 8.3 Pressure on an area
1.
8.2 Turning effect of a force Force (N) Area (m2) Pressure (N/m2)
1. Challenge It is easier and less effort to move a 10 2 5
nut with a spanner because the force you apply is 25 5 5
further from the pivot than when you move the nut
with your hand. The load (the force that resists the 15 5 3
turning) remains the same. 30 12 2.5
2. Moment = force × distance from pivot = 20 × 0.2 = 4 Nm 40 10 4
3. Moment = force × distance from pivot 30 5 6
= 200 × 0.5 = 100 Nm
4. In students’ answers it does not matter which way 2. The weight of the cuboid.
round the children are, if the see-saw is balanced 3. No; the knife has a very small blade area, producing
or not, or what distances the children are from the a large pressure on the bread it is in contact with. A
pivot or how long each arrow is. The important point narrow blade concentrates the force onto a smaller area.
is to label the position and direction of each force. (Imagine trying to cut bread using a ruler, which has a
Students may also label each arrow ‘Weight’ larger ‘blade’ area; much more force would be needed).
Inga Mazin 4. Challenge Kauri’s shoes will increase his weight and
foot area. The pressure will not be the same as if he
was wearing socks but no shoes.
5. Wide tyres are needed to increase their area and reduce
the pressure on the sand; this stops the bike sinking.
6. The tractor might sink in the mud if its pressure is too
high; wide tyres reduce the pressure by increasing
the area.
7. They walk on sand in the desert into which they
could sink; large feet increase their area and reduce
5. Total moment on one side of a pivot = sum of all the pressure on the sand.
moments on that side of the pivot 8. Challenge The area of the brake pedal in m2 = 5 ÷
Olamide has a weight of 300N and sits 1.2m from the 10000 = 0.0005 m2.
pivot. The pressure on the brake pedal = 10 ÷ 0.0005 =
Her moment = Force × distance from pivot 20000 N/m2
= 300 × 1.2 = 360 Nm
8.4 Pressure and diffusion in
Amara has a weight of 200N and sits 2.5m from the
pivot. gases and liquids
Her moment = Force × distance from pivot 1. a) It will increase.
= 200 × 2.5 = 500 Nm b) The number of gas particles inside the balloon
will increase so the frequency of collisions
Total moment = 360 + 500 = 860 Nm between the particles and the sides of the balloon
6. Challenge The scales will be balanced if the increases.
clockwise moment equals the anticlockwise moment 2. The gas particles in the balloon are pushing against
Moment due to apple = 1.3 × 0.2 = 0.26 Nm the inside of the balloon; and nothing is pushing
back; so it expands.
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3. Challenge When it is hot the gas pressure is higher a door that rotates around a hinge, a spanner, a lever
because the particles have a larger store of kinetic or crowbar, turning a key in a lock, turning a steering
energy, so are moving more quickly. They are hitting wheel, turning a tap.
the sides of the ball more often and with more force. A2 As you apply force to the object, it should start to
At night the temperature decreases so the particles turn around the pivot.
lose kinetic energy so the gas pressure decreases and
A3 It should be more difficult to apply the force closer to
the ball feels softer as there is not as much force on
the pivot than further away from the pivot.
the inside of the ball.
A4 If it is more difficult to move the object when it is closer
4. a) The force is 120000 N. The area of the window
to the pivot, then it does support the hypothesis.
is 1.5 m2. Pressure = force/area. 120 000 ÷ 1.5
= 80000 N/m2. A5 You could test the hypothesis by measuring the force
required to move an object around a pivot. You could
b) Pressure = force/area. If the submarine stays at a
do this by balancing weights on a see-saw object.
depth of 40 m, the pressure from the water stays
You could then see how much weight it takes to
the same, but the bigger the window area the
balance another weight after you change its distance
bigger the force on the window from the water.
from the pivot.
If the force on the glass is too high, then the
window would break. The independent variable: The distance of one
weight from the pivot.
5. The deeper you are in the atmosphere, the higher
the pressure it exerts; this is because the deeper you The dependent variable: The weight required to
go, the closer together the particles are. Like the balance it.
ocean, the atmosphere is made up of tiny particles, The control variables: The weight on one side of the
which have mass. The particles are always moving pivot and the distance of the weight that you change.
in a random direction. Like the ocean, as you go
deeper in the atmosphere, there are more particles. Activity 8.3: How much pressure
This means that there is an increase in the number of
particles of air at sea level compared to the top of a
do I exert?
high mountain. Since pressure is caused by particles A suitable table will have column headings for Mass
bouncing off surfaces, if there are more particles, (kg), Weight (N), Area (cm2) and Pressure (N/cm2)
there will be a higher pressure. A1 No – your weight should be the same whether you
6. a) Scent particles released from the food mix with stand on one foot or both feet.
particles in the air and diffuse from the kitchen, A2 Pressure = force/area (students’ own answers, using
where there are many food smell particles, to values of force in N and values of area in cm2)
other parts of the house. A3 Pressure = force/area (students’ own answers). The
b) The coloured particles in tea dissolve in the water area used should be half the area from question A2
and then diffuse from the teabag into the water but the value of force is the same.
around the bag until their concentration is equal A4 You could count the squares that are halfway or more
throughout the water. filled, as well as the whole squares, and ignore those
c) When the candle is lit, heating by the flame means with less than half their area covered. Alternatively
the scent particles have a larger store of (kinetic) you could use paper with a finer grid (millimetre
energy so diffusion will happen more quickly. squares).
d) The particles in a gas are moving more quickly
than the particles in a liquid, so the particles Activity 8.4: Using the particle
spread out more quickly in a gas as the particles model to explain gas pressure
travel further between collisions and the collisions A1 a) T he balls colliding with the sides of the box shows
will be more frequent. the force of particles in a gas colliding with the
sides of the container.
Activity questions: Chapter 8 b) Gas pressure is caused by the particles of the gas
hitting the walls of the container. This is similar to
the balls hitting the side of the box.
NOTE: some Activity answers are student dependent so
answers are not supplied A2 a) When I modelled a change in the number of gas
particles, I added or took away balls. Adding or
Activity 8.2 Finding turning forces taking away balls to or from the box is analogous to
changing the number of particles in the container.
at home b) When I modelled a change in the size of the
A1 There could be many objects, such as a claw hammer, container of gas, I inserted a divider to make
a door handle that you push down or that you turn,
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the size of the container smaller. The size of the Activity 8.7: Making predictions
container is analogous to the volume of the
container of particles. about the rate of diffusion
c) When I modelled an increase in temperature, I A1 The higher the temperature, the faster diffusion
shook the box faster. Shaking more vigorously is happens. This is because a higher temperature makes
an analogy for heating the gas and increasing its the particles move faster.
temperature.
A2 Answers will vary but a suitable plan would be:
A3 a) The particles moved faster and hit each other and
the sides with more force. a) I will change the temperature. I will heat up the
water or leave it in an ice bath. I will use a range of
b) When the temperature is increased, the particles water temperatures between 0 and 100 oC so that
move faster and hit each other and the sides more I get enough evidence to test my prediction.
frequently and hit them faster and harder (with
more force). This increases the pressure. Shaking b) I will measure the time it takes for the water in a
the balls pushes on the balls with a force and so beaker to become completely like the colour of
transfers energy to them and they move faster. In the sweet.
the same way, heating the gas transfers (thermal) c) I will keep the volume of water in the beaker the
energy to its particles so they move faster same and the type, colour and size of the sweet
(increases their kinetic energy). the same.
An alternative to measuring how long it takes for the
Activity 8.5: Observing the effect colouring to spread evenly through the water is to
of depth on pressure in a liquid pour the water onto a plate and measure how long
it takes for the colouring to diffuse to the edge, or
A1 The highest pressure is at the bottom of the bottle. to measure the farthest distance reached by the dye
A2 The lowest pressure is at the top of the bottle. after 1 minute.
A3 The water in the bottom hole was pushed out A3 I will need: A beaker, some water, a sweet, a timer, a
furthest because there is more pressure on water heater and a container of ice.
as its depth increases. This is because there is more A4 Typical table:
water pushing down on it, which increases the force
of the water pushing down on it. Temperature of Time taken for the water to
water (oC) completely change colour (s)
Activity 8.6: Using a model to
observe diffusion A5 As the temperature increased, the time taken for
the water to completely turn one colour decreased.
A1 The tray represents the container that holds two
My results show that an increase in temperature
different types of gas (perhaps a coloured gas and air,
increases the rate of diffusion.
which is colourless).
The student then has to state whether the results
A2 The different coloured balls move about in random
agree or disagree with their prediction.
directions (one way then another) and also collide
with each other which changes their direction. As they
move about they gradually mix up so that the different End of chapter review: Chapter 8
colours are not separated but completely mixed up.
A3 This model shows diffusion because diffusion is when
particles of a substance spread out from an area of high Quick questions
concentration to an area of low concentration until the
concentration is the same everywhere. Here the balls 1. Gravity and upthrust
intermingle until they are evenly distributed rather 2. The forces are balanced (or equal and opposite).
than all the blue being concentrated on one side and
3. a) They remain stationary / do not move.
all the red being concentrated on the other side.
b) The rope moves in the direction of person A.
A4 In the model, when the tray is shaken the balls
move about in random directions. This is like how 4. a) Moment = 2 × 50 = 100 N m
particles move in a gas (the particle model of solids,
b) Moment = 0.3 × 5 = 1.5 N m
liquids and gases). The two colours of balls start off
separated, but as balls move about they start to mix c) Length = 20 cm = 0.2 m, Moment = 0.2 × 4 = 0.8
until eventually they are evenly distributed. Diffusion Nm
happens because of the movement of particles. 5. a) Pressure = force/area. 45/0.05 = 900N/m2
b) Pressure = force/area. 70/0.35 = 200N/m2
6. b diffusion
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7. a mass of the particles; and b speed of the P = F/A

particles. P = 36/2 × 10-3 = 18000N/m2
8. c A hot container with a large amount of gas Yelena hits the hammer with greater pressure.
9. c A weighs more than B and is further from the pivot 18. On Earth, objects are usually surrounded by air,
than B. which creates air resistance. If they are not flying
or supported on an air cushion, they will normally
Connect your understanding be resting on a solid surface or floating on a liquid,
10. a) He could trace the shoes on squared paper and which creates friction or fluid drag forces. They
count the number of squares they cover. are always subject to the force of gravity (weight).
He should then work out the area of each square Perhaps you could remove all the air in a large
and multiply the area of the square by the container, creating a vacuum, and balance the force
number of squares. of gravity with another non-contact force such as
magnetism. But that would be a very complex and
b) The force that the shoe exerts on the ground expensive experiment.
(his weight)
19. Diffusion will only happen if the oxygen is going
c) Mandeep can calculate the pressure by using the from where there is a high concentration of oxygen
equation pressure = force/area. to where there is a low concentration of oxygen. The
11. a) 240 N – 160 N – 60 N = 20 N Positive value so greater the difference in concentration, the higher
direction of force is forwards. the rate of diffusion so the blood high in oxygen has
b) The sledge will be speeding up slightly, because to be moved away and be replaced with blood low in
there is a small forwards force overall. oxygen.
12. In a gas the particles are spread out; in a liquid there
are no spaces in between the particles; Chapter 9 Light
so in a gas the particles can be pushed together/
compressed.
13. a) The blue colour would spread/diffuse throughout 9.1 Reflection
the water because the ink is moving from a high 1. No. Light will only reflect through an angle of 90º if the
to a low concentration. angle of incidence is 45º as the angle of reflection will
b) The blue colour would spread/diffuse more then be 45º too. This would add up to a change of 90º.
quickly because the ink and water particles have Making links
more energy so are moving faster (and also
hitting each other more often). Both sound and light follow the same law of
reflection.
14. a) 1.2 × 300 = 360 N m
b) 400 × 0.8 = 320 N m 9.2 Refraction
c) 360 + 320 = 680 N m 1. Less than 10 cm.
d) 500 × 1.3 = 650 N m 2. Challenge Less than 15 cm.
e) The see-saw is not balanced because the
clockwise moments and anticlockwise moments 9.3 Coloured light
are not equal.
1. a) Red shirt c) Green shirt
15. Snowshoes have a large area. This reduces the
pressure that the wearer has on the snow. b) Blue shirt d) Black shirt
2. a) Red shirt c) Blue shirt
Challenge questions b) Red shirt d) Black shirt
16. Counterweights are closer to the pivot than the load.
Moments = force × distance
Clockwise moments need to balance anticlockwise Activity questions: Chapter 9
moments.
So the counterweight needs to weigh more than the NOTE: some Activity answers are student dependent so
load to make the moment equal. answers are not supplied
17. 12/10000 = 1.2 × 10-3m2 Activity 9.1: Investigating how
P = F/A
light reflects
P = 24/1.2 × 10-3 = 20000N/m2
A1 They are the same.
20/10000 = 2 × 10-3m2
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Activity 9.3: Investigating refraction c) Green T-shirt

d) Black T-shirt
A1 a) R ays that enter the glass along the normal don’t
e) Blue T-shirt
change direction.
8. The term ‘refracted’ refers to the bending of light
b) The ray bends towards the normal when it enters
caused by a change in speed and direction of the
the glass.
light as it travels from one transparent substance into
c) The ray bends away from the normal when it another. The speed at which light can travel through
leaves the glass. a substance depends on whether the substance is a
d) The ray that leaves the glass is parallel to the solid (slowest), liquid or a gas (fastest). The larger the
incident ray. change in speed, the larger the change in direction
e) Unless the ray enters along the normal, the angle and the more the light will bend, or refract.
of refraction is always smaller than the angle of 9. a) See figure 9.12 (but imagine the stone is a fish).
incidence. b) Light from the fish is refracted as it leaves the
water. Your brain thinks the light that enters your
Activity 9.4: The appearing eyes has travelled in a straight line. You, therefore,
coin trick ‘see’ the fish in the wrong place (that is, where the
refracted rays meet when drawn straight back).
A1 The light refracts as it moves from water into air. This
means it will be travelling at a different angle and will 10. a) The red top would look black, the green top would
now be able to reach your eye. look green, the blue top would look black.
b) The red top would look red, the green top would
Activity 9.5: The bending look black, the blue top would look blue.
pencil trick c) The red top would look black, the green top would
look green, the blue top would look blue.
A1 See figure 9.8. Light coming from the part of the d) The red top would look red, the green top would
pencil that is under the water is refracted when look green, the blue top would look black.
it enters the air. Because the light has changed
direction, your brain thinks the light rays have come 11. Any two from: a diffraction grating forms a spectrum;
from a different place. Newton’s disc; shining red, blue and green light on
the same spot makes white light.
Activity 9.6: Making a
Challenge questions
Newton’s disc 12. Raindrops act as tiny prisms. White light from the Sun
A1 It shows that the seven colours of the spectrum passes through these tiny prisms and is split up into a
can be combined to make white light. Therefore, it spectrum of colours.
also shows that white light is a mixture of all seven
13. THANK YOU
colours of the spectrum.
14. a) Black, blue, black, blue, blue.
b) No. The answers would be the same if the filters
End of chapter review: Chapter 9 were the other way round.

Quick questions
Chapter 10 Magnets
1. A – incident ray; B – angle of incidence; C – the
normal; D – reflected ray; E – angle of reflection.
2. 60 cm 10.1 Magnets and magnetic
3. B materials
4. (red) orange, yellow, green, blue, indigo, violet. 1. Student’s answers will vary but they should identify
5. You may be viewing the clothes under a different the fact that magnetic materials close to a compass
coloured light inside the shop. This means the clothes needle will deflect the needle away from the correct
could look a different colour when you take them direction.
home. 2. Suggested answer: I would use a magnet to test if
6. RED LIGHT materials are magnetic or non-magnetic. I would
hold each material near the magnet. If it is magnetic,
Connect your understanding it is attracted to the magnet. If it is non-magnetic,
then it is not attracted to the magnet.
7. a) Blue T-shirt
3. a) 1: There are two north poles. There should be a
b) Black T-shirt
north and a south pole.
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3: The magnetic field lines going from the poles 4.

bend at sharp angles. Magnetic field lines going Strength of an electromagnet
straight from the poles are straight or follow 12

smooth curves.
10

Number of paperclips picked up

4: One of the arrows goes towards the north.
Arrows should go from north to south. 8

b)
6

4
S N
2

0
0 5 10 15 20 25 30
4. When the opposite poles of bar magnets are brought Number of coils

closer together, they attract. a) T he result with 15 coils is anomalous because

5. Challenge it doesn’t increase as the number of coils is
increased.
b) The best fit line is on the graph.
c) As the number of coils on the electromagnet
increases, the number of paperclips picked up
N S N S increases.
5. Challenge Because Lee has changed two things.
He cannot tell which of the two things affected the
strength of the electromagnet or by how much.
6. Challenge
6. Challenge If the magnets were allowed to move a) A
 n investigation should have one independent
freely, they would attract to each other and join variable because then you can tell that this variable
together. is affecting the dependent variable. If you have
more than one, you have no way of knowing which
7. Because they are lining up with the Earth’s magnetic
variable affected the dependent variable.
field.
b) (i) Metals: Iron, steel, nickel, aluminium. Non-
8. The north pole of a compass points near Greenland,
metal: Plastic
but opposite poles attract. This means that the north
pole of a compass is actually pointing to the Earth’s (ii) Kyra’s conclusion is not correct because
magnetic south pole. aluminium is a metal and it does not pick up
as many paperclips as iron, steel or nickel.
Making links
(iii) Iron and nickel are the best metallic
Gravitational forces and magnetic forces are similar
elements. Steel doesn’t count because it is
because they are both forces of attraction between two
an alloy of iron and carbon.
bodies.
(iv) The metals that increase the strength of the
Gravitational forces and magnetic forces are different
magnetic field the most are magnetic.
because in magnetic forces, like poles repel, but there
are no gravitational forces which repel. 7. Because it would not be able to let go of the contact
to hit it again.
10.2 Electromagnets 8. Maglev trains are very expensive because of the large
1. An electromagnet can be switched on and off. number of strong magnets. Maglev train tracks also
can’t be incorporated into conventional train tracks.
2. Iron because it is a magnetic material.
3. Challenge Because you can pick up metals of
different weights. You can also reduce the strength to
Activity questions: Chapter 10
let the metals go.
NOTE: some Activity answers are student dependent so
answers are not supplied
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Activity 10.1 Attract or repel? A6 Student answers will vary but the graph should show
a linear increase in the number of paperclips picked
A2, A3 North pole attracts south pole, repels north pole, up as the number of coils increases.
south pole attracts north pole, repels south pole
A7-A10 Student answers will vary but should show
or
an electromagnetic effect when a magnetic
Like poles repel, unlike pole attract
material is used for the core, and no
electromagnetic effect when a non-magnetic
Activity 10.3 Is this material material is used.
magnetic?
Magnetic materials Non-magnetic materials End of chapter review: Chapter 10
Iron Paper
Nickel Gold Quick questions
Steel Aluminium
1. a) Permanent magnet: a substance that has a
Card magnetic field and doesn’t need to be near a
Plastic magnet to have one.
b) Electromagnet: a substance that has a magnetic field
Activity 10.4 Seeing the shape of a when an electric current is passed around it.
c) Magnetic material: a substance that is attracted to
magnetic field a magnet.
A4 Students’ sketches should look like: d) Magnetic field: the area around a magnet where
its force can be felt.
2. a) This is a magnetic material. It is not a magnet
because magnets can repel each other and if it
wasn’t magnetic, it wouldn’t be attracted to the
magnet.
S N b) This substance is not magnetic as it is not affected
by a magnet at all.
c) This is a magnet. You can tell because it is both
attracted and repelled by a magnet.
This means that it has poles. When it is attracted to
the magnet, the poles are opposite to the magnet.
When it is repelled by the magnet, one pole is the
Activity 10.5 Drawing the shape same as the magnet.
of a magnetic field 3. a) This mixture cannot be separated by a magnet as
both of the substances are magnetic.
Students’ sketches should look like:
b) This mixture can be separated by a magnet as
steel is magnetic and plastic is not.
c) This mixture cannot be separated by a magnet as
neither material is magnetic.
4. Use a magnet to stroke the steel repeatedly in one
direction.
N S 5. a) The blue magnet will move away from the green
magnet.
Bar magnet
b) The blue magnet will move towards the green
magnet.
6.

N S
Activity 10.6 What affects the
strength of an electromagnet?
A4 Student answers will vary but the graph should show
One mark for each correct compass.
a linear increase in the number of paperclips picked
up as the current increases.
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7. Place the magnet under a piece of card. Sprinkle iron

filings around. End of stage review: Physics
8. a) 2
S S 1. a) Time Distance
walked
First part of 5 minutes 300 metres
b) 2
S N
journey
Talks to a 2 minutes 0 metres
friend
9. The north pole of the magnet because the Earth’s
geographic north pole is actually its magnetic south Final part of 5 minutes 600 metres
pole. journey

Connect your understanding b) Average speed = distance = 900 = 900

time 12 × 60 720
10. 40 = 1.25 m/s
Number of paperclips picked up

35 2. a) 500 × 3 = 1500 Nm
30 b) 750 × 2 = 1500 Nm
25 c) They are balanced because Hani’s moment is the
20 same as Kayin’s moment.
15 3. Pressure = force . Area = 1.2 × 0.5 = 0.6 m2.
area
10
5
Pressure = 90 =150 N/m2
0.6
0 4. When light enters a prism, it changes direction. This
0 10 20 30 40 50 60 70 is called refraction. The light bends towards the
Number of coils normal when it enters the prism.
5. a) A colour that can’t be made by mixing other
Axes labelled appropriately; points plotted colours
accurately; As the number of coils on the magnet
increases, the number of paperclips it picks up b) Red, blue and green
increases. c) Green
11. a) The N – S ones. 6. a) (i)    Attract
b) The N – N ones. (ii) Repel
c) The same as the N – N diagram. b) A
c) Aluminium is not magnetic, so it will not be
Challenge question attracted to an electromagnet. Abhi can switch on
12. When the switch is pressed, the circuit is complete the electromagnet to pick up the steel cans and
and turns the electromagnet on. This attracts the then switch it off to drop them into the empty
hammer towards the bell. When the hammer hits the container.
bell the contacts move apart and the circuit breaks.
This switches off the electromagnet and the hammer
is no longer attracted towards the bell. The hammer Earth and space Student’s Book answers
moves back into place and the circuit is completed
again.
This will turn the electromagnet on again and repeat
Chapter 11 The Earth and its resources
the process for as long as the switch is pressed.

11.1 Climate and weather

1. Weather; climate
2. a) Total of 200 mm
b) 
October 2012 total was 125 mm. So October 2016
rainfall was significantly higher than in 2012.
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c) A general steady increase from just below 100 4. Challenge Life would probably not exist, because
mm in 1999 to an average around 160–170 mm in greenhouse gases in their natural amounts help keep
2017–2018. Amount varies significantly from year the Earth’s surface warm.
to year.
5. The fuels contain only carbon and hydrogen atoms.
d) Measurements of other quantities such as
temperature, measurements from a number of 6. Any three from: gas, coal, oil, petrol, diesel, kerosene/
different places, measurements taken throughout aircraft fuel.
the year, for at least 20 years. 7. Carbon dioxide. (Also accept methane, although it is
not discussed in this chapter.)
3. Challenge Answers should make clear the
difference between climate and weather, explaining 8. hydrocarbon + oxygen → carbon dioxide + water +
that climate is an average of values across a number [energy]
of places over large areas for longer periods of time, (Also accept other sensible products, as long as they
and the temperature on a single day is an example are additional to the core products given here, e.g.
of weather. Also, answers could point out that global carbon or carbon monoxide.)
warming/climate change means that we do expect 9. The amount of carbon dioxide produced from
more extreme weather events, so occasional, much burning hydrocarbons is now affecting the climate,
colder days would be expected. However, much causing global warming. If we stop burning
more evidence would be needed to say whether the hydrocarbons, this would reduce the amount of
climate is warming or cooling. carbon dioxide that human activities add to the
4. Valleys/other features caused by the movement of atmosphere, so should limit the rise in temperature.
glaciers; (air trapped in) ice core samples; fossils 10. Challenge It takes time for the increased carbon
5. A glacial period involves ice covering more of the dioxide to affect the temperature, because the
Earth’s surface and the Earth’s temperature falling by change in temperature is caused by increased
5–8 °C. A glacial period can last between 20 000 and reflection of energy/heat back to the Earth’s surface
80 000 years. and this rise continues for some years after the
6. Accept any reasoned estimate; using the information carbon dioxide levels are stabilised or even reduced.
in the text, could assume that we are in an Making links
interglacial period and the next glacial period could Measure the volume of a sample of air in a gas
be anything from 10 000 years to 80 000 years away. syringe. Pass the sample over heated copper, which
a) Challenge The temperature change is between
7. all the oxygen will react with. Measure the volume
1 of the remaining gas after the reaction. Calculate the
and 18 the size of the change during the last
5 volume of oxygen in the initial sample by subtracting
glacial period. the volume of the remaining gas from the total
b) 
Recent change is not due to glacial periods. In volume of the initial sample
glacial periods, the change takes around 10 000
years, which averages out at approximately 11.3 Renewable and non-
0.001–0.002 °C every 100 years. A change of up to
1 °C in 100 or 200 years is much faster.
renewable resources
Making links 1. Renewable resources can be replaced easily in a short
time; non-renewable resources cannot be replaced
a) Changes in climate can significantly affect easily in a short time.
habitats, which may become colder or hotter, 2. Challenge The Sun’s nuclear fuel is expected to
wetter or drier and so change the conditions last many billions of years, so although it cannot
within each habitat. Organisms tend to be well be replaced it will last far longer than humans and
suited to (adapted to) the conditions in their probably the Earth itself. So sunlight is considered to
habitat, so a change to conditions can cause be renewable.
organisms to move, or to change themselves to
suit the conditions, or sometimes to die out. 3. Dead animals and plants collect on the ground or at
the bottom of wet areas. Over time, soil/sediments
b) The colder climate can freeze ground and water, collect on top of the dead animals and plants. Over
making food less available and making it difficult millions of years, as more sediments build up, the
for organisms to survive. weight of the sediments squeezes the sediments/
remains at the bottom until they form rock. The
11.2 Climate change forces and heat on the dead animals and plants cause
1. d them to form layers of coal, oil or gas.
2. Reflects energy/heat back to the surface, keeping the 4. When (natural) gas is taken from the ground where
surface warm. it has formed over millions of years, it is then burned
3. Earth’s climate will get warmer. and used up. It is not possible to replace gas in a
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short time as it takes millions of years, so it is a non- station; wind does not always blow hard enough
renewable resource. to turn the generators; wind turbines can kill
5. Any one from: the technology needed to use them some kinds of migrating or feeding birds.
is well understood; they release a lot of energy 15. Challenge Migrating birds can be injured or killed
compared to some other fuels. if they fly into wind turbines. Migrating birds often
6. Any reasons from: produces carbon dioxide that follow similar paths each year, so tracking their
is a greenhouse gas and leads to climate change; movements helps build a picture of where ‘busy’
produces gases such as sulfur dioxide and nitrogen areas are for the birds. Wind turbines can then be
oxides, which dissolve in water to form acid rain; placed away from the migration routes.
produces very small particles of carbon/soot that can 16. Any three reasonable suggestions, which could
cause breathing problems and make buildings dirty; include: wood; compacted/squashed soil; recycled
is a heavy fuel to transport; is a dirty fuel; can be waste products such as plastics; straw; bamboo.
difficult to take out of the ground (mine). (Accept other sensible answers.)
7. Challenge Any reasons from: it is easier to take out 17. a) Any one from: renewable; strong; produced
of the ground compared to some other fuels; it is naturally; does not produce carbon dioxide when
found in most countries in the world; the technology it is grown/made; looks good.
needed to use it is simpler than for some other fuels b)  Any one from: heavier than some modern
such as nuclear fuel. construction materials; can burn so needs to
8. Any three from: constructing buildings, bridges be treated with chemicals to stop/reduce its
and roads (concrete, rock/stone, metal); producing likelihood of catching fire; size of pieces used
electricity (gas, oil, coal); powering vehicles (gas, limited by the size of the tree it came from.
diesel, petrol); extracting metals from rocks to build 18. Bioplastics are made from crops, vegetable oils and
devices. (Accept any other sensible answers.) other resources that are easily replaced. ‘Normal’
9. Any four from: packaging; making parts of devices; plastics are made from fossil fuel oil, which takes
bottles and boxes; decorative materials; bags and millions of years to form.
some clothing; toys; furniture; as tiny beads in some 19. Challenge Bioplastics are made from natural, plant-
cosmetic products, such as skin creams. (Accept any based materials, so they will decompose naturally in
other sensible answers.) a short space of time.
10. Waste plastic does not decompose so it can affect/
spoil habitats of animals; waste plastic can be eaten
by animals, and can make them ill or kill them. Activity questions: Chapter 11
11. Challenge Any three reasonable answers such as:
larger human population means more resources are NOTE: some Activity answers are student dependent so
needed; more people need places to live, and building answers are not supplied
homes destroys habitats; more people use more
energy so more fuels have to be used to generate Activity 11.1: Describing weather
electricity. (Accept any other sensible answers.) and climate
12. Wave power is renewable. Waves are not ‘used up’
when electricity is produced. A1 Features of a hurricane listed, such as: strong winds,
heavy rainfall, thick cloud, lightning storms. Reward
13. a) Any one from: cleaner; less polluting; does not students who comment that the southern part of
produce carbon dioxide, a greenhouse gas, so Central America appears to have clear skies with
does not cause climate to change. no storm.
b) Any one from: large areas of land needed which A2 Almost completely clear skies, with sunshine and
could otherwise be used to grow food; large areas no rain/precipitation. It is possible that there are
of solar panels are considered to be ugly by some higher winds away from the cloud cover, but it is not
people; does not work at night or on very dark possible to be certain without more information.
days; resources including some non-renewable
resources are needed to make solar panels. A3 Hurricanes and storms are extreme weather events
(Accept any other sensible answer.) that last short periods of time over local areas. So it
is not correct to describe the climate as ‘hurricanes’.
14. a) Wind power use reduces the need to burn fossil Accept any logical description of the climate,
fuels, so carbon dioxide emissions are reduced. whether based on knowledge of the area or just from
This reduces the amount of global warming. the photo, such as generally warm, moderate to high
b) Any one from: some people consider wind rainfall, occasionally at risk from extreme weather
turbines to be ugly/spoil the natural landscape; events.
large numbers (and hence, large areas) are A4 Challenge Answers should include the need to
needed to replace even one fossil fuel power measure different aspects of weather, such as rainfall,
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temperature, and so on, from many different places these can be collected together with other similar
over long periods of time. Answers should also measurements from around the world to build
describe the need to calculate averages. up a full picture of changes in the world’s average
temperature/rainfall/wind strength.
Activity 11.2 Investigating the A3 Individual measurements in one place over
Woolly Mammoth short periods of time would only be measuring
the weather. Scientists need to make regular
A1 Sketch that shows something like: measurements in many places over long periods of
time to make conclusions about the climate.
A4 Answers should identify the scientist or group and
contain:
a) A short description of the aim of the scientist
or group e.g. ‘To measure how the average
temperature is changing in…’
b) A description, table or sketch graph of some
findings of the scientist or group.
Any three features labelled from: thick fur to protect
it from cold; large/wide feet so it does not sink deep c) Suggestions for how the class can help, e.g. by
into snow; fur close around eyes to protect eyes from taking regular measurements of temperature/
ice/snow; long trunk to sense and collect food; long rainfall/wind strength and sending these in for
tusks/horns to dig through snow. analysis.
A2 Extinct means there are no longer any organisms of a Activity 11.4: Investigating
given species alive, anywhere.
A3 Earth started to come out of the last glacial period,
pollutant particles
so the temperature rose by 5–8 °C over a period of A1 Accept a prediction that is specific, has a reason and
about 10 000 years. can be measured, for example, ‘I do not think we will
A4 A glacial period is a time during an ice age where the find any pollution from hydrocarbon fuels because
Earth’s temperature is colder and ice covers more of our school is a long way from the city’.
the surface of Earth. An interglacial period is a time A2 Accept any description that correctly records the
during an ice age where the Earth’s temperature is results found and compares them to the prediction.
warmer and ice covers less of the surface of Earth. A3 Accept any logical reasons.
A5 Challenge They probably could not live in the wild, A4 Accept any conclusion that follows on logically from
because the Earth’s climate is too warm (also accept the results.
a statement about the likelihood of the Mammoth
A5 Microscope (also accept magnifying glass).
being hunted to extinction). Also accept a suggestion
that they might be able to live in zoos or situations A6 Award marks for a report that: has a clear structure
where humans protected the Mammoths and could and order; includes the prediction; briefly describes
manage their habitats. the method; includes a description of the results;
compares the results to the prediction; and includes
Activity 11.3: The changing work a conclusion.
of climate scientists Activity 11.5: Investigating the
A1 Yes, it is testable, because (accept any two or more use of plastics in the classroom
reasons): the temperature/rainfall/wind strength
can be measured frequently at many different A1 Accept any sensible prediction of numbers.
locations over long periods of time; changes in A2 Accept any description that correctly records the
average temperature/rainfall/wind strength can be results found and compares them to the prediction.
shown clearly in graphs using the averages of these A3 Accept any logical reasons.
measurements; temperature/rainfall/wind strength
changes can be compared to what we know of A4 Accept any conclusion that follows on logically from
natural cycles, for which we have evidence; greater the results.
than expected natural changes would be due to A5 Check whether there are any items made from
human (i.e. not natural) activity. bioplastics – it is unlikely, but possible.
A2 Accept any logically structured description, which A6 Award marks for a report that: has a clear structure
should include these main points: measure features and order; includes the prediction; briefly describes
of the weather such as temperature, rainfall or the method; includes a description of the results;
wind strength, regularly over long periods of time; compares the results to the prediction; and includes
a conclusion.
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Activity 11.6: The world’s energy animals moving to warmer places to live; change
in habitats; change in plants/where some plant
consumption species are found; some living things becoming
A1 Accept any three or more from: wind; solar power; extinct.
wave power; biofuels; geothermal; tidal. 8. a) Carbon dioxide
A2 Steady and significant increase b) Average temperature increases.
A3 Any one or more reasons from: increasing c) Any two from: sulfur dioxide gas; nitrogen oxides
total human population; development of new gases; soot/carbon.
technologies requiring more energy to work;
increasing standards of living/wealth in most Connect your understanding
countries. (Accept other reasonable answers.)
9. a) S omething/a resource that is easily replaced in a
A4 Nuclear
short period of time.
A5 Any sensible predictions for a and b; most likely
b) Rock , metal
would seem to be: a gas and oil, hydro and other
renewables; b coal and nuclear. c) Any two from: cannot be replaced easily; extracting
them from Earth can change the appearance of the
A6 Challenge Any reasonable explanations. For landscape/damage habitats; some are uncommon/
example rare so could run out.
a) for a prediction of an increase: population will 10. a) Any three named hydrocarbon fuels from: petrol,
continue to increase; new technologies will diesel, paraffin, oil, kerosene.
become used by more countries as they develop,
Any three matched uses to fuels petrol – motor
requiring more energy; although fossil fuels may
vehicles; diesel – motor vehicles, trains, ships etc. ;
be used less in some developed countries, many
paraffin – heaters; oil – heating systems; kerosene –
developing and emerging countries will use fossil
aircraft.
fuels as a relatively easy source of energy.
b) Any two from: made using fossil fuels/non-
b) for a prediction of a decrease: coal is seen as a
renewable resources; do not break down/are not
dirtier fuel that increases climate change, so other
biodegradable; present a threat to animals by
fuels will be used in preference; people and some
harming or killing those that ingest plastics.
governments are less keen on nuclear power than
they were, and only some countries have access c) Bioplastics which can be made from vegetable
to nuclear technology. oils/starch/crops/recycled plastics.
11. a) An ice core is a sample/long, thin block of ice
taken from deep inside an ice sheet or glacier.
End of chapter review: Chapter 11 b) Ice cores contain trapped bubbles of air that
would be released if the ice was allowed to melt.
(Accept also that the ice core needs to be kept
Quick questions frozen to preserve it for future analysis.)
1. a, 2. d, 3. b, 4. a, 5. d c) The air inside an ice core was trapped when
6. a) Weather describes conditions in the atmosphere the ice formed many thousands of years ago .
over a short amount of time; climate describes Investigating the mixture of gases in this air tells
conditions in the atmosphere over a long amount a scientist about the climate at the time the ice
of time. formed.
Weather describes conditions in the atmosphere 12. a) A biofuel is a resource made from growing crops
over a local area, climate describes conditions in that is burned to release energy.
the atmosphere over a large area. b)  Biofuels can be replaced easily in a short space of
b) The average temperature of the surface of Earth time by growing new crops.
has been increasing over the past 100 years. c) Any two from: using crops for fuels instead of food
7. a) Any one from: valleys in mountainous areas that may increase the demand/price; biofuels produce
show how glaciers have been present over larger carbon dioxide when they are burned.
areas of Earth in the past; ice cores taken from 13. a)
ice sheets or glaciers that show different climate
conditions in the past; fossils of animals found in Type of resource
areas that would now be too warm for them to renewable non-renewable
live.
How energy wind coal
b) Any two from: larger area of Earth covered by used
ice sheets/glaciers; colder average temperature; other bamboo rock
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b) 
Coal (non-renewable) produces carbon dioxide/ b) 
Reasons include: much bigger samples will be
other pollutants when it is burned, but wind available from asteroids that have not burnt up in
(renewable) does not produce pollutants; coal the atmosphere; samples from asteroids have not
supplies will eventually run out but wind will reacted with or been affected by substances on
always be available. the Earth; some asteroids contain large amounts
of metals that humans could use as resources, so
c) 
Any two from suitable examples including:
these samples will provide evidence for this.
construction, decorative items, raw material/
resources for chemical/industrial processes. Making links
14. a) 
Renewable. The Sun has a supply of fuel for Around the same age as the planets, about 4.5 billion
nuclear reactions that will last billions of years. years ago.
b) Photosynthesis reduces the amount of carbon 12.2 Stars and galaxies
dioxide in the atmosphere and increases the
amount of oxygen in the atmosphere. 1. About/more than 250 million times.
2. We can see a ‘ribbon’ of stars, dust and gas running
Challenge questions across the sky.
15. Global
 warming: the increase in average global 3. A black hole. It is called this because it pulls in
temperature due to increased amounts of everything around it, including light or even light
greenhouse gases. cannot escape from it. It has a large mass so it attracts
16. Reducing the total number of trees means all the stars in the galaxy towards it, causing stars to
less carbon dioxide is taken out of the air by orbit around it. It is a star that has collapsed in on
photosynthesis so the amount of carbon dioxide itself due to the effects of gravity.
in the atmosphere increases faster due to human 4. These units make it easier to use smaller numbers to
activities . Carbon dioxide is a greenhouse gas so describe very large distances.
increasing the amount in the atmosphere causes 5. Distance = 2.5 × 106 ÷ 105 000 = 23.8 times. (Accept 24.)
global warming.
6. Interstellar gas is mostly hydrogen with some helium.
Interstellar dust is tiny particles of mainly carbon,
Chapter 12 Earth in space silicon and oxygen.
7. Light from stars reflects off the gas.
8. Simple gas and dust gather together due to gravity,
12.1 Asteroids to form:
1. Asteroids are mostly made from rock. •  clumps of rock and some metals (producing
Most asteroids in the Solar System are found asteroids)
between the orbits of Mars and Jupiter. •  larger clumps of rock with some gas (producing
2. Gas and dust clumped together due to the force of rocky planets)
gravity. •  larger clumps of gas (producing gas planets)
3. A Earth •  very large clumps of gas that start nuclear
B Sun reactions (producing stars)
C Mars When the nuclear fuel runs out, stars collapse or
D Asteroids/Asteroid belt explode, producing clouds of gas and dust, which
begin the cycle again.
E Jupiter
9. Some other galaxies contain similar numbers of stars
4. a) A is Ceres, B is Mars. to our own galaxy, which orbit a central black hole in
b) Reasons include: only planets have an atmosphere; the same way.
asteroids are much smaller than planets; Ceres/ 10. 
Placing a large number of balls in a deep box is an
most asteroids orbit between the orbits of Mars and analogy for the stars in the galaxy. Different methods
Jupiter, so are further away from the Sun than Mars. can be used to estimate the number of balls in the
5. Challenge box, such as dividing up the visible area into equal-
sized sections, counting the number of balls in a
a) S ome asteroids are pulled towards Earth due to section, and multiplying by the number of sections.
the effect of gravity. Although friction causes
most of the rock to burn up as the rock enters the 11. Challenge Astronomers can investigate the shapes,
atmosphere, some small pieces of rock can make positions and arrangements of other galaxies, and
it down to the surface of Earth. compare these observations against the results of
using the information about those galaxies to run the
same computer models.
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Activity 12.4 Making estimates

Activity questions: Chapter 12
A1 Mean = 250 billion stars; 150 billion stars = half of the
range
NOTE: some Activity answers are student A2 Divide the sky/pictures of the Milky Way into equal-
dependent so answers are not supplied. sized parts, then count the stars in one part and
multiply by the number of parts.
Activity 12.1 Finding out about A3 Range = 2 × 150 billion = 300 billion
Psyche A4 It is probably not very accurate, because the range is
A1 In the asteroid belt/between the orbits of Mars and so large compared to the mean.
Jupiter A5 We cannot see a large amount of the rest of the Milky
A2 226 km Way because it is hidden from our view.
A3 About 5 years
A4 Iron and nickel End of chapter review: Chapter 12
A5 August 2022. It will arrive in early 2026, so it will take
about 3.5 years to travel.
A6 Challenge Earth’s core is thought to be made from Quick questions
iron and nickel. Investigating Psyche may help us 1. b
understand how the Earth’s core formed. 2. d
3. d
Activity 12.3 Measuring very large
4. b
distances 5. c, e
A1 Number of AU in 1 ly = 1 ÷ (1.6 × 10−5) = 6.3 × 104 AU 6. a) Any two from: galaxies are much larger than
A2 planetary systems; galaxies contain planetary
systems but planetary systems do not contain
Distance Unit of distance galaxies; galaxies consist of stars orbiting a
kilometres astronomical light- black hole, whereas planetary systems consist of
(km) units (AU) year (ly) planets orbiting a star; orbits of stars in galaxies
take hundreds of millions of years, whereas orbits
travelled by 9.5 × 1012 6.3 × 104 1.0 of planets in planetary systems take years, tens of
light in 1 year years or hundreds of years.
from Earth to 1.5 × 108 1.0 1.6 × 10−5 b)  Any one from: smaller objects orbit a larger,
Sun central object ; both are held together by the
from Earth to 4.0 × 1013 2.7 × 105 4.2 force due to gravity.
next nearest
star, Proxima Connect your understanding
Centauri 7. a) T he unit light-year is easier to describe very
large distances because it uses smaller numbers
A3 Challenge
compared to kilometres or astronomical units.
Distance Unit of distance b) It takes light about 2.5 million years to cross the
kilometres astronomical light- distance so it will take a space craft much longer.
(km) units (AU) year (ly) (Accept any other sensible reason, e.g. amount
of fuel needed, size of craft needed, risks due to
from Sun 2.5 × 1017 1.6 × 109 2.6 × 104 collisions, etc.)
to centre of
8. a) (Force due to) gravity. (Accept ‘weight’).
Milky Way
b) We are towards one side of the centre of the
from Sun to 2.4 × 1019 1.6 × 1011 2.5 × 106 galaxy so the stars, dust and gas in the centre
next nearest block our view of the far side.
galaxy,
Andromeda c) Astronomers compare how other galaxies
we can see are forming and moving with
the measurements we make of our own galaxy. 1
9. a) Bennu’s orbit brings it closer to Earth than many
other asteroids.
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b) B ennu is the same age or older than Earth and the each year, average global temperatures must be
other planets so it should provide evidence of the rising.
formation of the Solar System. 3. a) A resource that can be replaced easily over a short
c) Bennu may have particles that were needed on period of time.
Earth for life to begin. b) Any two from: wind, waves, hydroelectric power,
d) Bennu is thought to contain large amounts of tidal, solar, geothermal.
metals and amounts of rarer metals that we use c) (i) Expected answer would be to increase, but
on Earth but which will run out. allow decrease if sensible reasons are given in
10. a) Black hole. part (ii).
b) Any five from: black hole, stars, planets, asteroids, (ii) For an increase, any one from: (public opinion/
(interstellar) dust, (interstellar) gas, moons. people want) to reduce the amount of
c) (i) Force due to gravity pulls together dust and climate change/global warming, so want to
rocks and causes the asteroids to orbit the use less fossil fuels; renewable technologies
Sun. are improving/getting cheaper; renewable
resources produce less pollution; non-renewable
(ii) Force due to gravity pulls dust and gas
resources will run out one day so trend is to
together to form stars and causes the stars to
move away from them; any other sensible
orbit the centre of the galaxy/black hole.
answer.
11. a) Asteroids
For a decrease: energy demands/amount of
b) (Force due to) gravity electricity needed is increasing faster than
c) Challenge Rock pieces move at high speed so development of renewable technologies as
there is friction with the air, causing the rock to population increases/more countries develop
heat up and burn. (so fossil fuels may continue to be used more);
d) Rock was formed at the same time as or before fossil fuels are an established technology/are
the planets formed and it has not been changed cheaper.
by any chemical reactions since it formed, so 4. a) 
Any two from: made of rock and/or metals; smaller
remaining pieces of meteorite that fall to the than planets; do not have an atmosphere.
surface of Earth can be tested for age and the b) Small pieces of asteroids pulled towards Earth by the
substances they contain. effects of gravity have entered the atmosphere and
reached the surface (meteorites) . People have sent
space probes to collect pieces of asteroids and bring
End of stage review: Chapter 12 them back to Earth.
5. a) 
Any four from: stars [0.5], planets [0.5], black hole
1. b c [0.5], interstellar gas [0.5], interstellar dust [0.5].
2. a) Steadily/gradually/consistently increasing. b) Forces of attraction due to gravity between the
b) As the amount of ice at Earth’s poles and in glaciers stars/planets/dust/gas and the central black hole
decreases/melts, the sea level increases. cause the stars/planets/dust/gas to orbit the
centre.
c) For the total amount of ice to reduce steadily/
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