Y7 Complete Answers

Answers
7A Cells, tissues, organs and b A car will not grow and will not reproduce;
systems something can only be an organism if it shows all
seven life processes.
7Aa Life processes
Activity Pack
Student Book
7Aa-1 Life processes
1: 7Aa Doctors past and present (Student Book)
1 a symptoms b bad cold, flu 1 excretion, growth, movement, nutrition,
reproduction, respiration, sensitivity
2 a lot of pimples or spots on the skin
2 any living thing
3 a an organ b pumps blood 3 excreting – getting rid of waste; growing –
increasing in size; reproducing – making copies;
2: 7Aa Life processes (Student Book)
respiring – releasing energy
1
4 a car
Organism Not an organism b it does not grow and it does not reproduce (see
cow car answer to Q7 in SB above).
daffodil chair 7Aa-2 Life processes in seedlings

E measuring cylinder; grow; seeds; respiration;
goldfish coal carbon dioxide; excreted; limewater
mouse robot 1 After several days, the limewater will become
octopus rock milky.
2 The limewater went milky. This is evidence that
snake Sun plants respire.
2 Mrs Gren 7Aa-5 Trees and growth
3 Animals can usually move their whole bodies 1 growth
from place to place but plants can only move 2 X – 11 years old, Y – 23 years old, Z – 11 years
parts of themselves. old
4 one of: make seeds, make fruit, produce flowers, 3 a X – 1998, Y – 2005, Z – 2008
use insects b These are the years corresponding to the
5 two suitable answers such as: pupils getting widest rings.
smaller in bright light, moving a hand away from 4 a X – 1994 or 1995, Y – 1991, Z – 2006 or 2007
something hot b These are the years corresponding to the
6 Humans stop growing after a while, trees narrowest rings.
continue to grow. 7Aa-6 Living and non-living
7 Fish get oxygen from water/using gills but 1 these words should be underlined: cactus,
humans get oxygen from air/using lungs. gerbils, birds, eggs
8 a A car will move, it will sense certain things (e.g. these words should be circled: Sun, clouds,
being broken into) and it will respire in the sense water, nest
that it uses oxygen to release energy from fuel. 2 reproduction
Most cars will excrete exhaust gases and require 3 grow; move/reproduce; move/reproduce; food;
a source of energy (nutrition). organisms; organisms; grow/reproduce/move
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Cells, tissues, organs and systems
7 7Aa-7 Life processes and robots

1
b It means that the pharmacist/another doctor/
chemist can easily/quickly understand the
A Question
Can it move?
Life process
movement/
ASIMO Human
✓ ✓
information. It also prevents mistakes like getting
the quantity of tablets muddled with the dose of
medicine in each tablet.
moving
3 penicillin V; tablets 125 mg; one tablet to be
Can it produce reproduction/ ✓ taken four times each day; quantity 20 tablets
babies? reproducing
4 a mg b milligrams
Does it grow? growth/ ✓
growing 5 [The top prescription in 7Ab/Conventions in
Writing/Photo B copied. Labels added:]
Does it need respiration/ ✓
oxygen? respiring [label to first line] name of medicine
[label to second line] form of medicine and
Does it produce excretion/ ✓
amount of medicine in each dose
waste excreting
products? [label to third line] instructions to the patient on
when to take and how much/many
Can it sense sensitivity/ ✓ ✓
things sensing [label to fourth line] total amount of medicine to
around it? be given to the patient
Does it need nutrition ✓ ✓ 6 It makes it easier for other scientists to find
a source of information (they know where to look), to
energy? understand the information and to compare
information.
2 respiration and excretion
2: 7Ab Organs (Student Book)
3 No. A fire does not sense things around it or 1 any five organs and their functions copied from
reproduce. A fire could be said to do all of the diagram B on page 12 (extra credit should be given
other life processes. for a neatly drawn table with correct headings;
Teacher and Technician Planning Pack further credit could be given for ordering the organs
in some way, e.g. alphabetically)
7Aa Homework 3
2 lung
1 life processes and if they are found in each item
3 food pipe/gullet/oesophagus, stomach, small
– suitable presentation (e.g. multicolumn table)
intestine
Life process car cow fish river robot Some students might have included mouth, even
movement ✓ ✓ ✓ ✓ ✓ though it is not labelled on the diagram. Note
reproduction ✓ ✓ that the large intestine has little role in getting
sensitivity ✓ ✓ ✓ ✓ nutrients into the body, only reabsorbing water.
growth ✓ ✓ ✓ 4 kidney, lungs, liver
respiration ✓ ✓ ✓ 5 rectum, bladder
excretion ✓ ✓ ✓ 6 leaf
nutrition ✓ ✓ ✓ ✓ 7 a photosynthesis
b Light is needed for photosynthesis – with less
2 Students’ own ideas about how we can tell light, less food will be made.
that a life process is occurring in a certain item/
8 liver, as it makes and stores some substances
organism.
and destroys other substances
3 The life process that can never be said to
occur in non-living things (for the moment) is Activity Pack
reproduction.
7Ab-1 Using conventions in writing
Student Book 1 warfarin – name of medicine; tablets 1 mg – the
7Ab Organs form the medicine takes; one to be taken at the
same time each day – instructions to the patient;
1: 7Ab Conventions in writing (Student Book)
quantity 50 tablets – total amount in prescription
1 a lansoprazole and naproxen
2 1 – ibuprofen SR; 2 – capsules 800 mg; 3 ONE
b 28 lansoprazole and 56 naproxen TO BE TAKEN …; 4 quantity 10 capsules
2 a The requirements are written in the same order 3 1 – Aim; 2 – Prediction; 3 – Method; 4 – Results;
on both prescriptions. 5 – Conclusion; 6 – Evaluation
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4 It makes it easier to find/understand/compare

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

as the fat tissue in the heart in photo B: this is
7Ac-2 Microscopes and slides
1 to make things appear larger
A evidence that the liver in photo D has fatty liver

disease.
2 diagram correctly labelled:
course focusing wheel – adjusts the clearness of
5 muscle the image in large amounts
6 a storage organ fine focusing wheel – adjusts the clearness of the
b at least two of: From photo F, a central disc image in small amounts
can be seen surrounded by an outer disc eyepiece lens – part you look through
with slightly different colouration. These are objective lens – lens closest to the specimen
essentially two tissues. There are also smaller mirror – directs light through the specimen
areas of different colours and these are other coverslip – stops the specimen drying out
tissues (e.g. phloem tissue that carries sugars stage – supports the slide
down into the root to be stored). slide – supports the specimen
7 a root hair tissue, xylem tissue 7Ac-4 Microscope card sort
b Root hair tissue takes in water; xylem tissue The instructions should follow the order of those on
transports water in the plant. page 16 of the Student Book.
8 stem or leaf
7Ac-5 Tissues and organs crossword
9 nutrition
2: 7Ac Microscopes (Student Book)

1 There are two types of lenses: eyepiece lens and
objective lens.
2 a and b Rules might include: never run when
carrying a microscope; handle the glass slide
very carefully; do not point the mirror at the Sun;
do not use the coarse focusing wheel when the
objective lens is close to the slide.
3 focusing wheels
4 the object that you look at under a microscope
5 ×150
6 so that the light from the microscope can get
through it
7 to keep the specimen flat/hold the specimen in
place/stop the specimen drying out
8 any two plant and animal tissues (e.g. fat tissue, 7Ac-6 Using microscopes
muscle tissue, root hair tissue, xylem tissue) 1 1 Place the smallest objective lens over the hole
9 Student plans should include step-by-step in the stage; 2 Turn the coarse focusing wheel
instructions on slide preparation and microscope until the objective lens and the stage are as close
use. Plans should include safety advice. as possible; 3 Place the slide on the stage; 4
Additional credit should be given for writing Look into the eyepiece lens; 5 Adjust the light
a simple aim for the plan (e.g. to see what source; 6 Turn the coarse focusing wheel until
rhubarb stem tissue looked like) and possibly an what you see is clear.
introduction about what a microscope does. 2 The instructions should follow the order of those
10 The light source is not on or is not adjusted on page 17 of the Student Book.
properly, the objective lens may not be straight 3 to hold the specimen in place; to stop the
over the hole in the stage, there may be a cap over specimen drying out
one or both lenses or the specimen is too thick.
7Ac-7 Organs and tissues
Activity Pack 1 fat tissue (which protects) and muscle tissue
(which moves) found in the heart; root hair
7Ac-1 Tissues tissue (which takes in water) and xylem tissue
1 tissues correctly labelled (carries water in the plant) found in the root;
2 that different areas are different colours xylem tissue (which carries water in the plant)
3 tissues, tissue, root, hair, water, xylem found in the stem
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2 The definition should include reference to an

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

b Chloroplasts are clearly visible in photo E but
2 a animal cell – it has no chloroplasts and no cell
wall
A mitochondria are not.

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

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

‘Its cells were rounded.’
3 photographs
4 Only one big cat has ever been found in the wild
A e ‘Tissue X was not the same as tissue Y.’
f an organ
in the UK, dead or alive.
5 two of: they give birth to live young, they look
7Ae-9 Kidney failure after their young and protect them, they feed
1 digestive system (breaks down food and takes their young on milk, they both use sexual
it inside the body); circulatory system (carries reproduction
food and oxygen to all parts of the body); urinary
system (removes wastes like urea). 2: 7Ba The scientific method (Student Book)
1 reproduction
2 a and b gullet (carries food to stomach); stomach
(starts to break down food); small intestine 2 They often saw rats in rotting rubbish; they saw
(breaks down and absorbs food); blood vessels more rats in rotting rubbish than anywhere else.
(carry blood that carries oxygen and food); heart 3 a an idea that answers a question and can be
(pumps the blood); liver (breaks down extra tested
protein and stores substances like glycogen); b If there is no mud, then no frogs will appear.
kidneys (remove waste from the blood, like urea,
c no
and produce urine); bladder (stores urine)
3 a It helps to remove substances that the body d Change the hypothesis or think up a new
does not need. hypothesis.
b It has many functions (e.g. storing glycogen) 4 a result b hypothesis c prediction
and so is not just an organ that gets rid of things 5 a Do rotten bananas produce flies?
that the body does not need. b Rotten bananas produce flies. The hypothesis
4 Heart attack. Urea at too high a concentration must relate to the question in part A.
damages organs like the heart.
c If flies are not able to get into a jar containing
5 The body does not have a use for the red
rotting banana peel, then no flies will be found in
substance.
the jar after two weeks (or similar, as long as it is
6 It filters the blood and removes waste from the related to the hypothesis in part B).
blood.
6 a The presence of maggots does not depend on
7 It is the additional protein in the diet that causes
(rotten) meat.
urea production. Urea production will be lower if
there is less protein in the diet. b If flies cannot get to the meat, then no maggots
8 will appear in the meat.
Treatment Advantages Disadvantages c His results showed that maggots only appear
dialysis does not rely on time consuming; in the meat that flies can get to and therefore the
donors; does not expensive maggots must have something to do with the
require person to flies and not the meat itself.
take medicines
transplant cheaper than may not work; 3: 7Ba Animal sexual reproduction (Student Book)
dialysis; allows a have to take 1 young/babies
more normal life medicines for rest 2 sexual reproduction
of life; 3 a egg cells
relies on suitable b If students measure the widest part of the
donors egg cell on the photo it is about 65 mm. If they
9 A transplant allows them to lead a more normal measure the narrowest part it is about 58 mm.
life (e.g. going on holiday). Dividing each by the magnification (x600) and
rounding to one decimal place gives 0.1 mm (or
100 µm). This is of the right order. For the sperm
7B Sexual reproduction in animals cell, a measurement of width across the head is
about 1 mm. So the real life width is calculated
7Ba Animal sexual reproduction as 0.002 mm (or 2 µm). This is slightly small, the
Student Book average width being about 3 µm but the error
is caused by difficulties in measuring small
1: 7Ba Escaped zoo animals (Student Book) distances accurately with a ruler. The length of
1 They have reproduced. the head is measured as 3 mm. So the real life
2 For reproduction in lynx and most other animals length of the head is calculated as 0.005 mm
both a male and a female are needed. or 5 µm (which is about right). The visible part
428 © Pearson

Sexual reproduction in animals
of the tail measures about 12 mm in the photo,

which gives a real life length of 0.02 mm (or
d Why have the numbers of Henderson petrels
gone down? 7
20 µm). However, much of the tail cannot be
seen in the photo and the real length is more of
e The number of petrels depends on the number
of rats (the rats eat petrel chicks). B
the order of 50 µm. f If rat poison is spread on the island, then the
4 a sperm cell numbers of petrels will go up.
b It fuses/joins with an egg cell. 2 Henderson petrel, human
3 a sperm cell
5 a Students’ own answers (e.g. fish, frog)
b fertilisation
b Not all the egg cells will get fertilised and many
of the fertilised egg cells will be eaten.
6 a Students’ own answers (e.g. human, mammal, 7Ba-6 Animal reproduction
dog, bird) 1 a The length of time it takes for an animal to
develop from a fertilised egg cell until it is born
b Internal fertilisation helps to make sure that
or hatches.
sperm cells reach the egg cells; the animals look
after their developing offspring. b stickleback
c 8.5 months
7 There is no water/fluid for the sperm cells to
d 2.5 years
swim in and reach the egg cells.
2 a any two from: gorilla, grey squirrel, grey wolf,
8 fewer, because the female looks after the hare, harvest mouse, lion, polar bear, rat, tiger
fertilised egg cells (and the hatchlings) and so
b any two from: black rat snake, king penguin,
more of them survive
sea turtle
Activity Pack c any two from: bullfrog, cod, salmon,
stickleback
7Ba-1 The scientific method 3 Some mammals have lots of offspring but do
1 everyday observations → scientific question not spend much time looking after them. Other
→ hypothesis → prediction → experiment → mammals have fewer offspring but spend more
data (results) time looking after them.
2 a Mice should be drawn in the upper right 4 internal fertilisation and internal development
drawing. 5 No, as there is only one amphibian on the sheet
b If the grain is covered, then there will not be (bullfrog). Several more examples are needed.
any mice in the grain after two weeks. 6 Less offspring are produced by animals that use
3 If the number of foxes increases, then the internal development.
number of rabbits will decrease. 7 a 1% of 5000 = 50
7Ba-2 Animal sexual reproduction b two from: some egg cells are not fertilised
1 Two parents produce offspring by sexual because the sperm cells are washed away;
reproduction. some fertilised egg cells are eaten; some
Sperm and egg cells fuse during fertilisation. (fertilised) egg cells are damaged (e.g. by drying
Fertilised egg cells are produced by fertilisation. out, wave action)
Internal fertilisation happens inside a female’s 8 a The more aftercare, the higher the survival rate.
body. b Students might consider the provision of
Frogs are organisms that use external fertilisation. food to help the offspring grow quickly or the
2 Labels should include: sperm cell or male protection that the parent(s) provide.
gamete; egg cell or female gamete; the gametes 9 a any one from: protection from predators;
fuse/join, they form a fertilised egg cell, this supply of food; protection from physical shocks;
process is called fertilisation. more chance of offspring surviving
3 1 – frog; 2 – dog; 3 – human b any one from: protection from predators;
4 in an egg, under a female – blackbird; inside a supply of food
female’s body – human; in an egg, away from 10 a any from: good medical services; good food;
parents – goldfish. good hygiene; lack of predators. Accept other
sensible suggestions. A higher band answer
7Ba-5 Reproduction questions will include more reasons and give examples
1 a chicks (e.g. vaccinations, balanced diets, proper
b sexual reproduction sewage disposal)
c Scientists have noticed that there used to be b any from: less good medical services; less
millions of these birds but now there are only nutritious food; less good hygiene (more
about 15 000 males and 15 000 females. diseases). Accept other sensible suggestions.
© Pearson 429

7 A higher band answer will include more reasons

and give examples (e.g. lack of infrastructure
cells wasted, more energy needed to produce
more egg cells
B links, lack of education about how to stay

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

What has chemical substances in its head to attack

a jelly coating? – sperm cell
4 a females
b left ovary – F; right oviduct – E; left oviduct – G; 7
What organ stores urine? – bladder
Inside what organ does a baby develop? – uterus
right uterus horn – A; left uterus horn – D; cervix
– B; vagina – C B
What tube carries both urine and sperm cells? – c bladder
urethra d The female oryx would not have
In what organs are sperm cells made? – testes offspring as the sperm cells cannot reach the
What has a jelly coating around it? – egg cell egg cells.
Where are egg cells made? – ovaries e To find out how they can be best helped
What tubes connect the testes to the urethra? – to reproduce. Therefore, the numbers of the
sperm duct endangered animals can be increased more
What is the singular of testes? – testis quickly. (A higher band answer will make both
these points, or similar related points.)
What is another term for fallopian tube? –
oviduct
7Bb-8 Eggs and egg cells
What tube leads to the cervix from outside? – 1 a thick albumin and thin albumin
vagina
b thick and then thin
What adds liquids to sperm cells? – gland
What protects the head of the penis? – foreskin 2 any two from: the main part of the oviduct is
What holds the testes? – scrotum coiled/twisted in the hen; there is only one
tube leading into the uterus; the large intestine
What part of an egg cell contains a store of energy?
connects into the opening so that eggs and
– cytoplasm
faeces leave from the same place; the hen’s
What ring of muscle is at the entrance to the
reproductive system is much longer
uterus? – cervix
What does a sperm cell use to swim? – tail 3 a infundibulum and magnum
What organ does a man’s urethra run through? – b They sweep the egg cell/developing egg along.
penis 4 Vitelline membrane. Students should have
When does a woman stops producing egg cells? – worked out that the egg cell is what is released
menopause from the ovary and the first coatings to be added
What is the removal of the foreskin called? – are the albumin coatings. Therefore, the cell
circumcision surface membrane of the egg cell must be inside
What is a mixture of sperm cells and special fluids of these layers.
called? – semen 5 Blastodisc. The text says that the chick develops
What sweep egg cells along, inside the oviduct? – from the blastodisc, so students should know
cilia that the chick grows from a cell that contains a
nucleus.
7Bb-6 Human reproductive systems
1 a Correctly labelled diagrams (see pages 28–9 of 6 To support the egg cell/yolk and stop it hitting
the Student Book). the sides of the egg.
b ovary A; uterus B; testis E; scrotum H; foreskin 7
G; vagina D. Part of How the egg develops
2 sperm duct, urethra reproductive
3 large cytoplasm containing a food store system
7Bb-7 Endangered animal reproduction ovary the egg cell is produced
1 a male on left, female on right. infundibulum fertilisation can occur
b W – testes; X – penis; Y – ovary; Z – oviduct/ magnum two layers of albumin are added,
fallopian tube. two chalazae are also added
2 a male isthmus the shell membranes are added
b testes uterus the shell is added
c tail to help it to swim; chemicals at its tip that vagina the egg passes out of the hen
can attack jelly coatings 8 Chicks need to complete their development
3 a The female African wild dog releases egg cells outside of their mothers and so all the food that
throughout her life. they need to do this must be inside the egg.
b Even older female animals can give birth to Human babies develop inside their mothers and
young. can be given food from the mother.
© Pearson 431

7 7Bc Becoming pregnant

Student Book
a problems (and solutions): low sperm count
(injection of sperm cell into egg cell and then
B 1: 7Bc Becoming pregnant (Student Book)

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

problems and solutions; fourth paragraph:

comparisons; fifth paragraph: causes and
vasectomy
implant
0.1%
0.05%
7
effects.
4 causes (and effects), any three from: over-fishing
no sex 0% B
(bluefin tuna become rare); illegal fishing (bluefin Credit should be given for organising the
tuna become rare); price rises of bluefin tuna information as a table, and with an order being
(over-fishing/illegal fishing); climate change given in the table. Students need not have added
(extinction of Galápagos damsel); trends in fish ‘no contraception’ or ‘no sex’ to their tables.
continue (decline in more fish). Students should 4 cause (and effect), any two from: bacterium
present their three problems and solutions as (syphilis); virus (AIDS); failure of any of the types
a table with clear headings, flowcharts or a of contraception (pregnancy). Credit should
concept map. be awarded for presenting the notes in a clear
5 Students’ own preference. manner (e.g. by using a table).
6 Students’ own responses. Sentences should be 5 problems (and solutions), any two from: syphilis
clear and concise, with a logical ‘cause to effect’ (antibiotics); STD transmission (condom);
structure. unwanted pregnancy (contraception). Credit
should be awarded for presenting the notes in a
7Bc-5 Pregnancy clear manner (e.g. by using a table).
1 a A – oviduct; B – embryo; C – ovaries; D – 6 Male contraception: condom, vasectomy. Female
uterus; E – fertilisation; F – implants, uterus contraception: pill, implant, diaphragm, coil.
b clockwise from bottom right: F, C, A, E, B, D Credit should be awarded for presenting the
cE notes in a clear manner (e.g. by using a table).
2 amniotic fluid – protects the baby;
placenta – takes oxygen and food from mother’s 7Bc-8 Multiple births and fertility treatments
blood and puts waste into mother’s blood; 1 A birth in which two or more babies are born.
umbilical cord – carries oxygen, food and waste 2 The treatment causes her to release more egg
between mother and baby cells and so there are more egg cells available
to be fertilised, raising the chances of a fertilised
7Bc-6 Making embryos egg cell being produced.
1 a Students’ own diagrams. 3 a It has been going up, since the 1980s.
b An embryo. b More and more women aged 40–44 are using
c The embryo sticks/sinks into the uterus lining. fertility treatments, which are more likely to give
2 a S – oviduct; T – ovary; U – umbilical cord; V multiple pregnancies. A higher band answer
– placenta; W – vagina; X – amniotic fluid; Y – would also include reference to the idea that
amnion, Z – uterus fertility treatments have become more available
b any two from: food; oxygen; water (accept since the 1980s.
nutrients, vitamins etc. but not ‘heat’/‘warmth’ c It has remained fairly constant.
since they are not substances) d Women aged 20–24 are not making use of
c carbon dioxide (that is the expected answer fertility treatments.
but urea is also acceptable) 4 a Students’ own responses. Expect figure for
d It protects the developing embryo (from ‘women aged 20–24’ to be around 10%, with the
physical shocks). figure for ‘women aged 40–44’ to be above 25%.
3 A, C, D b Students should be drawing lines of best fit
through the existing points on the graph and then
7Bc-7 Contraception and STDs extending these lines to the current year.
1 and 2 Students’ own responses. Give credit for c The source given for the data in the graph is the
evidence used to back up opinions. Office for National Statistics (ONS). This would
3 a third paragraph make a good place to start to look for the data.
b
Type of contraception Percentage of time
it fails to work 7Bd Gestation and birth
no contraception 85% Student Book
diaphragm 6%
1: 7Bd Gestation and birth (Student Book)
condom 2% 1 seven months (nine months is the total gestation
coil 0.6% but the first eight weeks [two months] is the
pill 0.3% embryo stage)
© Pearson 433

7 2 a X – amnion; Y – umbilical cord

b The amnion protects the foetus. The umbilical
b a scar
5 a rubella
B cord carries blood to and from the placenta.

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

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

1 a menstruation/menstrual flow
Student Book b period
1: 7Be Growing up (Student Book) c ovulation
1 a the time when physical and emotional changes 2 about 28 days
happen in the body 3 Give credit as long as the numbering shows
b sex hormones correct order; it does not matter which diagram
is placed at the start.
c ovaries
4
2 the time when physical and emotional changes
occur Girls Boys
underarm hair grows ✓ ✓
3 three of: additional hair grows, gametes start
breasts develop ✓
being released, growth, stronger body smell,
sexual organs enlarge shoulders widen ✓
hair grows on face ✓
4 additional colouration on the male’s face and
hips get bigger ✓
backside, gametes start being released, growth,
sexual organs enlarge, stronger body smell pubic hair grows ✓ ✓
© Pearson 435

7 5 The time when teenagers’ bodies change is

called puberty.
5 There is nothing wrong, hair growth is part of
puberty and is triggered by sex hormones. Mum
B Body changes are controlled by sex hormones.

Emotional changes take place during adolescence.
probably shaves her armpits.
7Be-4 The menstrual cycle 1 7Be-8 Cycles

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

Muscles and bones
7C Muscles and bones Activity Pack

7Ca-1 Muscles and breathing
7
7Ca Muscles and breathing
1 second largest slice shaded in
2 a respiration
C
Student Book
b carbon dioxide
1: 7Ca Fitness (Student Book)
c gas exchange
1 ballet dancer – suppleness; runner – speed;
3 a diagram corrected labelled
walker – stamina; weight lifter – strength
b D, A, B, C
2 cell, tissue, organ, organ system
4 a cell third from left circled
3 any three parts of the breathing/gas exchange b It contains strands so that it can change shape.
system (e.g. trachea/windpipe, bronchi,
bronchioles, lungs, diaphragm) 7Ca-3 Breathing muscles model
4 1 W – spine; X and Y – ribs; Z – sternum/front of
ribcage
Breathing Digestive Excretory Circulatory 2 a it shows how contraction of a muscle can pull
system system system system ribs up; moving the ribcage up and outwards
windpipe/ windpipe/ kidneys heart b the string does not contract and relax like a
trachea trachea bladder muscle does; there are only two muscles/ribs shown
lungs lungs (liver) 7Ca-4 Sport and you
diaphragm diaphragm 4 a short and light
c sumo wrestling, throwing the hammer, etc.
5 any sensible criterion, e.g. decreasing resting
pulse, less out of breath when running, ability to d basketball – speed; cricket – stamina; fencing
run further distances – speed; netball – speed; volleyball – suppleness;
rugby – stamina; weight-lifting – strength;
jockey – stamina; distance running – stamina;
2: 7Ca Muscles and breathing (Student Book) synchronised swimming – suppleness
1 respiration e speed – measuring speed; suppleness –
2 heart, blood vessels (arteries, veins, capillaries) measuring how far someone can stretch; strength
3 a oxygen, carbon dioxide (other gases can also – measuring the amount of mass/weight someone
be carried, e.g. nitrogen, carbon monoxide) can lift; stamina – measuring resting heartbeat rate
b in the blood or speed with which heartbeat rate returns to normal
c They swap places (carbon dioxide leaves the 7Ca-6 Breathing and respiration
blood and goes into the lungs, oxygen leaves the 1 to release energy from food
lungs and goes into the blood). 2 a correctly labelled diagram
4 It contains different tissues. b the muscles attached to the ribs contract; the
5 aThey change shape to move things. diaphragm contracts (and moves down/flattens)
3 breathing – the movement of muscles to make
b They are long strands that can contract (and
the lungs get bigger and smaller; breathing rate
relax).
– the number of times you breathe in a minute;
6 14 breaths per minute (units are important) exhalation – breathing out; inhalation – breathing in;
7 a The muscles in the diaphragm/attached to the ventilation – the flow of air in and out of the lungs.
ribs cannot move so well and so the chest/lungs 4 a oxygen
cannot increase in size as much. b carbon dioxide
b If the lungs cannot get as big, they take in less 5 It gets shorter and fatter.
air and there is less oxygen in the lungs that can
7Ca-7 Muscles for breathing
get into the blood.
1 In gas exchange in the lungs, oxygen for
c They could be given pure oxygen to breathe/ respiration passes from the air in the lungs into
put in a chamber with a greater percentage of the blood, reducing the amount of oxygen in
oxygen in the air. the lungs. At the same time, carbon dioxide
8 respiratory system, because the breathing produced by respiration passes from the blood
movements of the lungs are not any part of the into the lungs, increasing the amount of carbon
process of respiration. dioxide in the lungs.
© Pearson 437

Muscles and bones
7 2 It gets shorter and fatter.

3 a The sternum should be drawn higher and
9 a plasma, red blood cells, white blood cells
(there are also platelets but these have not been
C further to the right than on the original drawing,

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

Muscles and bones
3 a Should we put a tax on fatty foods?

b It is about what someone thinks is right or
the left side of the heart has more muscle because
it has to push blood around more of the body 7
wrong, fair or unfair.
7Cb-4 Asking scientific questions

2 a C
b bone marrow C
c haemoglobin
6 Students could refer to one or more of the
d white blood cells attack micro-organisms
inaccuracies in: counting pulse beats and/or timing
e plasma
a minute; not using the chart correctly in question
2; using a mean value in question 3 (when students f carries wastes/carbon dioxide/nutrients/food
may vary quite considerably in size at this age). 3 a Y. Smallest/narrowest; thinnest walls
b arteries carry blood away from the heart. Veins
7Cb-5 Asking scientific questions carry blood towards the heart.
1 a, c, d
7Cb-8 Blood
2 a e.g. Do people who exercise have hearts that
pump more strongly? 1 a large surface area so that oxygen can enter
and leave the cells quickly; haemoglobin to
b e.g. Do runners have lower resting pulse rates
carry oxygen; no nucleus so there is room for
than weightlifters?
more haemoglobin; flexible so can bend and fit
c e.g. Do people who watch more than 5 hours
through the smallest capillary
of TV a day have less strong leg muscles than
b If the gate is very wide more people can get
people who watch less than this?
into and out of the field in a shorter time. In the
3 a e.g. Do fish have the same blood cells as
same way, if the surface of a red blood cell is
humans?
larger, more oxygen can cross into and out of the
b e.g. Do people who run marathons have hearts cell in a shorter time.
that have bigger volumes?
2 a between 0.005 and 0.01 mm
c e.g. Does offering people £5 to give blood
b to fit through very small capillaries
increase the number of people who give blood?
c 5 000 000 000
4 a e.g. Do people who go swimming each week
3 a oxygen
have stronger leg muscles?
b they lose more and more oxygen as they give it
Do people who go swimming each week have
up to respiring cells around the body
lower resting pulse rates?
c artery, capillary, vein
Does increasing the cost of swimming by 50 p
mean that less people will use the swimming pool? 4 the liver
b Students’ own outlines for a practical 5 a to carry dissolved waste (e.g. carbon dioxide)
investigation or survey. and nutrients
b The expected answer is white blood cells,
7Cb-6 Blood and circulation which attack micro-organisms. There are also
1 a oxygen platelets, which help with blood clotting.
b carbon dioxide
7Cc The skeleton
c food/nutrients
d blood Student Book
2 a Andrew 1: 7Cc The skeleton (Student Book)
b 68 beats per minute 1 a nutrients (food), oxygen b respiration
c wrist, neck 2 It is a tube shape with a hollow middle and
d 66 beats per minute strong bone around the outside.
3 a artery correctly labelled 3 It contains different tissues.
b vein correctly labelled
4 ribcage
c capillary
5 supports the body or protects the spinal cord
d bone marrow
e muscle tissue 6 a skull b backbone/vertebrae
f contract (and relax) 7 lungs, heart (there are others)
8 a fixed, hinge, ball and socket b ball and socket
7Cb-7 Heart and blood c muscles
1 blood flows into chambers, the heart muscle 9 support, protection, movement; making blood
contracts, this pushes blood out of the heart, cells
© Pearson 439

Muscles and bones
7 10 a thigh bone/femur
b dislocation
4 Scientists write about their experiments and
the reports they write are called papers.
C c students’ own response (e.g. torn ligament due

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

Muscles and bones
7Cc-10 Different types of skeleton

1 support, protection, allow movement
b He exercised a lot to increase the size of his
muscles (and bones). 7
2 They take the shape of their container; they do
not compress/cannot be squashed.
2 right hand: the bones are thicker in the right arm
3 a by the elbow
C
3 The skull needs to protect the most important
b They become shorter and fatter.
organ/the organ that is controlling development,
which is the brain. 4 bone, muscle
4 a The skull may be easily damaged, which may 5 it relaxes (or gets longer and thinner but make
damage the brain. sure students realise that this is not an active
b It allows the brain to continue growing. (It process)
also allows the baby’s head to squash as it 6 because they can only pull, they cannot push
is pushed out through the cervix and vagina 7 a triceps/biceps, wrist flexor/extensor, biceps
during childbirth, but students are unlikely to femoris/quadriceps, calf muscle/shin muscle
think of this.)
b calf muscle
5 Difference: in an exoskeleton the muscles are on
the inside; in an endoskeleton the muscles are c shin muscle
on the outside. Similarity: the skeleton parts that d An impulse is sent from the brain, along the
make up the leg are both hollow tubes. spinal cord and down a nerve to the muscle. This
6 camouflage, waterproofing causes the muscle to contract.
7 There are many possible answers here but these
are those that students are most likely to get
Activity Pack
from the text and study of this topic. Only one
advantage and one disadvantage is expected for 7Cd-1 Muscles and moving
each skeleton. 1 bones/muscles mend when they are broken/torn
Type of skeleton Advantages Disadvantages 2 190 N
endoskeleton grows with muscles on the 3 a muscles
increase in outside that b bones
size can be easily c it gets shorter and fatter
damaged dY
exoskeleton muscles and limits the size e X – triceps; Y – biceps
organs are of the animal f Muscles can only pull (they cannot push).
all inside animals cannot 4 a arrow shown coming from brain, along spinal
and so well squash and cord and into nerve down to the muscle
protected squeeze into b impulses
awkward
spaces 7Cd-3 Antagonistic muscle model
hydrostatic allows slow movement 1 a The lower arm is lowered.
animals to no protection b The lower arm is lifted.
squash and 2 a triceps
squeeze into b biceps
awkward
3 a It shows how the movement of muscles can
spaces
move bones; it shows the positions of two
8 Young butterflies are caterpillars and their bodies muscles that operate the lower arm bone.
allow rapid growth since their skeletons can b Muscles contract to move bones (the string
stretch. The growth is not stopped by the speed doesn’t contract); there are more muscles that
with which the skeleton can grow. Young babies operate the lower arm than just these two; it only
need their skeletons to grow in order to grow. shows one lower arm bone.
Adult butterflies suddenly stop growing when 4 Suggestions might include using semi-inflated
they develop their exoskeletons (the adults do long balloons for the muscles instead of string
not moult). Humans gradually stop growing as (anything that will model the behaviour of real
they turn into adults. muscles in terms of getting fatter and shorter and
longer and thinner when they contract and relax).
7Cd Muscles and moving
7Cd-5 Forceful bites
Student Book 1 Correctly drawn bar chart, which should contain
1: 7Cd Muscles and moving (Student Book) correctly plotted and neat bars along with the
1 a A is light welterweight and B is lightweight. other criteria on Skills Sheet PD 3 Bar charts.
© Pearson 441

Muscles and bones
7 2 a masseter
b The jaw needs more force to close and bite
less energy is need to move joints, means that
joints are less likely to wear away (or they wear
C things than to open and the masseter is the

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

Muscles and bones
Name of drug Stimulant or

depressant?
Side effects 7
alcohol depressant liver damage, vomiting, confusion C
caffeine stimulant stomach problems (or from students’ personal experience,
e.g. ‘the jitters’)
cannabis depressant memory loss, lung damage
cocaine stimulant blocked arteries
ecstasy stimulant mental illness, kidney problems
heroin depressant collapsed veins, vomiting, severe headaches
solvents depressant brain damage, stop heart and lungs working
6 Coffee contains caffeine, which is a stimulant. 7Ce-4 About drugs

Caffeine speeds up the activity of the nervous Alcohol – legal to buy at age 18; between 16 and
system/allows impulses to travel more quickly in 17 you can drink but not buy alcohol with a meal if
the nervous system. accompanied by an adult. It is illegal to give alcohol
7 The drugs with relevant information on the to children under 5.
spread are in the table above. Students only ecstasy – class A drug, illegal to possess (< 7 years
need to have given information for four of them. in prison) and supply (< life in prison)
Students are only expected to list one side effect amphetamines – class B drug, illegal to possess
for each drug. Additional credit should be given (< 5 years in prison) and supply (< 14 years in prison)
for ordering the table (e.g. alphabetical order). heroin – class A drug, illegal to possess (< 7 years
8 a in the diaphragm and connected to and in prison) and supply < life in prison)
between the ribs barbiturates – class B drug, illegal to possess < 5
b Alcohol is a depressant. It slows down the speed years in prison) and supply (< 14 years in prison)
of impulses in the nervous system, including those LSD – class A drug, illegal to possess (< 7 years in
to the lungs. If there is too much alcohol, these prison) and supply (< life in prison)
impulses can be stopped altogether. caffeine – legal
nicotine – legal to buy at age 18. Illegal to smoke in
2: 7Ce Drugs and sport (Student Book) public under the age of 16 but possession is not an
1 a They affect the way the body works. offence
b They may be misused by some people, e.g. cannabis – class B drug, illegal to possess (< 5
athletes may use them to cheat. years in prison) and supply < 14 years in prison)
2 Salbutamol increases the width of air passages, paracetamol – legal
allowing more air into the lungs. cocaine – class A drug, illegal to possess (< 7 years
in prison) and supply (< life in prison)
3 It creates more red blood cells so more oxygen
penicillin – legal but needs a prescription from a
can be carried by the blood. Therefore more
doctor
oxygen can get to respiring cells.
4 The quickly developing muscles put additional
7Ce-5 drugs quiz
stress on the bones.
a True
Activity Pack b True
c False. All medicines can have side effects.
7Ce-1 Drugs
Paracetamol causes liver damage.
depressant – cannabis – memory loss
d False. Caffeine is a drug (it affects the body)
stimulant – cocaine – blocked arteries
and people use it for leisure (rather than as a
stimulant – ecstasy – mental illness, kidney problems medicine).
depressant – alcohol – liver and brain damage e True
stimulant – caffeine – stomach problems f False. A stimulant will decrease your reaction
depressant – heroin – collapsed veins, vomiting and time.
severe headaches g False. Alcohol is a depressant. Caffeine is an
depressant – solvents – heart and lungs stop example of a legal stimulant.
working, brain damage h True
© Pearson 443

Muscles and bones
7 i False. Long-term effects of cocaine abuse

include blocked arteries, and holes in the nose
3 in case they are pregnant; because thalidomide
causes defects in developing foetuses
C and roof of the mouth.

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

Ecosystems
natural eye colour (although there are

different shades of each colour, those shades
d The points form a pattern, showing that the
width of the leaf depends on the length of the 7
fall into one of several main categories),
having a cold, having a scar, having pierced
leaf (or vice versa).
7Da-6 Variation in animals

D
ears, having a tattoo.
7 a There is little obvious variation between them. 1 a jungle/rain forest
b Only members of the same species can b habitat
reproduce with one another and Ringerl was of a c pattern on their coats/fur
different species from the other animals. d any reasonable suggestion (e.g. pattern on
8 Lions and tigers are different species. their coats/colour, head shape)
2 a They all have backbones. Accept other
3: 7Da Charts and graphs (Student Book) reasonable suggestions.
1 The dependent variable is the number of b any reasonable suggestion (e.g. skin covering,
students in Class 7K. The independent variable pattern on their skins, size)
is the number of teeth with fillings (this is the
c Bar chart showing four mammals, three birds
variable whose values were chosen by the
and two amphibians. If students have included
experimenter).
the puma and jaguar from Q1, they will have six
2 correctly drawn bar chart mammals on the bar chart.
3 a It is up to students to choose appropriate
group sizes but they must be equal and non- 7Da-7 Continuous and discontinuous variation
overlapping. For example, lengths could be 1 eye colour, head width, abdomen length and
26–30, 31–35, 36–40 and widths could be 16–20, number of stripes on abdomen
21–25, 26–30, 31–35. 2 a head width or abdomen length (or other
b a correctly drawn bar chart of the data from the reasonable suggestion)
answer to question 3a b eye colour, number of stripes
4 Suitably plotted scatter graph, with leaf length on 3 a Table thus:
the x-axis. The relationship is that the longer the
leaf the wider it is (or vice versa). Insect Head width Abdomen width
(mm) (mm)
Activity Pack 1 3 9
7Da-1 Variation 2 4 11
1 a place where an organism lives 3 2 6
2 a dolphin, tuna 4 1 3
b any sensible difference (e.g. gills, blowhole, 5 3 7
mouth shape, fin shape)
6 5 13
c any sensible similarity (e.g. fins, streamlined
shape) 7 2 4
d variation 8 6 15
3 Continuous: height, length of hair. Discontinuous: 9 5 14
shoe size, having a piercing, having a broken arm. 10 4 10
4 a cat
b Cats are a different species from dogs. b Scatter graph drawn with a line of best fit.
c The wider the head the wider the abdomen (or
7Da-2 Frequency diagrams and scatter graphs vice versa).
1 a correctly filled in bars (eight students have one 4 They are of the same type and so can breed
filling, two students have three fillings) together to produce offspring that can also
b bar chart reproduce.
c because it shows the numbers of things that
have been counted 7Da-8 Gone fishing
d the number of fillings (this is the set of 1 The warmer the water, the less oxygen dissolves.
values that the experimenters chose, in their The warmer the water, the more gill movements
investigation) per minute.
e the number of students 2 a The less oxygen dissolved, the more gill
2 a correctly plotted point (length 25 cm, width movements per minute.
20 cm) b The graph should be the same shape as the
b scatter graph one on the left of the worksheet.
c yes
© Pearson 445

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

4 A group of organisms that can reproduce to
B – the desert shown is dry, hot, sunny; C – the
grass savannah shown is sunny, hot
D produce offspring that can also reproduce.

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

Ecosystems
7Db-5 Animals and their adaptations

This work is Securing if students simply recognise
3 a A – farmland/countryside UK; B – desert; C –
Arctic 7
the habitat of each animal and describe a physical
factor associated with that habitat.
b any animal that lives in farmland/countryside in
the UK D
This work is Securing+ if students identify c ideally answer should include the name of
adaptations of the animals for their habitats. another Arctic organism and one physical
This work is Exceeding if students explain how an environmental factor of the Arctic (e.g. cold)
animal’s adaptations allow it to survive in its habitat. 4
Hare Adaptation How it helps the hare
7Db-6 Bird adaptations for feeding
A brown fur camouflage so that it is
seeds – sparrow – the beak is short, thick and
less likely to be spotted by
strong to allow the bird to crush its food
predators
fruit – parrot – a wide curved and sharp beak,
large, running fast away from
allows the bird to cut open its food and gnaw inside
strong hind predators
flying insects – nighthawk – the beak is wide and legs
short, with bristles on it to help trap the bird’s food
B large ears good hearing to listen out for
meat – eagle – a short, sharp and hooked beak is predators
used to tear flesh
large ears to lose heat, so that it
fish – heron – a long, sharp beak that can be used doesn’t overheat in the
like a spear to stab animals to eat (note that herons desert
will usually only employ this for particularly large
large hind running fast away from
prey)
legs predators
nectar – hummingbird – a very long, thin and
no need to doesn’t need a source of
delicate beak is used for probing inside flowers
drink water, which is scarce in the
insects in wood – woodpecker – the beak is shaped
desert
like a chisel and, like a chisel, it is used to chip
C thick fur to help stop it getting too
away at wood
cold in the Arctic
small animals buried in mud – curlew – a long, thin
white fur camouflage so that it is
beak allows the bird to dig for small animals
less likely to be spotted by
tiny water plants and animals – duck – a wide beak
predators
can be used like a sieve to strain tiny organisms out
small ears so that it doesn’t lose too
of the water
much heat and get too cold
7Db-7 Swordfish in the Arctic
1 a ocean circled in the text very wide to help stop it sinking into
b ‘very cold’ and ‘ very dark’ have boxes around feet the snow as it runs away
them from predators, which would
slow it down and make it
c one from: saltiness, high pressure, water
more likely to be caught
d to catch other organisms to eat
e ‘it produces heat and this keeps the 7Db-9 Searching for coelacanths
temperature of a swordfish’s eyes about 20 °C’ 1 dark, cold, sharks are all mentioned in the text
underlined in the text although students may include other organisms
f fins, streamlined body shape (some students or physical environmental factors found in deep
may spot that the sword will help the fish ‘cut oceans (e.g. high pressure)
through’ the water, and this is also correct) 2 hard scales – protection from being eaten by
g gills predators; blood contains an antifreeze – so that
h They are ‘warm blooded’ and so their eyes are it remains a liquid and blood (carrying oxygen and
kept warm anyway. nutrients) continues to flow around the fish’s body
i They inherited the swords from their parents. even at very cold temperatures; blue colour acts as
a camouflage – the fish is less likely to be spotted
7Db-8 Hares by predators; small gills – very good at getting
1 one of: ear size, fur colour oxygen out of water without much energy so that
2 a coat pattern the fish can conserve energy and so needs less
food; rostral organ allows it to find food; sensitive
b Each hare is born from a different pair of
eyes allow it to find food and look out for predators
gametes and so each hare has a slightly different
set of instructions inherited from its parents 3 a uneven because it is only found between 90
and 200 m deep and not throughout the ocean
© Pearson 447

Ecosystems
7 b The coelacanth cannot survive close to the

surface because its gills do not extract enough
are active at night. These owls are nocturnal.
Changes during a year are called seasonal
D oxygen from warmer water and the brightness of

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

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

fish. The lack of trees also resulted in the loss of hoverfly larva spider thrush mole
many birds, removing another food source from

humans. rabbit peach-potato aphid snail blister beetle
b People ate them and there were no trees,

which the birds needed for shelter/food. lettuce peach tree hosta potato plant
4 a aspen → beetle → thrush → goshawk → great 2 peach tree (producer), peach-potato aphid
horned-owl (herbivore, consumer), swallow (carnivore
b aspen – producer (makes its own food); beetle consumer), sparrowhawk (carnivore, consumer,
– herbivore, consumer (eats plants); thrush – top predator), potato plant (producer), blister
carnivore, consumer (eats beetles); goshawk beetle (herbivore, consumer), mole (carnivore,
– carnivore, consumer (eats voles); great horned- consumer), badger (omnivore, consumer, top
owl – carnivore, consumer, top predator (eats predator), hosta plant (producer), snail (herbivore,
thrush, nothing preys on it) consumer), thrush (carnivore, consumer), cat
5 They both eat snowshoe hares. (carnivore, consumer, top predator), spider
© Pearson 449

Ecosystems
7 (carnivore, consumer), blue tit (carnivore,

consumer), lettuce (producer), rabbit (herbivore,
d mates (there was only one male left and he was
infertile)
D consumer), fox (carnivore, consumer), hoverfly

larva (carnivore, consumer)
e The food web should show both lichen and
sedge grass being eaten by reindeer and
reindeer being eaten by humans.
7Dd-6 River food web
1 a Either: pondweed → mayfly larva → greater 7Dd-8 Leaf litter food web
water boatman → stickleback → kingfisher → 1 a They move away from the light/heat of the
sparrowhawk lamp.
Or algae → water flea → greater water boatman b They are more likely to find food amongst the
→ stickleback → kingfisher → sparrowhawk rotting leaves, which are at the bottom of any pile
b pondweed (producer), algae (producer), of leaves.
water flea (herbivore, consumer), mayfly larvae 2
(herbivore, consumer), greater water boatman centipede ground beetle
(carnivore, consumer), stickleback (carnivore,
consumer), kingfisher (carnivore, consumer),
sparrowhawk (carnivore, consumer, top predator) spider
2 mayfly larva, lesser water boatman, freshwater
shrimp
3 a one of: shelter, a mate, water, space hunting mite
b one of: light, water, mineral salts
4 a stickleback earwig
b they both eat the same food – water armadillo mite millipede woodlouse
fleas
5 There would be fewer mayfly larvae because they
have less to eat. There may be more lesser water dead leaves
boatman because, with more dead plants, there
is more for them to eat. 3 a They will increase because there are fewer
predators.
7Dd-7 Populations and competition b They will decrease because there will be fewer
1 a water, mineral salts (accept ‘a supply of carbon hunting mites, which they depend on for food.
dioxide’) c centipedes because ground beetles have a
b Wheat plants are found out in the open since greater variety of food sources
they need full sun. Bramble plants and stinging 4 two named carnivores that share the same food
nettles might be found in more shaded wooded source (e.g. centipede and ground beetle)
areas or in hedges. 5 a It shows more of the organisms in a habitat/
c They compete for the same food (dormice, ecosystem; It allows you to see how some
wood mice, bank voles and animals have a variety of food sources; It allows
blackbirds). a better representation of omnivores.
d for other resources, such as shelter and water b It doesn’t show all the organisms in a habitat/
e It may go down because there would be fewer ecosystem; It doesn’t show what parts of plants
peacock butterfly caterpillars to eat. animals eat (e.g leaves, berries, bark); It doesn’t
show what proportion of an animal’s diet is
f If the brambles are removed, the wood mice
composed of each food source; It doesn’t take
will eat more grass and so there will be less for
into account the time of year; It doesn’t take into
the harvest mice, and so their population may
account the time of day.
decrease.
g because they both eat the same thing
(brambles) 7De Transfers in food chains
h The tawny owl population is not dependent on Student Book
the populations of harvest mice or wood mice,
and so the owls must have a broad, varied diet. 1: 7De Transfers in food chains (Student Book)
2 a The lichen population would go down. 1 to release energy so that they can move.
b because there was still enough lichen to eat in 2 a the transfer of energy from lettuce to rabbit
those areas b some has been lost by the rabbit through
c because there was very little left to eat on the respiration/moving/keeping warm/in waste
island 3 a Students’ own food chains, with grass on the left
450 © Pearson

Ecosystems
b Students’ own pyramids of numbers (bars do

not need to be proportional)
2 the direction in which energy flows in the food
chain 7
4 a
Feeding relationship Organisms
3 one of: respiration, keeping warm, moving, waste
4 a plant plankton → shellfish → fish → humans D
b from bottom: plant plankton, shellfish, fish,
top predator grass snake
humans
consumer grasshopper, frog, c The mercury was not destroyed inside the fish
grass snake and people ate lots of fish and so ate lots of
producer grass mercury.
herbivore grasshopper
7De-2 Working out food chains
carnivore frog, grass snake The food chain, based on ordering the numbers
b Students’ own pyramids of numbers (bars do of animals from most to least, is brazil nut tree →
not need to be proportional) leaf-cutter ant → orb-weaver spider → blue-grey
5 Many fleas can live and feed on a single rabbit. tanager → jaguarundi.
6 a It increased the populations of rats and rabbits.
7De-3 Pesticides and birds
b A predator of rats and rabbits had been
A pesticide (DDT) is sprayed over fields of crops to
removed.
kill insect pests. Some of the pesticide is washed
7 It has risen because there are no longer cats and into lakes and rivers.
rats to eat the birds’ eggs or rabbits to destroy
DDT is absorbed by tiny organisms in the water
their nesting sites.
called plankton. Fish eat many plankton organisms.
8 a It may kill species it is not intended for.
Any pesticide in the plankton gets into the fish.
b It may cause an increase in the aspens
DDT builds up inside the fish.
because they will not be eaten by the beetles. It
Many wild birds, such as osprey and heron, eat fish.
may cause a decrease in the thrush population
because they will have less food. DDT can alter the behaviour of birds, sometimes
preventing them from building proper nests.
9 Farmers used DDT, which passed up the food
chain. The peregrine falcons ingested DDT from *DDT may cause wild birds to become infertile.
the blackbirds that they ate, which made them lay *DDT can cause birds to lay eggs with thinner
eggs with weak shells. The shells broke when the shells. As a result more eggs are likely to be broken.
peregrine falcons tried to sit on them, killing the *In large amounts DDT can be poisonous to birds.
eggs. The populations of many wild birds have decreased
over the last 30 years.
2: 7De Nomads (Student Book) *The starred statements can go in any order.
1 predator – snow leopard; prey – yak
2 a They migrate down from the mountains when it 7De-4 Energy flow and poisons
starts to get cold in winter. 1 to kill organisms that harm the plants being
b Birds also migrate to warmer places in winter, grown
where they can find food. 2 insects/ants, aphids, blackfly, whitefly,
3 discontinuous (you either have measles or you caterpillars and mites
do not) 3 fish and bees
4 Examples of inherited variation include skin 4 Avoid getting it on the skin (wear gloves) or
colour, hair colour, ear shape, nose shape. breathing it in (wear face mask/spray in direction
Examples of environmental variation include skin of wind). Wash hands after use.
painting/make-up, clothes, jewellery. 5 a the direction in which energy flows in a food
5 They have very thick fur. chain
6 Students’ own pyramids of numbers, e.g. grass, b There is less energy as you go along a food
cattle, humans; grass, yak, snow leopard; chain because animals lose it (in their activities
grass, yak, human (these should be arranged and in waste).
as a pyramid of numbers with the first organism c In food chain X – lettuces: more because fewer
mentioned having the longest bar) are eaten by insect pests; rabbits: no change
or more because there is more lettuce to eat;
Activity Pack
fox: no change or more because there are more
7De-1 Transfers of energy and poison rabbits to eat.
1 animals that harm things that humans want to In food chain Y – rose bushes: would look
use healthier as no aphids feeding off them; aphids:
© Pearson 451

Ecosystems
7 killed so far fewer; ladybirds: numbers decrease

as fewer aphids to eat.
c Energy is lost at each step of the food chain
so as you go along a food chain there is less
D In food chain Z – pondweed: no change;

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

Mixtures and separation
7E Mixtures and separation 2 a large solids

b A sieve has large holes/gaps that let everything
7
7Ea Mixtures
Student Book
through except large solids.
3 A suspension contains suspended solids; a
E
solution contains dissolved solids.
1: 7Ea Mixtures and separation (Student Book)
1 a any suitable answer, e.g. solid – glass (in 4 A suspension, because it contains solids that
beaker), sodium chloride crystals, steel (in settle out if left to stand (it is also a solution
furniture); liquid – water, hydrochloric acid, cola; because there are dissolved solids in the water).
gas – air, oxygen, carbon dioxide 5 The polystyrene and air are mixed in a way
b any suitable description, e.g. solid – holds that is not easy to separate again (so it is not a
its own shape; liquid – fixed volume but not a suspension), but the solid is not dissolved (so it
fixed shape, flows to fill bottom of container; is not a solution).
gas – no fixed shape or volume, spreads out to 6 A colloid, because it is a cloudy mixture with no
fill all space, can be squashed/compressed to a sediment after it has had time to settle.
smaller volume 7 filtered or left to settle and water removed from
2 a Gravel can be separated from water by sieving. the top; because the solids are now large enough
b Sand can be separated from water by filtering. to settle from the liquid
3 a A solution is a mixture where a solid has been 8 flow chart similar to: waste water from homes
dissolved in a liquid. → sieved to remove large solids → settle and
strained, or filtered to remove smaller solids →
b evaporate the water
treated with chemicals to clump finest solids
4 a You can return to the original constituents then settled or strained to remove clumps
by the reverse/opposite process – in this case,
evaporation.
b any suitable change, e.g. melting, freezing, Activity Pack
condensation
7Ea-1 Writing a clear method
2: 7Ea Writing a method (Student Book) 1 A – action; B – sequence; C – apparatus;
1 to explain how to carry out the experiment D – diagram; E – language
2 It can show more clearly how the apparatus is 2 a unlock, open, put, close, sit
arranged. b A – Unlock the car. B – Open the car door.
3 so other scientists can repeat the same or similar c The steps are not in the right order as
experiments; to allow other scientists to check you can’t put the seat belt on before you sit in
that the reported method works in the way that is the seat.
claimed d C – Sit in the car seat. D – Put the seat belt on.
E – Close the car door. (Steps D and E can be in
4 any three of: fold (A and B), place (D and E),
either position.)
stir (F), pour (G) (they are all instructions to do
3 Method should be written with one action per
something)
step, each step starting with an imperative verb,
5 any suitable example, such as: ‘mixture’ or and sequenced in the correct order. For example:
‘suspended’ (the name of a piece of apparatus is A – Place the ready-meal container in the
also appropriate) microwave. B – Set the correct power for
6 Steps A and B could be drawn as a diagram, cooking the meal. C – Set the correct cooking
which would be clearer as it would show clearly time. D – Press the start button. E – Test to make
where the folds should be made. sure the food is hot.
7 The method should be written using clear
language, one action per step, arranged in the 7Ea-2 Types of mixture
correct order and using an imperative verb in 1 suspension – a mixture where the solid settles
each step. Steps should include a logical order out of the liquid if left to stand still
for placing the equipment, e.g. place the tripod colloid – a cloudy mixture where the solid doesn’t
on the bench, put the gauze on the tripod, fill settle out of the liquid if left to stand still
a beaker with water and then put this on the solution – a mixture in which the solid is
gauze. dissolved in the liquid
2 large suspended solids
3: 7Ea Mixtures (Student Book) 3 a polystyrene – solid; b air – gas
1 It contains substances other than water, such as
4 cloudy/opaque
mud, human waste and other solids.
© Pearson 453

7 7Ea-3 Ordering a method

Correct order:
3 Styrofoam cup – The air stops heat passing
quickly through.
E Fold the filter paper in half, and then into quarters.

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

carbonate, magnesium), and any one gas,

e.g. oxygen (other possibilities include carbon
b potassium chloride
c potassium nitrate 7
dioxide, ammonia)
3 It may be coloured (e.g. copper sulfate) but still
d answers from graph – 15 °C, 24 °C, 27 °C,
31 °C, 34 °C, 37 °C E
transparent. It may taste or smell different from
the solvent that does not contain the solute. 7Eb-7 Solution questions
1 a soluble b insoluble, soluble
4 propanone is the solvent, nail varnish is the solute
2 solution 1: solvent is water, solute is copper
5 20 + 150 = 170 g sulfate
6 a sodium chloride solution 2: solvent is propanone, solute is nail
b 5 × 32 = 160 g varnish
c As the liquid cools, the copper sulfate will start 3 The amount of solute that dissolves in a
to crystallise out. This is because the solubility of particular amount of solvent.
the copper sulfate decreases as the temperature 4 a The amount of sodium nitrate that dissolves in
decreases and so less of it can stay dissolved in water increases as temperature increases.
the solvent. b no
c The solution was saturated.
Activity Pack
7Eb-8 Solution questions
7Eb-1 Solution words and definitions 1 The copper chloride dissolves in ethanol.
dissolves – when a substance splits up and mixes 2 solution
with a liquid to make a solution
3 Copper chloride is the solute, because it is the
soluble – something that will dissolve in a liquid solid that ‘disappears’ in the ethanol. Ethanol is
transparent – See-through the solvent, because it is the liquid in which the
insoluble – something that will not dissolve in a copper chloride ‘disappears’.
liquid 4 a 220 g
solution – a mixture formed when a substance b The mass of solute is added to the mass of the
dissolves in a liquid solvent.
solute – the substance that has dissolved in a liquid 5 a All the copper chloride would dissolve because
to make a solution this mass is lower than the solubility.
solvent – a liquid in which other substances dissolve b Most of the copper chloride will dissolve,
saturated – when a solution contains the most but 7 g of the copper chloride would remain
solute that will dissolve in the solvent undissolved at the bottom of the beaker,
solubility – the amount of substance that dissolves because this mass is greater than the solubility at
in a given amount of liquid this temperature.
7Eb-2 Solvents and solutions c Some of the copper chloride would remain
A matches with 2, label a undissolved at the bottom of the beaker because
60 cm3 can only dissolve 53 × 60/100 = 32 g
B matches with 5, label b
copper chloride at this temperature.
C matches with 7, label a
d Possibly all of the copper chloride will dissolve
D matches with 8, label b
because solubility usually increases with
7Eb-3 Temperature and solubility 1 temperature.
Students should find that more salt dissolves if the
7Eb-9 Hot water and oxygen
water is hot.
2 a It goes down/gets less.
7Eb-4 Temperature and solubility 2 b It is the opposite – most solids get more
Students should find that the solubility increases as soluble as the temperature increases.
temperature increases. 3 a fresh water
7Eb-5 Graphing solubility 1 b Fresh water – the graph goes down more
2 a goes up steeply (or, the solubility changes by 9.9 mg/dm3
b chloride for fresh water as the temperature goes up from
c nitrate 0 to 60 °C, but only goes down by 7.5 mg/dm3
for sea water).
d 41
4 a answer from graph – should be approximately
e 45
12.8 mg/dm3
7Eb-6 Graphing solubility 2 b a half of 12.8 mg/dm3 is 6.4 mg/dm3, and this
2 a Solubility increases as temperature rises. solubility occurs at 40 °C
© Pearson 455

7 5 Less oxygen would be dissolved in the warmer

water, so there would be less oxygen for the
6 evaporating all the liquid from a solution to leave
behind the solids that were dissolved in it
E fish and they may be harmed. (The warmth also

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

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

Heat-resistant gloves or tongs should be used for

handling anything hot. Eye protection should be
b The water analysis method shows how much
of each substance is present, which paper 7
worn. The source of heat should be switched off
when there is still a little liquid in the evaporation
chromatography does not.
c The water needs to be tested to show
E
basin, and the rest of the liquid left to evaporate how much of some substances there are,
naturally. because there are limits on how much of these
substances are safe in drinking water.
7Ec-9 Carry out a risk assessment
The full risk assessment should be laid out neatly
and clearly. Activity Pack
It should identify all the hazards including hot 7Ed-1 How does chromatography work?
equipment, spitting liquid and any chemicals used. Chromatography can separate … different coloured
Hazards of a large number of people include risk dyes in a mixture.
of bumping into each other, falling into equipment, A drop of the mixture … is put onto a piece of
tripping hazards from bags, etc. special chromatography paper.
Assessment of risk will vary but should be realistic. The bottom of the paper … is put into a solvent
Ways of reducing risk should include safe ways of such as water.
handling hot equipment or rules not to touch until The solvent dissolves the dyes and … travels up the
cool, protection for eyes and clothing, switching off paper.
heat while still a little solution left. The different dyes in the mixture … are carried at
Action needed if something goes wrong should different speeds in the solvent.
include rapid treatment of scalds or burns, suitable The paper is dried … to make a chromatogram.
advice for dealing with spills. You can work out the number of different dyes in
the mixture … by seeing how many different colours
7Ed Chromatography are on the chromatogram.
Student Book 7Ed-2 A chromatography method
1: 7Ed Chromatography (Student Book) 1 Make the dots as concentrated as possible by
1 a technique that separates substances dissolved applying the substance several times in the same
in a solvent place and letting it dry between times.
2 Substance A, because it has the higher peak on 2 Use something that isn’t soluble in the solvent,
the graph. e.g. pencil when using water.
3 Dots of the inks were placed near the base of the 3 Along a line above the bottom of the paper, so
paper. The paper was then placed in the beaker. that they all start at the same level and so that
A small amount of solvent was placed in the they don’t dissolve into the solvent at the bottom
beaker, so that the level of solvent was below the of the beaker.
ink dots on the paper. 4 Do a test beforehand to make sure the
4 a Black ink contains blue, purple and red dye; substances dissolve in the solvent.
brown ink contains yellow and red dye; red ink 5 Spread the dots of the different dyes out across
contains red and yellow dye; green ink contains the paper at the same level.
blue and yellow dye; blue ink contains blue and 6 Support it, e.g. by attaching it to a stick that is
purple dye; orange ink contains yellow and red balanced across the top of the beaker, or roll it
dye. into a cylinder and clip it before putting it in the
beaker.
b red
7 Safety instructions will depend on hazards
5 The solvent carries the substances at different for any substances used, but always use eye
speeds so they are spread out. protection when using solvents.
6 Evaporation leaves the solid substances still
mixed up so it is difficult to identify them. 7Ed-4 Chromatography
1 correctly labelled diagram (clockwise from the
7 a tartrazine, carotene, natural orange
bottom left): water, pencil line, beaker, paper,
b orange squash 3 because the chromatogram spots of ink
shows that it does not contain any tartrazine 2 a A, B and E
8 any two suitable examples, such as: forensic b These inks have all got only one spot on
analysis, testing for banned drugs, water the chromatogram.
analysis, food analysis 3 a A and E b A and B
9 a They separate out the substances in the 4 a F
mixture. b It has not moved from its original position.
© Pearson 457

7 7Ed-5 Who scraped the gatepost?

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

Acids and alkalis
need emergency water supplies that would not

be affected by the flooding, drought areas need
The warmer the water, the faster the rate of
evaporation. 7
safe sources of water that are below ground or
processes such as desalination that can make
4 Any suitable answer with a good science
explanation, such as: F
salty water suitable for drinking • Paint the inside of the still black so it absorbs
more heat and heats the water faster.
Activity Pack • Shade the lower part of the glass cover so it is
cooler, so water vapour condenses faster.
7Ee-1 Distillation apparatus
1 correctly labelled diagram (clockwise from the 7Ee-6 Distilling scents for perfumes
bottom left): flask, thermometer, water out, Liebig 1 They evaporate quickly from warm skin carrying
condenser, beaker, water in, heat their smell, which makes us smell nice.
2 a E inside the flask b C inside the condenser 2 correctly labelled diagram showing: chopped
3 The dirty water mixture is put into the flask. material in flask, separate heated flask containing
The mixture is heated. water, water evaporates to form steam, steam
The water evaporates and forms steam. The dirt passes through the chopped material causing
does not evaporate. the volatile oils in the plant tissues to evaporate,
The steam goes into the condenser. the hot vapour is cooled as it passes through
a condenser so that the vapour condenses to
The cold water flowing around the outside of the
liquid, the cooled liquid is collected in a flask
condenser cools the steam.
with the oil and water forming separate layers
The steam condenses to form pure water.
3 a Dry distillation uses direct heating to evaporate
The water runs into the beaker.
the oils from the plant material. Steam distillation
7Ee-2 Building a solar still uses steam to warm the plant material so that
the oils evaporate.
Suggested improvements should be well supported
by a scientific explanation, for instance: b Only oils that evaporate below 100 °C can be
extracted using steam distillation. Also some oils
• Dark objects placed in the hole will heat up faster
are changed by high heat, so steam distillation is
and increase the air temperature in the hole, so
better for extracting those damaged by heat.
rate of evaporation will be faster.
4 Cooler temperatures can be used when preparing
• Cooling part of the sheet surface, e.g. by
absolutes than in the preparation of essential
shading, will increase the rate at which water
oils. So chemicals that are spoilt by heat are best
vapour condenses on that part of the surface.
extracted using the wax/ethanol method.
• Digging a shallow hole reduces the volume of air
5 a The boiling point of water is 100 °C, which
inside the still and so reduces the amount of heat
is much higher than that of ethanol at 78 °C. If
energy wasted.
the temperature is kept at just above the boiling
• Placing fresh plant material, or dirty water, into
point of ethanol but well below that of water, then
the hole will increase the amount of water that
all the alcohol in the mixture will evaporate but
can evaporate.
only some of the water.
7Ee-4 A solar still b Water evaporates at any temperature, though
1 a heats b evaporates c condenses it evaporates faster as temperature increases. So
d runs down there is no temperature at which some water will
2 distillation not evaporate but the ethanol will.
3 It helps the dirty water to stay warmer for longer
so more water evaporates.
7F Acids and alkalis
7Ee-5 How a solar still works
1 Heat from sunlight heats up the dirty water. 7Fa Hazards
Water evaporates to form water vapour, leaving Student Book
the dirt behind as the dirt doesn’t evaporate.
Water vapour condenses into liquid water on the 1: 7Fa Chemistry in the home (Student Book)
underside of the glass cover. The liquid water 1 Students’ own answers
runs down the cover and into the collection 2 They might spill it on their skin or drink it.
trough. 3 Keep bleach locked away in a cupboard or use
2 Distillation is the separation of the solvent/liquid dilute bleach.
from a solution. 4 a so you know the harm that the substance can
3 The insulation reduces heat loss from the water cause and how to reduce the chances of that
to the environment, so the water stays warmer. harm happening before you use the substance
© Pearson 459

Acids and alkalis
7 b Young children cannot read; they may mistake

a substance for something else.
3 a Toxic gases are formed.
b Carry out the experiment in a fume cupboard.
F 2: 7Fa Hazards (Student Book)

1 a by adding water b It is a mixture as water has
4 a It could cause burns as temperatures reach
over 100 ºC.
been added to dilute it. b Leave to cool for 20 minutes.
2 Students’ own answers, e.g. hydrochloric acid is
used in the laboratory, ethanoic acid is used in Activity Pack
everyday life
3 a two of: metal, stonework, skin 7Fa-1 Hazardous or safe?
b plastic or glass Quick-light: flammable
4 A corrosive chemical will damage the skin. An Drain-clear: corrosive
irritant will not usually cause serious injury but Pest-gone: danger to environment
can cause the skin to become red. Super-clean: caution (irritant)
5 sour Home-fresh: explosive
6 a citric acid or phosphoric acid b They do not Germs-away: toxic
cause damage. 7Fa-2 Comparing acids 1
7 a dangerous to the environment, toxic, flammable 1 Students’ own answers depending on acids
b caution selected
8 less volume to transport so transport costs are less 2 Students’ own answers depending on acids
3: 7Fa Controlling risk (Student Book) selected
1 3 It fizzed the least/slowest.
Hazard Risk Precaution to 7Fa-3 Comparing acids 2

reduce risk Students need to create a table with a row for each
Unattended lit this could Never leave a lit acid and a column for each concentration.
Bunsen burner set fire to Bunsen burner Students should see bubbles forming on the marble
someone’s unattended. chips with each acid and at each concentration
hair or jacket. except perhaps with the most diluted acid. Ensure
that students note the similarities and differences in
Bottle of a the heat could Remove the
their observations.
flammable make the bottle of
liquid beside liquid catch flammable liquid 1 Most hazardous produces most bubbles/fastest/
lit Bunsen fire. and store it most vigorous. Least hazardous, the least/
burner safely. slowest.
2 Adding water makes the acids less hazardous as
Student boiling liquid Wear safety
they react more slowly.
heating test could spurt goggles (and
3 Some acids are corrosive (react away
tube while not out of the test point test tubes
substances), others are irritants (will sting).
wearing safety tube onto the away from
glasses student’s face. people). 4 Most hazardous: safety goggles, rubber gloves,
protective clothing, Corrosive warning symbols,
Student eating the student Do not eat or special containers.
food beside could eat drink in the
Least hazardous: safety goggles, Caution warning.
bottles of something laboratory.
chemicals toxic. 7Fa-4 Hazard symbols
Student fumes could Carry out the Match symbol to description and example:
heating beaker be dangerous experiment in a Corrosive – concentrated sulfuric acid
and fumes to all in the fume cupboard. Caution – dilute sulfuric acid
billowing out laboratory. Flammable – petrol
Bags left in a student Keep all Toxic – cyanide
corridors could trip over corridors and
7Fa-5 Hazard under control
the bags and working areas
The Pipeclear! label should show the Corrosive
fall. clear.
symbol prominently and explain that Pipeclear! can
2 a concentrated sulfuric acid attack/wear away materials, burn skin and severely
b It can destroy certain substances such as damage eyes. If spilt it should be diluted with
metal, stonework and skin. cold water (adding a weak base like baking soda
c the hazard label on the bottle would be better but hasn’t been covered yet) and
d Diluting it with water would reduce the risk. mopped up while wearing rubber gloves, shoes,
460 © Pearson

Acids and alkalis
safety goggles. If the product is used as suggested

(poured from the bottle straight down the pipes)
than dilute so must be kept away from where it
may cause harm. 7
then the chance of coming to harm is small so the
risk is low.
ii There is a low chance/probability of people
being harmed by concentrated nitric acid if it is F
The diluted version label should show the Caution kept securely out of people’s reach and there is
symbol and explain that the product can irritate little chance of people being seriously harmed by
skin and eyes. It should explain that the product the dilute nitric acid.
contains water diluting the hazardous material
(students will probably not understand the concept 7Fa-9 Hazchem in action
of concentration). The report should include the following points:
Risks: Petrol is flammable, people are at risk of
7Fa-6 The Hazchem code being burned (and asphyxiated or poisoned by
1 a Corrosive smoke).
b B (a fog means a fine spray mist of water) Phosphoric acid is corrosive and people could
2 a True, the V in the code for P shows this. suffer from chemical burns.
b False, for P full protective clothing is There could be a violent reaction if both substances
recommended. are mixed or contact other chemicals.
c True, for P the code says ‘dilute’. It is safe to When dealing with the petrol tanker the fire
wash dilute sulfuric acid down the drain. service will be: spreading foam; wearing breathing
d False. There is no E in the code for sulfuric acid apparatus.
so evacuation is not needed. They will be trying to contain leaking petrol to stop
3 a Use a fog and full protective clothing, dilute the it contaminating the environment and they will be
methanol but evacuate the area. (NB methanol is evacuating people from the scene.
flammable and toxic.) For the phosphoric acid lorry they will: wear full
b Use a fog and full protective clothing , contain protective clothing; use a fog or fine spray mist of
the phosphorus and evacuate the area. (NB water to dilute the acid.
phosphorus is flammable and burns to form
corrosive and toxic smoke.)
4 For those who know the code, single letters 7Fb Indicators
stand for a lot of information. It can be displayed Student Book
clearly and is easily read (from a distance).
It does not cause unnecessary concern 1: 7Fb Indicators (Student Book)
to members of the public. The full safety 1 red cabbage and litmus
instructions would have to be in small print and 2 a red b red
difficult to read quickly. 3 It is alkaline.
4 by filtration (including students’ own diagrams)
7Fa-7 Acids and hazards 5 A – acid; B – neutral; C – neutral; D – acid; E –
1 any six examples: any named fizzy drink, yogurt, neutral; F – alkaline
milk, vinegar, lemon juice, pickles, any citrus 6 a i red ii yellow
fruit, blackcurrants, cheese, acid drops (or similar b No, neutral solutions do not change the
sweets), etc. colours of indicators.
2 corrosive 7 No, she would need to show that the purple
3 from left to right: Caution (irritant), Flammable, berries changed colour in different types of
Explosive, Toxic solution and check that it was red in other known
4 Wear safety goggles, rubber gloves and alkalis.
protective clothing; dilute the substance with
water; mop it up and dispose of it. Activity Pack
7Fb-1 Indicators, acids and alkalis
7Fa-8 Nitric acid hazards
Turn litmus solution red: sulfuric acid, vinegar, citric
1 a E b B c no hazard d F e A f C g D acid, lemon juice, hydrochloric acid, yogurt.
2 a By diluting the concentrated nitric acid with Turn litmus solution blue: toothpaste, sodium
water (it is usually done by adding the acid to hydroxide, soap, baking soda, bleach, oven cleaner.
water).
Do not affect litmus: salt, sugar, alcohol.
b Wear safety goggles, rubber gloves and
protective clothing; do it in a fume cupboard; use 7Fb-4 Evaluating indicators
a drip tray to catch any spillages. 1 a red b blue c purple
c i Concentrated nitric acid is more hazardous 2 Litmus is purple in a neutral solution.
© Pearson 461

Acids and alkalis
7 3 Purple is the colour produced by mixing red and

blue.
7 When the solutions were mixed they made a
neutral solution.
F 7Fb-5 Indicator colours

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

Acids and alkalis
2
Colour of Acid,
7Fc-3 pH colours and numbers
1 Using two methods to measure pH means that 7
Name of
chemical
universal
indicator
alkali or
neutral
pH one method can check that the other is correct,
thus improving the reliability of the data. F
2 Students’ own opinions. Reasons should match
hydrochloric
red very acidic 1 or 2 the choice e.g. pH meter gives a more precise
acid
measurement but it has to be calibrated and
pure water green neutral 7 checked regularly, and it doesn’t contaminate the
sodium solution. Universal indicator is quick and simple
blue/purple alkaline 10–14
hydroxide to use but less precise and contaminates the
carbon dioxide not very solution. (Students will not use the term ‘precise’
orange 4–5 or ‘contaminates’ but may offer explanations
solution acidic
covered by these terms).
3 a 2 b 9 c 4 d 8 3 Students’ own answers.
4 The hazard rating increases the lower the pH of
the acid and the higher the pH of the alkali. 7Fc-4 pH indicators
5 The pH would go up as washing soda is alkaline. 1 Check that students have recorded the colours
6 a probably not, as it is close to the pH of of their indicator over the pH range tested.
rainwater 2 Students will probably find that their mixture
b pH of river water at different places (above and does not differentiate between pH numbers
below factory) across part (or all) of their chosen range.
7 benefit – looks good; drawback – damages hair 3 The report should include an aim, a description
of the work done, results and conclusions.
2: 7Fc Writing titles (Student Book) 7Fc-5 Using pH
1 a lipstick b Red27 c Tina and Sandra D Universal indicator is used to work out the pH
2 a Colour-changing is the special property of this number of solutions. If the pH is less than 7 the
lipstick. solution is an acid; if it is over 7 it is an alkali and
b ‘fashion-conscious girls’ if it is equal to 7 it is a neutral solution.
c temperature, pH; ‘turns different shades of pink F Check that the correct colours are used for
depending on the temperature and pH of your each box.
lips’ Acids: vinegar, fizzy drinks, stomach acid,
3 a top climate scientists rainwater, lemon juice, milk.
b global warming forecasts Alkalis: toothpaste, washing powder, oven
4 Students’ own answers (must reflect the pH cleaner, soap, hair dye, sea water, baking soda.
scale or its use) Neutral: pure water, salt water, sugar solution.
5 a It could describe any number of test tubes and 7Fc-6 pH applications
their contents. 2 Examples of the keywords and pH in each box are:
b key words: common solutions, testing, Box 1: changes in pH; seawater; carbon dioxide in
universal indicator, colour, red, yellow, blue, the air increases
purple, acids and alkalis Box 2: hairdressers; shampoo pH 9; skin pH 5.5;
c e.g. testing common solutions with universal citric acid pH 3; hair dyes pH 11
indicator Box 3: pH of drinks; mineral water pH 8; milk pH
6 how the pH depends on the type of fizzy drink 6.5; yogurt pH 4.5; lemonade pH 5; most acidic
cola pH 3; phosphoric acid; beer pH 4
Box 4: coal; power stations; sulfuric acid; lakes pH
Activity Pack 2; chalk streams pH 7.5; peaty streams pH 6
Box 5: cleaning metals; sulfuric acid pH 1 cleans
7Fc-1 Indicator rainbow
iron and steel; pH 7 for cleaning aluminium; alloys
1 Students’ own answers – check colouring is
clean with pH 12
correct
Box 6: soil pH; crops pH 5.5; potatoes pH 5.5;
2 A – acidic, red; B – neutral, green;
sugar beet pH 8
C – alkaline, blue
3 stomach acid – pH 1 – red; soap – pH 10 – 7Fc-7 Inventing indicators
green/blue; pure water – pH 7 – green 1 a methyl red (red below pH 4, yellow above pH 6.5)
© Pearson 463

Acids and alkalis
7 pH
colour
0
yellow
1
yellow-green
2
yellow-green
3
green
4
blue-green
5
blue
6
blue
7
blue
F 7Fc-7, 4
b bromothymol blue (yellow below pH 6, blue 7Fc-10 pH colour changes

above pH 7.5) 1 a yellow b yellow c blue
c thymol blue (yellow below pH 8, blue above pH 2
9.5) and phenolphthalein (colourless below pH 8,
pH Colour Colour of Colour of
red above pH 10)
number of methyl thymol a mixture
2 Only a little thymol blue is needed to produce an
orange blue of the two
intense/bright colour.
indicators
3 between pH 4 and 10 (none of the indicators
changes colour below pH 4 or above pH 10). 3 red yellow orange
4 e.g. using methyl violet and bromocresol green 7 yellow yellow yellow
(see table at top of page)
10 yellow blue green
Other mixtures may be used. Check that the
colours of the mixtures match the pH ranges of 3 a yellow b yellow c purple
each indicator. 4 a The mixture would produce different colours
5 From students’ own research. pH meters are across the range of pH numbers.
important as they give an accurate, precise b 4 (red, orange, green, brown)
and continuous reading without having to add c See table at bottom of page.
any substances to the sample. Beckman was a 5 A mixture can show whether a solution is more or
physical chemist who had an interest designing less acidic or alkaline.
measuring instruments. He founded Beckman
Instruments.
7Fc-8 The pH test 7Fd Neutralisation
1 A false; B true; C true; D false; E true.
2 A Experiment 7, dilute sulfuric acid turned the Student Book
indicator red, not blue.
1: 7Fd Neutralisation (Student Book)
B Experiment 3, vinegar turned the indicator
1 a below 7 b above 7
orange, which is the sign it is an acid.
2 a cauliflower and mushrooms b leeks
C Experiments 1, 5, 9 and 11 had no effect on
the indicator paper. 3 a more acid b The indicator colour is red.
D Experiments 2, 8, 10 and 12 were solutions 4 a that the pH is 1 (or 2) b 12 (to 14)
that did not turn the indicator red, orange or 5 a 7 b The indicator turns green.
yellow. 6 A sodium hydroxide; B hydrochloric acid;
E Only substances that are solutions or are C water, sodium chloride; D hydrochloric acid,
wet (e.g. toothpaste) changed the colour of the sodium hydroxide; E sodium chloride, water
indicator. 7 a lithium chloride; water b sodium hydroxide;
3 Test more substances that are known to be acids water
or alkalis; add water to crystals and other dry 8 ammonium hydroxide (ammonia) + sulfuric acid
substances to see if the indicator changes 9 neutralise with alkali and/or dilute with water
colour.
4 Dilute sulfuric acid. It made the indicator change
to red, the other acids only turned it orange. Activity Pack
5 Washing soda has the higher pH because it 7Fd-1 Neutralisation
makes the indicator turn more blue. 1 Set 1: test tube 1 = red; test tube 2 = blue.
7Fc-9 A day of pH Set 2: test tube 1 = red; test tube 2 = blue.
Check that students star the most acidic and Set 3: test tube 1 = purple; test tube 2 = blue.
alkaline substances they recorded. Set 4: test tube 1 = blue.
pH 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
colour red orange green black/brown
7Fc-10, 4c
464 © Pearson

Acids and alkalis
2 a alkali b neutralisation (or chemical) c reactants

d neutralised, acid e neutralisation f products
sulfuric acid + calcium hydroxide → calcium
sulfate + water 7
7Fd-2 Acids and alkalis react
c Makes the soil neutral so that crops can grow.
nitric acid + calcium hydroxide → calcium nitrate F
1 The indicator on the test tube changes colour. + water
2 5 cm3 (may be 4–6 cm3) d Neutralising citric acid with potassium hydroxide.
3 sodium chloride, water citric acid + potassium hydroxide → potassium
4 New substances have been formed. citrate + water
7Fd-3 Making salts 7Fd-6 Using neutralisation
Part 1: 1 an alkali
1 10 cm3 (probably between 9 and 11 cm3) 2 a vinegar
2 The hydrochloric acid was neutralised by the b It is an acid.
sodium hydroxide solution. 3 a physical, should be chemical
Part 2: b adjudicator, should be indicator
1 a white solid, sodium chloride (common salt) c hydroxide, should be sulfate
2 hydrochloric acid + sodium hydroxide → sodium d reactants, should be products
chloride + water
4 Students’ own answers e.g. use of neutralisation
7Fd-4 Changing pH in farming, medicine (indigestion), food, toiletries,
1 The pH should have risen by less than one unit. etc.
Conclusions 7Fd-7 Changing soil pH
2 graph – check axes and plotting of points (on this 1 a 5
occasion it does not matter if the line is drawn as b7
a ‘join the dots’ or a smooth curve).
2 neutralisation
3 should be around 20 cm3 (i.e. between 18 and 22
3 underline nitric acid and calcium hydroxide, circle
cm3)
calcium nitrate and water
4 sodium chloride and water
4 new substances
5 hydrochloric acid + sodium hydroxide → sodium
chloride + water 7Fd-8 Sorting word equations
6 It is an S shape with a rapid change of pH 1 A product of the reaction of an acid and
between about 18 and 22 cm3. alkali: salt (last)
7 Neutralising. When diluting, the acid remains Substances that react
in the solution. When alkali is added, a salt is with acids. alkalis (all I ask)
formed which is neutral. The pH when all of an
8 Add an alkali to neutralise the acid. acid and alkali react. seven (evens)
The salts formed by
7Fd-5 Neutralisation equations sulfuric acid. sulfates (use flats)
1 hydrochloric acid + lithium hydroxide → lithium It happens to an acid
chloride + water when alkali is added. neutralised (late side run)
ethanoic acid + sodium hydroxide → sodium Shows when an acid
ethanoate + water and alkali have reacted. indicator (A dirt coin)
citric acid + potassium hydroxide → potassium 2 a potassium chloride
citrate + water b sulfuric acid, water
nitric acid + ammonium hydroxide → ammonium c sodium hydroxide (or oxide)
nitrate + water d hydrochloric acid, calcium hydroxide (or oxide)
sulfuric acid + calcium hydroxide → calcium 3 Letter should suggest that the soil is too acidic
sulfate + water and must be neutralised by adding an alkali such
2 a Neutralising nitric acid with ammonium as calcium hydroxide (lime).
hydroxide.
nitric acid + ammonium hydroxide → ammonium 7Fd-9 pH changes
nitrate + water Dilution
b Makes the water neutral so animals and plants 1 1 cm3 of the acid is diluted into 100 cm3, then 1%
can live. of this first solution is put into the second and
© Pearson 465

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

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

Acids and alkalis
7Fe-2 Indigestion 1
1 Tubes with Antac, Magplus and Superbase.
Word equations:
nitric acid + ammonium hydroxide → ammonium 7
2 Probably both Magplus and Superbase (the
others may remain cloudy if the mixture is not
nitrate + water
sulfuric acid + iron oxide or hydroxide → iron sulfate F
stirred sufficiently or the volume of acid was less + water
than 10cm3).
7Fe-6 Healthy teeth
3 Students’ own opinions. Antac is probably the
1 a C b B c A
best as it neutralises the acid and has the least
amount of magnesium hydroxide left over. 2 The advert should emphasise the benefits of
the aluminium hydroxide in neutralising acids to
prevent decay and cavities.
7Fe-3 Indigestion 2
3 e.g. indigestion remedies, treating rust, treating
1 The pH of the acid will rise when just enough waste gases from power stations, neutralising
antacid has been added to neutralise it. acid soils
2 a Students’ own opinions based on evidence
collected. Superbase should turn out to be 7Fe-7 Acids and bases
the most effective as it contains the highest 1 iron
proportion of base. 2 base
b The ‘best’ antacid neutralises the most acid. 3 purple
3 Repeat measurements. Other improvements 4 reactant
will depend on how effective the student’s own 5 product
method was. 6 indicator
7 alkali
7Fe-4 Making crystals 8 chloride
1 sulfuric acid 9 salt
2 sulfuric acid + copper (II) oxide → copper (II) 10 seven
sulfate + water (the (II) may be omitted) Hidden word: neutralise
Part 1 7Fe-8 Investigating indigestion
3 There is a change of colour. 1 They all suggest using an indicator which
4 Some copper (II) oxide powder remains changes colour when the base neutralises/reacts
unreacted. with the acid.
5 universal indicator, litmus paper or pH meter 2 The remedy reacts with/neutralises the acid
6 copper (II) sulfate, water and (unreacted) copper forming a salt and water.
(II) oxide 3 The volume/amount of acid.
Part 2 4 a The pH after the remedy had been reacted with
7 Filter the mixture and collect the filtrate. Filter the acid.
funnel, filter paper, beaker. b The volume of acid required to neutralise the
8 The solution will be clear. remedy.
9 Heat the solution to evaporate the solvent 5 a They both add one reactant to the other until
(water). Evaporating dish, Bunsen burner. the mixture is neutral/pH 7.
b Conrad adds the acid to the remedy, Amy does
the reverse. Conrad adds the reactant in smaller
7Fe-5 Useful salts quantities.
Suggestions: 6 Amy’s is better because she adds the remedy a
Ammonium nitrate: mix nitric acid and ammonium little at a time and records when the mixture is
hydroxide (ammonia) solution until neutral, neutral. Byron’s experiment only tells if a fixed
measured by pH meter. Evaporate the water. quantity of remedy will neutralise the acid. So
Iron sulfate: add solid iron oxide (or hydroxide) to Amy collects more evidence.
sulfuric acid until in excess, filter and evaporate the 7 He measures the mass of remedy used.
water. He adds the acid in small, precisely measured
Both these methods have problems in practice, amounts.
e.g. ammonium nitrate is explosive, iron sulfate He says he will repeat the tests and take an average.
decomposes on heating, but these difficulties can
Accept any other valid response.
be ignored here.
Safety: acids and ammonium hydroxide may be 7Fe-9 Sulfuric acid
corrosive at the concentrations used. Students 1 It has a low pH or, a pH less than 2, or it is a
should suggest standard safety precautions. corrosive acid.
© Pearson 467

Acids and alkalis
7 a rust/iron oxide, calcium hydroxide

b An alkali is a base that is dissolved in water.
7G The particle model
F 2 a iron sulfate + water

b sulfuric acid + calcium hydroxide → calcium
7Ga Solids, liquids and gases
sulfate + water Student Book

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

The particle model
easy easier easiest

7Ga-3 Solids, liquids and gases
solid: stone, metal (jewellery), rubber (tyres), jelly, 7
great
expensive
greater
more expensive
greatest
most expensive
sand, concrete, paper, sugar, modelling clay, foam
rubber, pencil, (cold custard) G
liquid: water, hot custard, (cold custard), honey,
ugly uglier ugliest
toothpaste, tomato sauce, jam
wasteful more wasteful most wasteful gas: air (wind), steam
6 e.g. one of the following: most enormous; most
massive; most gigantic 7Ga-4 A lot of waste
1 a Germany b Germany
2 a Table 1 is ordered in terms of the amount of
3: 7Ga Solids, liquids and gases (Student Book)
waste. Table 2 is in alphabetical order by country.
1 Solids stay in one place and can be held; they
keep their shape and do not flow; they always b It would allow you to make comparisons more
take up the same amount of space and do not easily.
spread out like gases; they can be cut or shaped. c A lower band answer would say EITHER that
ordering the tables in terms of the waste is
2 Solid waste will not seep away as solids keep
better because you can then see which country
their shape.
produces the most waste OR that ordering it
3 in terms of alphabetical order would be better
because that would allow you to compare how
Keeps Keeps Able Able to be
household waste compares to total waste for
its its to compressed
each country. A higher band answer would
shape volume flow
include both of these points.
solid yes yes no no 3 Students’ own bar charts
liquid no yes yes no 4 a Because there are many more countries in
Europe than are shown in the tables.
gas no no yes yes
b Find out the amount of waste produced by all
4 Solids stay in one place so they can be European countries.
transported in open lorries. However, liquids can 5 a liquids and gases
change their shape and flow so they cannot be b They will flow away into the ground or
transported in open lorries: this is because the atmosphere (pollution).
liquid would slosh around as it was moved and
could spill. 7Ga-5 Summary of properties
5 volume = 4 cm × 5 cm × 10 cm = 200 cm3 1
6 Gases spread out in all directions and the wind Property Solids Liquids Gases
can take them many miles from their source. have a fixed shape yes no no
7 When you squeeze a sponge you do not can change shape no yes yes
compress the solid. It is the air in the sponge that have a fixed volume yes yes no
is squeezed out or compressed. volume can change no no yes
can be easily no no yes
compressed
Activity Pack
can flow easily no yes yes
7Ga-1 States of matter 2 a Solids can be disposed of in landfill sites
1 a stay the same b stay the same c very hard because they stay where they are put.
2 a true b false b Liquids can disappear from landfill sites
3 a yes b yes c yes d yes e yes because they can flow away.
7Ga-2 Properties c The states of matter that can be poured out of
a container are liquids and gases.
Observations Solid Liquid Gas
d The three states of matter are solids, liquids
a yes no no
and gases.
b no yes yes
c no no yes 7Ga-6 Solid or liquid
d no no yes 1 keeps its shape; has a fixed volume; does not
e no no yes flow; is dense
© Pearson 469

The particle model
7 2 A pile of sand can flow.

3 Students’ own answers.
6 a Cooking oil is a liquid, so it can flow as its
particles can move past each other. It cannot be
G 4 and 5 possible answers include the facts such

as: concrete, custard and jelly ‘set’; bread dough
easily compressed as its particles are already
close together.
changes shape and volume when it is baked; b Cooking oil is easily piped to tankers as it can
sand is solid particles, but lots of them together flow through pipes. Solids cannot flow. Solids are
behave like a liquid and flow easier to store in open containers as they don’t
flow and will stay where they are put. Liquids can
7Ga-7 Oil leak flow so are harder to contain.
1 Any sensible description of an ordered method.
2 same volume of oil; same type of oil; clean funnel
7Ga-9 Measuring and comparing
each time
1 comparatives: shorter / better / less superlatives:
3 to get more reliable results and/or to make sure
nearest / most / biggest / least
the results were correct
2 a The study showed that females are better at
4 The room temperature was 22 °C.
recycling.
5
b He lifted up the hottest end of the spatula.
Temperature (°C) Mean time (seconds) 3 a The liquid in beaker B is cooler than the liquid
22 131.3 in beaker D.
30 54.7 b The solid particles in beaker C are the smallest.
40 34.7 c Beaker D contains the largest amount of solid.
50 25.3 d The liquid in beaker C is the hottest and the
60 22.0 darkest.
70 19.7 e Beaker A contains the coolest liquid.
80 18.7
6 a and b A correctly drawn graph including
labelled axes and a drawn curve through the
results. 7Gb Particles
7 80 °C Student Book
8 a Oil gets runnier when it is hotter.
1: 7Gb Hypotheses and theories (Student Book)
b The liquid is runnier on hot days and flows
1 any two of: no fixed shape, difficult to squash/
easily through any small cracks in the tank.
keep their volume, can flow easily
9 viscosity
2 a if ice is heated, it turns into water and runs
7Ga-8 A study of rubbish away
1 plastic b Ice is made up of a lot of little boxes with water
2 60 kg. For students who may have struggled in them. Heat breaks the boxes open, so the
with the percentage calculation here, go through water can run out.
the steps for calculating the answer. 12% is the
c In a way it explains the melting, but it leaves
same as 12/100. To work out 12/100, we work
unanswered what holds the boxes together and
out 1/100 of 500 = 5. Then we can multiply that
where the box walls go when the ice melts.
answer by 12. Skills Sheet MS 2 will support
understanding of percentages. 3 A hypothesis is an idea used to explain an
3 Plastic and polystyrene, as not yet invented. observation. A theory is a set of ideas that
Packaging waste, as packaging not widely used. explains different observations and all the
4 a See table below evidence shows it to be correct.
b order by: alphabetical; smallest to largest; 4 observation → (question) → hypothesis →
largest to smallest; group by similar types; etc. prediction → test experiment → theory
c ordered from the lowest to highest, as it makes 5 The balloon can be easily compressed.
it easy to find information from the data. 6 A suitable scientific question might be: How
5 a A table, as it is the easiest way to obtain data. much water do you need to add to an orange
b A graphic, as it is the most attractive. drink before the colour can no longer be seen?
Type of waste Wood Rubber Polystyrene Glass Metal Paper Mixed waste Plastic
% of total waste 2% 2% 5% 12% 13% 16% 16% 34%
470 © Pearson

The particle model
7 Photo F: if you put a purple crystal into water,

it starts to dissolve and turn the water purple
e When scientists think up ideas to explain things
and then test those ideas. The way scientists use 7
– observation; How long would you need to
leave the water before the purple colour spreads
hypotheses and experiments to prove theories
that explain things. G
out completely through the water? – question. 2 Missing data from table (in order ): liquid;
Photo G: if you put too much air into a balloon it drawing of a few particles far apart moving in all
can burst – observation; How much air can you directions; very small spaces between particles;
put in a balloon before it will burst? – question. large spaces between particles; particles vibrate
fixed in place; particles can move freely in all
2: 7Gb Particles (Student Book) directions; fixed shape; shape can change to fit
1 tiny particles container; have a fixed volume
2 the freedom of movement of its particles
3 Liquids have a fixed volume and no fixed shape. 7Gb-7 Particle models
Gases have no fixed volume and no fixed shape. 1 All matter is made up of particles: in solids they
4 It gives them more movement/it allows them to are close together and vibrate in place; in liquids
move over each other. they are close together but can move past each
5 a They can fill a container as the particles move other; in gases they are far apart and move freely
about freely in all directions. in all directions.
2 A hypothesis is an idea that explains why
b The particles in solids cannot move over each
something happens. A prediction is a guess
other so solids do not change shape; in liquids
at what will happen in a test or experiment. A
the particles can move over each other so they
theory is a way of explaining why things happen
flow and change shape.
that has been tested and shown to work many
6 The particles in solids vibrate, the particles in times.
liquids move over each and the particles in gases 3 examples include: How do gases spread out and
move about in all directions. fill a room? Why can gases be compressed but
7 As liquid particles can move over each other, solids and liquids can’t? etc.
their shape changes so they can flow over solids 4 a The air in the car tyre can compress when
and move into the cracks between them. it goes over a bump and makes the ride more
comfortable.
Activity Pack b The water can change shape to fit whoever is
using it and so can be more comfortable.
7Gb-1 Particle theory
5 Hypothesis: Particles in liquids are close together
solid: particles close together; particles vibrate in
while particles in gases are far apart. Prediction:
fixed positions; volume and shape don’t change;
The syringe containing gas will compress more
not easily squashed; strong forces of attraction
easily than the syringe containing liquid.
between particles
liquid: particles quite close together; particles can
move over each other; fixed volume, shape can 7Gb-8 Applying theories to matter
change; not easily squashed 1 a Close together and fixed in position. (Diagram
gas: particles far apart; particles move freely in all showing particles close enough to touch.)
directions; no fixed volume, no fixed shape; weak b Metals are solids so their particles are fixed in
forces of attraction between particles; easily squashed place and cannot flow. This means that metal
scrap can be transported in open skips as it will
7Gb-5 Theory and practice stay put.
1 a Information collected in experiments 2 Liquids have particles that can easily move over
(for example, what you see happening, each other. This means that liquids can flow
measurements you make). through pipes, but cannot be transported in an
b An idea that gives an explanation of why open truck without leaking out.
something happens. 3 far apart – freely in all directions – weak
c A way of explaining why things happen that 4 As particles in gases are far apart they can be
has always been tested many times and found to compressed, which pushes the particles closer
work. together.
d Observations, data or measurements that 5 As liquids and gases can flow this means that in
scientists will use to test whether their ideas are a landfill site they would seep away/spread out
correct. and possibly cause damage to the surroundings.
© Pearson 471

The particle model
7 7Gb-9 What’s the matter?

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

The particle model
water with sterile water would test this idea.

Pupils may suggest the use of boiled water,
5 b E – soccer was originally a game concerned with
finding missing socks. This statement is wrong. 7
or chlorinated water, or the use of some other
disinfectant.
6 a Here are some suggested predictions. There are
many others that can be made. However all the G
6 by reading a scientific journal predictions need to be able to provide evidence to
7 Perrin carried out a series of experiments definitely support or refute the theory.
that showed Einstein’s prediction about the A Some socks left in a sealed container for 60
movement of the particles was correct. years will all have a different pattern on them
from that at the start of the experiment.
7Gc-5 Using the nano scale
B Socks will be found behind radiators on which
How many nanometres are in 1 metre? = socks have been left to dry.
1000 000 000
C Socks left on the side under a video camera
What do you call the science of very small will disappear when I stop looking at them.
particles? = nanotechnology
D If you put some gnomes in a kitchen near
How many metres in 1000 mm? = 1 some washing, and video them, you will see
What is special about nanoparticles? = They are them steal socks.
very, very small. E This is not a hypothesis.
What do we measure particles of matter in? = F Opening up some washing machines will
nanometres reveal some odd socks.
How many micrometres are in 1 metre? = 1000 000 G A hundred pairs of socks put in the washing
How many millimetres are in 0.01 metres? = 10 machine will not come out as a hundred pairs
How many metres in 100 millimetres? = 0.1 – but some coins will be found in the washing
7Gc-6 Brownian motion and the scientific method machine.
1 observation: A, E and G b Apart from E, which is not a hypothesis, the
hypothesis: B and H weakest hypothesis is D since it is impossible to
detect or get hold of gnomes and therefore come
prediction: C and I
up with a prediction that involves them.
investigation: D, F and J
7 A good scientific theory is one that can explain
theory: K
all of the existing observations and be used to
2 Hypothesis: That the soot particles would move make predictions that provide definite evidence
due to being hit by water particles. for or against the theory.
Prediction: That the soot particles will show the
same jerky motions.
7Gd Diffusion
7Gc-7 Measuring movements
Student Book
1 random
2 a 120 mm b 750 mm 1: 7Gd Diffusion (Student Book)
3 a 1.2 mm b 7.5 mm 1 a the movement of particles of one substance
4 speed = 0.0075/10 = 0.00075 m/s into the spaces between the particles of another
substance, so the two substances mix together
5 a too small to see
b The particles of air hit the dust specks b any suitable example such as tea diffusing out
unevenly. If many hit one side, the dust moves of a tea bag
in the opposite direction. As the movement of 2 The particles from the gases given off by the
the air particles is random, the dust also moves rubbish spread through the air in all directions
randomly. and go up your nose.
7Gc-8 Sock theories 3 The gas particles move freely in all directions and
move into the spaces between the particles of
1 A hypothesis is an idea which explains why
other gases, thus mixing together.
something happens. A theory is a set of ideas
that explains why things happen that has been 4 They help them to see what is happening to the
tested many times and shown to be correct. particles that they cannot actually see.
2 a The stars would have appeared in their correct 5 Release a smelly substance in a room and have
places in the photograph. people placed at different distances from the
b The Sun is too bright normally so you can’t see smell. The speed of diffusion can be measured by
the stars behind it. how quickly the different people smell the gas.
3 as papers in journals 6 The particles of the liquid chemicals are moving
4 a that pairs of socks often end up as single all the time in all directions so will mix with the
socks having gone through the wash water and spread through the water.
© Pearson 473

The particle model
7 7 a solids
b much slower as the particles in solids, although
made up of particles which are moving and can
move past each other.
G moving, are not free to move anywhere but are

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

The particle model
6 a The particles inside the can are hitting the sides

with such a large force that they burst the can.
7Ge-7 Air and particles
1 A hypothesis is … an initial idea used to explain 7
b A full can contains more particles so will
produce a higher pressure.
an observation.
A theory is … a collection of tested ideas that G
7 As the sucker is pushed down onto a surface, explain lots of observations.
some of the air is pushed out. There is now less The theory that explains air pressure is called …
air pressure under the sucker so the outside air the particle theory.
pressure, caused by the air particles hitting the Our current theory of matter states that all matter
outside of the sucker, holds it on the surface. … is made up of tiny particles that are moving all
the time.
2: 7Ge Waste (Student Book) The particles in gases … move fastest and have
1 a It produces heat which can be used elsewhere. the largest spaces.
b The gas particles move freely in all directions Air pressure is caused by … air particles hitting a
so any gases produced in incinerators will spread surface.
around the local area. When the air is removed from inside a metal can
… it is crushed by the air particles hitting the
2 Heating the glass makes the particles able
outside.
to move past each other and change into a
liquid, which can flow and change its shape (be A vacuum is … a space that contains no
moulded). particles of any substance.
2 The drawing should show more particles closer
3 The particles move with Brownian motion.
together in the high air pressure.
4 Hypothesis: gases are different from solids and
liquids as their particles are further apart and can 7Ge-8 Revision puzzle
be pushed closer. Prediction: you can compress 1 a properties b particles c move d gas
gases but not solids and liquids. Experiment: e diffusion f vacuum g vibrate h volumes
try to compress different states in a syringe – 2 pressure
only the gases compress. Theory: hypothesis
3 several answers possible, e.g. what air particles
becomes a theory when many hypotheses and
cause when they hit the sides of a container
predictions have been shown to be correct.
7Ge-9 A weighty matter
Activity Pack 1 He had weighed a flask before and after putting
7Ge-1 More air pressure 1 extra air into it.
1 diagram should show more particles 2 The weight of air pressing on the water in the
2 a move b hitting c more container pushed the water up the tube.
3 no particles; the air pressure on the outside 3 The water falls to the 10 m level, leaving a
pushes it in vacuum at the top.
4 Mercury is much denser than water, so the
7Ge-2 More air pressure 2 weight of air cannot hold up as much.
1 move – colliding – more – more – particles 5 a that liquids stay up in barometers because of
2 a The drawing should show the same number of the weight of air pressing down on the liquid at
particles but closer together. the bottom
b more particles are hitting the sides b that the air would not hold up as much
mercury, because mercury is denser
7Ge-6 Proving nothing c He made a barometer with mercury instead of
1 a There was a gap at the top; they could hear a water.
hissing sound as air rushed in; they heard it ring. d That the height of mercury would get less if the
b so they thought this was a vacuum barometer was taken up a mountain
c They thought that if there was no air there, they e His brother-in-law took the barometer up a
would not be able to hear the bell. mountain and measured the height of mercury at
2 because sound cannot travel through a vacuum different places.
3 They heard the bell as the sound had travelled f yes
through the solid bar and the glass tube that the 6 To make sure that the weight of air had stayed
bell was attached to. the same all day, and that the only reason that
4 because the original experiment was not a good one the other barometer’s reading had changed was
and people were drawing the wrong conclusions because it had been taken up the mountain.
© Pearson 475

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

kind of atom. Water and salt are examples of
H 7Ha The air we breathe

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

a mixture of molecules so includes less oxygen

per breath.
6 a malleable, shiny b hard
7 a two of: potassium (K), iron (Fe), silver (Ag), tin 7
5 It would be a compound as it contains more than
one element.
(Sn), antimony (Sb), tungsten (W), gold (Au) or
lead (Pb) H
b The symbols are an international code and
7Ha-9 About the gases in the air some symbols fit the names of the elements in
1 a Students’ own bar charts: correctly plotted other languages.
data, axes correctly labelled, appropriate title 8 a An element is a simple substance that cannot
included. be broken down. An element contains only one
b Students’ own pie charts: correctly plotted kind of atom.
data, sections correctly labelled, appropriate title b Students’ own answers, e.g. indium will run
included. out in less than 20 years if we use our sources at
2 because the quantity present is very small (0.05%) our current rate; recycling will save some of our
3 nitrogen reserves.
4 oxygen
5 a Diagram labelled to show atoms, molecules,
elements, compounds; e.g. single dark grey Activity Pack
circle as ‘atom, element’, white molecules as
7Hb-1 Elements
‘molecule, element’, white and black molecule as
‘molecule, compound’. 1 true; false; false; true.
b Air is a mixture as it is made up of different 2 a Al b O c Fe d Ca
elements and compounds that are not joined 3 The most abundant element in the Earth’s
together. crust – O
A metal element known for thousands of years – Au
7Ha-10 Concept maps The most abundant element in air – N
1 In order, going across then down from top left: The element in diamonds – C
same kind of atoms; joined together; not joined 4 hard
together; molecules; compound.
2 a b 7Hb-4 Elements names and symbols
1 Students’ own answers
2 silver – symbol for the Latin name argentum – Ag
californium – discovered at the University of
California, Berkeley – Cf
copper – symbol from cuprum, meaning from the
island of Cyprus – Cu
yttrium – after the town of Ytterby, Sweden – Y
mercury – symbol from hydrargyrum, the Greek
c d for liquid silver – Hg
magnesium – after the district of Magnesia in
Greece – Mg
polonium – after Poland, the homeland of Marie
Curie, who discovered it – Po
rutherfordium – after the scientist Ernest
Rutherford – Rf
strontium – after the village of Strontian, Scotland
– Sr
7Hb Earth’s elements tungsten – from the Swedish for ‘heavy stone’
Student Book (tung sten), with symbol from the source
wolframite – W
1: 7Hb Earth’s elements (Student Book)
1 tiny particles 7Hb-5 Names and symbols
2 In a compound the different atoms are joined 1 Wordsearch: CARBON; GOLD; HYDROGEN;
together. In a mixture the different atoms are not IRON; NITROGEN; OXYGEN; SILICON; SODIUM
joined together. 2 a C b N and O c Au
3 Si and O 3 so they can be understood by all scientists
4 a sulfur b phosphorus c hydrogen throughout the world
5 Iron was easier to get out of its compounds. 4 Students’ own answers
© Pearson 477

7 7Hb-6 Silicon and germanium

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

2 non-metals on the right

3 bromine and mercury
b Metals have good conductivity, are flexible and
are solids at room temperature. 7
4 11 gases: hydrogen, nitrogen, oxygen, fluorine,
chlorine, helium, neon, argon, krypton, xenon
c element iii as it is a non-metal but a conductor
of heat and electricity H
and radon 2 a i and vii b ii, iii and viii c iv d iii
5 a solid b 105 3 a v b x c i d iv e iii
6
7Hd Making compounds
Metal Non-metal
elements elements Student Book
One element copper, oxygen, 1: 7Hd Making compounds (Student Book)
only aluminium nitrogen 1 75%
More than one brass, bronze silicon oxide, 2 Silicon dioxide is a solid and oxygen is a gas.
element water 3 It starts to glow/give out energy.
4 The structure does not have a set size/it cannot
7Hc-7 Metal or non-metal 1 be represented by a set number of atoms joined
1 Missing words from metals are: high, flexible, together.
shiny, heat and good. 5 They are not joined together in the mixture; they
Missing words from non-metals are: low, brittle, are joined together in the compound.
dull, poor and electricity. 6 a Iron sulfide is black, not yellow like sulfur.
2 a conductor of heat b flexible c strong b Iron sulfide is not magnetic like iron.
d conductor of electricity 7 Ores are rocks that contain metals (or metal
compounds) that are used as a source of the metal.
7Hc-8 Fact or opinion 8 copper sulfide, tin oxide, lead sulfide
1 the missing words are: Facts; Opinions; Expert 9 a flames and new (white) solid produced
2 a fact b opinion c fact d opinion b aluminium iodide
3 a fact and correct b fact and wrong c opinion
and can’t say Activity Pack
4 Possible fact: metals are malleable. 7Hd–1 The air we breathe
Possible opinion: iron gates look better than 1 glowing
aluminium gates. 2 sulfur, iron sulfide
7Hc-9 Metal or non-metal 2 3 Missing words from top to bottom: magnesium
1 in any order – conductor of heat: lets heat pass sulfide; sodium; lead; oxygen.
through them – strong: will not break easily – 7Hd-4 Making compounds
conductor of electricity: allow electricity to pass 1 Missing words: react; heat (energy); mixture;
through them elements; properties; -ide.
2 in any order – poor conductors of heat: do not let 2 Missing words: iron; sulfur; mixture.
heat pass through them easily – poor conductor 3 a ‘burning brightly’ and ‘a white solid is seen
of electricity: do not let electricity pass through forming’
them easily b to start the reaction
3 a good conductor of heat (strong) b shiny c good c sodium chloride
conductor of electricity
4 a It is too expensive. 7Hd-5 Another compound
b Copper is a good conductor of heat and the 1 Element – Simplest type of substance. Contains
handle will get hot. only one kind of atom.
c It is a poor conductor of electricity. Compound – Contains two or more kinds of
5 on the left atoms (elements) joined together.
6 a metal b non-metal c metal 2 heat it
3 The compound is a different colour (white).
7Hc-10 Metal or non-metal 3 4 aluminium iodide
1 a Metals: iv, v, viii and ix. 5 any two different properties: melting point;
Non-metals: i, ii, iii, vi, vii and x. boiling points; hardness; etc.
© Pearson 479

7 6 Compounds: A rust and iron oxide. B carbon

dioxide and water. C clay, stones and sand (all
H can also be mixtures). D seawater, rocks, salt

and water. E seawater, salt and sodium chloride.
Mixtures: A air. B air. C humus. E rocks.
2 a coloured flames, sparks and solids and gases
being produced
b carbon, zinc and oxygen
c carbon dioxide and zinc oxide
d carbon turns from a solid to a gas, zinc turns
from a shiny metal to a white powder
3 correctly drawn diagrams of oxygen and carbon
dioxide
7Hd-9 Elements, mixtures and compounds 3

1 nitrogen – element, oxygen – element, argon –
element, carbon dioxide – compound and water
7 a sodium chloride b magnesium oxide c zinc – compound
sulfide d silver bromide 2 argon
7Hd-6 Compounds and mixtures

1 a NH3 b SO2 c H2O2 d CO e Cl2 f C2H6
2
3 a O2 b N2
4 a
3 a FeS
b There are equal numbers of iron and sulfur
atoms joined together.
1 a pure and compound
b mixture and element
c mixture, element and compound
d mixture and compound b
2 a Elements: lithium; chlorine. Compound: lithium
chloride.
b Any sensible suggestions such as colour, state
of matter.
c ‘appears to burn and a white solid forms’
3 Mixture of elements – contains two or more kinds
of elements that are not joined together and can
be separated.
Compound – contains two or more kinds of
atoms (elements) joined together. 5
4 copper and oxygen
1 Elements: A iron and oxygen. B nitrogen, oxygen
and argon. C carbon, hydrogen and oxygen. E 6 a 10 000 b 500
sodium and chlorine. 7 a magnesium oxide b MgO
480 © Pearson

7He Chemical reactions 3 A chemical reaction – The change that always

forms one or more new substances. 7
Student Book
1: 7He Chemical reactions (Student Book)
A carbonate – A metal compound that contains
carbon and oxygen. H
1 One or more new substances are formed. Thermal decomposition – A reaction involving
2 a Cooking needs a constant supply of energy. breaking down a compound using heat.
b Burning just needs energy to start it off. Reactants – The substances you start with in a
chemical reaction.
c Rusting works without any energy input.
Product – The substances formed during a
3 a copper + chlorine → copper chloride b carbon
chemical reaction.
+ oxygen → carbon dioxide
4 a sulfide b oxygen c silver oxide
4 mercury and oxygen
5 a heat it in a test tube with a Bunsen burner
7He-5 Matching Q & A
b silver oxide → silver + oxygen
What happens in all chemical reactions – One or
6 a copper oxide and carbon dioxide more new substances are formed.
b Limewater turns milky/carbon dioxide gas is What is a substance containing only one kind of
produced; the solid material changes colour from atom – an element
green to black.
What do you call the new substances formed in a
7 a sodium, phosphorus and oxygen b lead, reaction – products
nitrogen and oxygen
What is a substance that contains two kinds of
8 calcium carbonate → calcium oxide + carbon atom joined together – a compound
dioxide
What are starting substances in a chemical reaction
called – reactants
2: 7He Problems with elements (Student Book)
What happens during a decomposition reaction –
1 a elements – lead, sulfur, arsenic, mercury;
A compound breaks down into simpler
compounds – lead sulfide and lead oxide
substances.
b Elements contain only one kind of atom;
What would be formed if you decomposed mercury
compounds contain two or more kinds of atom
oxide – mercury and oxygen
joined together.
Is sulfur an element or a compound – an element
2 lead sulfide + oxygen → lead oxide + sulfur
dioxide What is the test for carbon dioxide – turns
limewater milky
3 thermal decomposition
What kind of substance is found in the periodic
4 It contains dangerous compounds (of lead,
table – an element
arsenic and mercury).
What is a compound of copper and oxygen called –
5
copper oxide
Benefits of lead Problems of lead What is needed to start many chemical reactions –
production production heat energy put in
income for the air pollution with dust What are some signs that a chemical reaction has
economy and smoke occurred – change of colour, solid or gas being
work and training for land pollution with toxic formed
the population chemicals Is sulfur dioxide an element or a compound – a
compound
introduces new creates unhealthy
How many elements are in magnesium oxide – two
technologies working conditions
What do you call a reaction that breaks down a
brings about often exploits child compound with heat – thermal decomposition
improvements to labour
What is the model that names all the chemicals in a
transport systems
reaction called – a word equation
improves services like contaminates What is a substance that contains different atoms
water and electricity environment for years not joined together – a mixture
supplies Name the compound containing copper, carbon
and oxygen – copper carbonate
Activity Pack How many elements are in calcium carbonate – three
When sulfur and iron react they glow. What does
7He-1 Chemical reactions this tell you – heat energy is being given out
1 substance What is a molecule – A set group of atoms joined
2 a colour b gas c solid d change together.
© Pearson 481

7 7He-6 Thinking about reactions

1 iron + oxygen → iron oxide
3 Steps: A – Place 1 g of copper oxide in a test
tube, stopper with a delivery tube and place it in
H 2 calcium + water → calcium hydroxide +

hydrogen
a stand and clamp inside a fume cupboard.
B – Place the end of the delivery tube under a
3 gold + chlorine → gold chloride test tube full of water in a basin of water.
4 lead carbonate → carbon dioxide + lead oxide C –Start heating the test tube of copper oxide
5 copper + carbon dioxide → copper carbonate and start the stop watch.
6 magnesium + oxygen → magnesium oxide D – Stop heating when the test tube is full of gas
7 water + sodium → hydrogen + sodium hydroxide and note the time taken.
8 zinc + water → zinc hydroxide + hydrogen E – Repeat steps A to D with both silver oxide
and mercury oxide.
9 magnesium + water → magnesium hydroxide +
hydrogen 4 wear safety goggles and a lab coat; tie back long
hair; remove the delivery tube before heating is
10 aluminium + oxygen → aluminium oxide
stopped; place heat mat under Bunsen burner;
11 Silver metal is heated with oxygen gas and
conduct experiment inside a fume cupboard
reacts to form silver oxide.
5 You will change the type of metal oxide used.
12 Copper carbonate decomposes on heating to
You will keep the same: the amount of metal
form copper oxide and carbon dioxide.
oxide, the size of the test tubes and the heat
7He-8 Compound experiments from the Bunsen burner.
1 a iron and sulfur b iron sulfide c a magnet 6 a colour change in the metal oxide and bubbles
d The compound is a different colour e iron + of gas in the basin of water
sulfur → iron sulfide 7 The metal oxide which fills the test tube with gas
2 a thermal decomposition in the shortest time will be the one that breaks
b copper oxide and carbon dioxide down the easiest.
c copper carbonate changes colour and lime 8 a silver oxide → silver + oxygen
water goes milky b mercury oxide → mercury + oxygen
d copper carbonate → copper oxide + carbon
dioxide 7I Energy
7He-9 Compound properties 7Ia Energy from food
1 a copper carbonate Student Book
b iron sulfide, lead nitride and sodium chloride
1: 7Ia Energy and changes (Student Book)
2 a lead, nitrogen and oxygen b lead nitride
1 possible responses for most energy – the large Ferris
3 Heat is used to break down a substance (into
wheel (it is very large and very heavy, it is constantly
simpler substances).
moving and it works against gravity); the roller
4 a copper carbonate → copper oxide + carbon coaster (it uses gravity to power the ride but energy
dioxide is needed to pull the carriages to the top and to
b Lime water turns milky (with carbon dioxide). stop them safely); the balloon ride (it is smaller, and
5 a calcium, carbon and oxygen. less heavy than the Ferris wheel, but is constantly
b calcium carbonate → calcium oxide + carbon moving and working against gravity); possible
dioxide responses for least energy – dodgem cars (move in
c Heat it. two directions but not against gravity, energy needs
6 a Thermal decomposition to be transferred efficiently to many cars, cars travel
b Using heat fast); merry-go-round (it is moving constantly but
c mercury oxide → mercury + oxygen slowly and in limited directions, it is small)
2 a five reasonable examples such as: pulling
7He-10 Planning an experiment carriages to top of roller coaster, moving merry-
1 The aim of this investigation is to compare how go-round/Ferris wheel/balloon ride, moving
easily different metal oxides decompose when dodgem cars, lighting, sounds/music, walking up
heated. stairs, stopping roller coaster carriages
2 Hypothesis: the less reactive a metal, the more b answers may include: electricity, petrol, power
readily the metal oxide will decompose on stations (at this point students are not expected
heating. to know details of fuels or that electricity is not a
Prediction: silver oxide will decompose easiest. source of energy)
482 © Pearson

Energy
3 a any five activities, ideally including use of

machinery (such as getting a bus to school,
2 a 1:2 b 1:4
3 Yes, the ratio of energy stored in bread and 7
using a toaster to make toast)
b Answers depend on students’ responses
cheese (represented by the temperature rises)
is 1:2, so if twice the mass of bread is eaten as I
to part A, but they should give acceptable cheese, the same energy will be obtained.
responses with reasons. 4 pears:bananas = 175:350 = 1:2
2: 7Ia Energy from food (Student Book)
Activity Pack
1 for growth and repair; to let you move and keep
warm 7Ia-1 Energy from food
2 a 1256 kJ b 2344 kJ The order of the sentences may vary.
3 a because a teenager is bigger Our bodies need energy … to grow, repair, move
b because a baby is growing inside her and it and keep warm.
also needs energy Our bodies get energy … from food.
4 a baby, 11-year-old child, secretary, fire-fighter Energy is measured … in units called joules.
b baby is smallest and so needs least energy; Energy used to be measured … in units called calories.
11-year-old child is smaller than the secretary The amount of energy stored in food … is given on
but bigger than the baby; fire-fighter is much the food label.
more active at work than a secretary The faster you are growing … the more energy your
5 a 6000 kJ ÷ 544 kJ = 11 buns, or 6000 kJ ÷ 837 body needs.
kJ/100 g = 720 g The more active you are … the more energy your
b 6000 kJ ÷ 628 kJ = 9.5 sausages, or 6000 kJ ÷ body needs.
1256 kJ/100 g = 477 g A teenager needs more energy … than an adult with
c Your body needs lots of different nutrients, an office job.
which are found in different foods. A balanced A teenager needs less energy … than a very active
diet is the healthiest way to eat. adult.
6 A person takes in energy that is stored in their
7Ia-2 Energy in food 1
food. They need some of this energy to stay
alive and to grow, and some for moving about/ Labelling diagram, clockwise from bottom left: cork,
exercise. If they use up more energy for these boiling tube, thermometer, water, food, pin.
things than they get from their food, they will Missing words:
have to use energy stored in their body (in fat A – piece of food; B – same, distance; C – measuring
or muscle) and they will lose weight/get thinner. cylinder; D – thermometer; E – repeat.
If they take in more energy than they use, their 7Ia-3 Energy in food 2
body will store the extra energy as fat and they 6 The amount of energy released/temperature rise
will gain weight. will depend on the size of the piece of food, as
7 They are not moving about while they are asleep, well as how much energy that kind of food stores.
so they use less energy, which means they do not 7 No, some was transferred to the boiling tube
need to get as much energy from food as they itself, and some to the surrounding air. Some
would if they were awake for more of the day. energy that was transferred to the water will
8 Our bodies need energy to stay alive and active also have been subsequently transferred to the
people such as mountaineers or explorers need boiling tube and surrounding air.
more energy than most people. If they are in 8 Suggestions could include using some kind of
remote places they need to take all their food insulated container for the water, so that more of
with them. It is important that they take enough the energy released by the burning food stays in
food but not too much as food is heavy. If they the water.
know the amount of energy stored in different
kinds of food they can work out exactly what 7Ia-4 Comparing foods
foods and how much of each they should need 1
during their expedition. Food Temperature rise per
3: 7Ia Fair comparisons and ratios (Student Book) gram of food (°C/g)
1 a bread, crackers, cornflakes, cheese salted peanuts 6.0
b bread, cornflakes, cheese, crackers cashew nuts 6.0
c the temperature rise per gram of food, because sunflower seeds 6.0
the temperature rise depends on the type of food raisins 3.0
and on how much is burnt, so a fair comparison
needs to look at the energy rise per gram dried apricots 1.8
© Pearson 483

Energy
7 2 dried apricots, raisins, (sunflower seeds, cashew

nuts, salted peanuts – these in any order)
fried egg
white bread
950
950
I 3 a It allows us to make a fair comparison between
the amounts of energy stored in each gram of a chips 1000
food. hamburger 1100
b It helps us to see which have the most and lamb 1100
least energy per gram.
poppadum 1150
4 a apricots:sunflower seeds = 1.8:6.0 = 3:10
b raisins:cashew nuts = 3.0:6.0 = 1:2 pitta bread 1150
5 Per gram of food burnt, cashew nuts raise the white toast 1250
temperature of the water twice as much as chapattis 1400
raisins. Sunflower seeds raise the temperature cornflakes 1500
of the water more than three times as much as
cheese 1670
dried apricots.
6 a Raisins contain a lot more energy per 100 g margarine 3050
than dried apricots. Raisins contain 1.6 times as
much energy per 100 g as dried apricots. 7Ia-6 Energy and you 1
b They are about the same. 1
c Possible answers are: The energy per 100 g Type of Energy value in Energy value in
allows you to work out how much energy you food 100 g one serving
are getting if you are not going to eat a standard/ (kJ per 100 g) (kJ per serving)
average-sized portion. The energy per portion
cereal 1440 518
allows you to easily work out how much energy
you have taken in without having to find the mass jam 1052 158
of the food. yoghurt 196 235
sausages 1059 601
7Ia-5 Food cards bread 956 330
3 Check by finding out the energy/100 g in each butter 3046 243
food, typical values are below.
2 butter
Food Energy in 100 g (kJ) 3 sausages
water 0 4 a 330 + 243 + 158 = 731 kJ
tea with milk 50 b (2 × 330) + (2 × 243) + (2 × 601) = 2348 kJ
tomatoes 60 (buttering both pieces of bread).
coffee with milk 65 7Ia-7 Energy and you 2
lemonade 80 1 1000
carrots 100 2 to keep warm, to help us move, to grow, to keep
our bodies working
orange 150
3 a see 7Ia-6 Q1
orange juice 170
b butter
pear 175 4 a sausages
apple 200 b different sized servings
milk 250 5 Table from students’ own labels. This should
peas 300 include the name of the food, and energy values
per 100 g and per serving. A very good answer
baked beans 350 would also indicate the size of the serving for
baked potato 350 each food.
banana 350 6 Answers could include various named fruits or
boiled potato 350 vegetables.
lentil dahl 450 7Ia-8 Climbing the Matterhorn
boiled egg 650 1 a 4478 – 1620 = 2858 m
chicken 750 b 1000 N x 2858 m = 2 858 000 J = 2858 kJ
2 a 10 600 kJ x 2 = 21 200 kJ
wholemeal bread 900
b 2120 kJ
beef 940
c 3000 m/500 m = 6, 6 x 2120 = 12 720 kJ
484 © Pearson

Energy
d 2 x 2120 kJ = 4240 kJ (an extra 10% for cold

weather, and an extra 10% for a heavy rucksack)
b Strain Energy
c Gravitational Potential Energy 7
e 21 200 + 12 720 + 4240 = 38 160 kJ
3 2 slices of bread, a portion of butter and a slice of
d Thermal Energy
e Nuclear Energy
I
ham: (2 x 400 kJ) + 200 kJ + 250 kJ = 1250 kJ f Kinetic Energy
4 a It is less than half. 2 a force
b 2858/1250 kJ = 2.3 (accept 2½ or 3 b electricity, sound
sandwiches) c electricity, light, heating (last two in either
5 a It is significantly less. It is more than 30 times order)
less (38 160/1250 = 30.5).
b It doesn’t seem likely, as he would need a lot more
energy for the climbing he intended to do. He was
7Ib-2 Energy circus
also an experienced climber so would know from
The answers here are more detailed than would be
past climbs how much energy would be required.
expected from most students, but are included for
7Ib Energy transfers and stores completeness.
A Moving toy
Student Book
1 chemical energy in the cell
1: 7Ib Energy transfers and stores (Student Book) 2 The energy is transferred (via electricity and
1 a three answers such as: light bulbs, fires, forces) by the motor.
electric lights, candles 3 The energy ends up stored in the moving toy
b three answers such as: musical instruments, (kinetic energy). Some energy is also transferred
radios, TVs to the surroundings by heating and sound, and
c any three electrical appliances is stored in the surroundings as thermal energy.
2 three of: food, cells/batteries, other named fuels B Electric fan
such as petrol, coal 1 by electricity
3 three answers such as: in a stretched spring, in a 2 In the moving air (kinetic energy). There will also
bow, in a stretched elastic band, bouncing on a be some energy transferred to the surroundings
diving board, flicking a ruler by heating, so the final energy store also includes
4 energy stored in the stretched bungee/elastic; thermal energy in the surroundings. The moving
energy transferred by a force; energy stored in air will eventually slow down, so its store of
the moving passenger car kinetic energy will be transferred to more thermal
5 a nuclear energy (stored in the fuel); energy energy in the surroundings.
transferred by electricity and heating; thermal C Hand fan
energy (in room) 1 in the chemicals in the body/food (chemical energy)
b 2000 J – energy cannot be created or destroyed, 2 in the moving air (kinetic energy) (details as for
so all that goes in must come out again electric fan)
c box with ‘chemical energy stored in petrol/ 3 Muscles transfer stored chemical energy
fuel’, arrow with ‘energy transferred by forces in to kinetic energy by forces, and this kinetic
the engine/car’, box with ‘kinetic energy stored in energy is transferred to the air via the hand fan.
moving car’ The muscles also heat up, and the energy is
Answer may also include an arrow from transferred to the air as thermal energy.
the chemical energy store labelled ‘energy
D Electric bell or buzzer
transferred by heating’ and another box
with ‘thermal energy stored in the engine/ 1 Either in chemical energy in the cell or, if the
surroundings’. Some students may also include bell/buzzer is being powered by a power pack
sound as a further energy transfer, although plugged into the mains, a store of chemical or
at this level students would not be expected nuclear energy (at the power station), with the
to know that energy transferred by sound also energy being transferred to the bell by electricity.
ends up as thermal energy in the surroundings 2 by sound (and also by some thermal energy)
E Heater
1 A store of chemical or nuclear energy at the
Activity Pack
power station, transferred to the heater by
7Ib-1 Energy transfers and stores electricity.
1 a Chemical Energy 2 thermal energy in the heater and the air around it
© Pearson 485

Energy
7 7Ib-3 Energy sorting

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

Energy
bounces back, strain energy is being converted

back to GPE and KE. Once the bungee cord has
and nuclear fuels in power stations to generate
electricity. They are non-renewable fuels because 7
slackened, then it is only the remaining KE that is
being converted to GPE. Students would not be
they cannot be replaced once they are used up.
I
expected to work out this sequence unassisted.)
Activity Pack
c The energy has been transferred to the air
around them as thermal energy. 7Ic-1 Fuels
1 chemical, oil, fossil, animals, rock, millions,
7Ic Fuels nuclear, electricity, non-renewable, plants,
Student Book renewable
2 plants, rot, rock, coal; sea, rot, rock, oil,
1: 7Ic Fuels (Student Book) gas
1 a a store of chemical or nuclear energy
b three of: coal, oil, natural gas, uranium, hydrogen, 7Ic-2 Energy in fuels 1
wood, butane gas, ethanol, petrol, diesel Diagram (clockwise from bottom left): heatproof
2 any three suitable suggestions such as: mat, clamp and stand, boiling tube, thermometer,
generating electricity, heating, cooking, running water, solid fuels, tin lid
cars/buses A heat, boiling
3 a oil B same
b for two reasons: we are not sure how much is C measuring cylinder
left and we are not sure how fast we will continue D Bunsen burner
to use them E thermometer
4 a two of: they are made from fossils, they are F fuels, distance
squashed by layers above, they take millions of 6 B, C, E, F
years to form 7 Students’ own responses
b one of: coal is made from plant remains, oil
from animal and plant remains, coal was formed 7Ic-4 Using fuels
in swamps, oil formed beneath the sea 1 Matching fuels to pictures (note that there are
5 A fuel is a store of chemical or nuclear energy. several possible matches for some of the cards):
Electricity is a way of transferring energy and it petrol and diesel – cards E, J
has to be generated using fuels (or other energy oil – cards G, H, I
stores).
butane – cards B, F
6 We are using them up faster than they are being
wood – cards C, G
formed. Renewable resources are those where the
hydrogen – cards A, L
resource is replenished at about the same rate it is
uranium – card K
being used (as for biofuels), but we are using fossil
fuels much faster than they are forming. natural gas – cards D, G, I
animal wastes – card C
2: 7Ic Summarising (Student Book) 2 Possible groupings include: fuels used for
1 a so that other scientists can find out what the generating electricity (oil, natural gas, and
paper is about without having to read all of it hydrogen, if you count fuel cells); fuels used
b It helps you to remember the important for cooking (butane, natural gas, wood, animal
ideas from a video or article/it can help you to wastes); fuels used for transport (petrol and
remember the key points for revision. diesel, hydrogen).
2 the sentence that gives the main point of a
paragraph 7Ic-5 Fracking
3 A possible answer is: Summaries contain the key A possible summary is:
points of a text and make it easier to remember Cuadrilla Resources want to look for shale gas
them. The abstract of a scientific paper allows near Balcombe, in West Sussex. If they found gas
other scientists to decide if the paper is useful it could be extracted by fracking, which releases
without having to read it all. gas by pumping water, sand and chemicals
4 A possible answer is: Fuels are stores of chemical underground. This can cause small earthquakes.
or nuclear energy. Coal, oil and natural gas are Local residents are angry about the plans, saying
called fossil fuels because they are formed from that it could pollute local water supplies and affect
the remains of plants and animals. The remains local beauty spots and wildlife. They also worry
were buried under layers of rock and took millions about where the water will come from, and where
of years to turn into fuel. We use fossil fuels the waste water will be disposed of.
© Pearson 487

Energy
7 7Ic-6 Fuels 1
1 True.
b
I 2 False. Natural gas, oil and coal are fossil fuels.

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

Energy
5 from the Sun; energy from the Sun (transferred

by light) was converted to the energy stored in
7Id-3 Advantages and disadvantages
1 biofuels: A/B/C, G 7
plants, plants were buried and transformed to
natural gas
geothermal: A/B/C, D/E, H
hydroelectricity: A/B/C, M, P
I
6 a solar, wind, waves solar: D/E, N, Q
b hydroelectricity, geothermal resources, biofuels tides: F, J/K, L
c solar, tides waves: J/K, O
wind: I, R, S, T
Activity Pack
7Id-4 Charging mobile phones
7Id-1 Other energy resources 1 any two from: there is no wiring for landline
1 a panels, heating; cells, electricity; mirrors telephones; there are not enough phone masts for
b wind (energy/power) full coverage; it is difficult to recharge mobile phones
c hydroelectricity 2 At Securing: a simple comment about allowing
d geothermal people to stay in touch, finding information etc.
e generate electricity At Securing+: two or more reasons given, such
f generate electricity as allowing people to find information, run
2 businesses, get an education, etc.
3 They have to take the phone to somewhere with
Resource Energy Energy Energy Energy
directly from from the is not
a generator.
from the plants effect of originally 4 a They will not have to go as far to find someone
Sun that used the Sun from the who can charge their phone.
sunlight on the air Sun b At Securing: a simple comment about using
and water the time saved to earn money, or it being
biofuels ✓ cheaper to charge the phone.
At Securing+: two or more reasons given,
fossil fuels ✓
including being able to find the cheapest place
hydroelectric ✓ to buy goods, etc.
geothermal ✓ c At Securing: people who buy the chargers can
make money from other people who need their
wind ✓
phones charging.
tides ✓ At Securing+: also, if it is easier to charge phones,
nuclear ✓ people running businesses may be able to find the
best place to buy/sell things to increase their profits.
solar ✓
5 Advantages of solar power – the person does not
have to spend time pedalling the bicycle.
7Id-2 Energy answers Disadvantages – the solar panels will only work
Possible questions are: when the Sun is shining, whereas the bicycle can
1 What kind of energy is stored in food/cells/fossil be used at any time.
fuels? Name one kind of energy that fuels store. 6 A wind turbine would have to be in a fixed place
2 What are the energy stores when a book falls off as it would be too big/heavy to move around,
a table/you jump off a diving board/you cycle and the wind does not blow all the time.
down a hill?
7Id-5 Renewable resources
3 How is energy transferred to a radio/TV/any other
1 a solar
electrical appliance? How is energy transferred
from a power station/battery/generator? b hydroelectric, tides, waves
4 What kind of energy is stored in a stretched c wind
catapult/bow/spring? What kind of energy is d geothermal
stored in a squashed/twisted spring? e biofuel
5 Why is coal/oil/gas called a fossil fuel? f hydroelectric
6 What kind of fuel is made from plants/plant g biofuel, geothermal, hydroelectric
waste/animal waste? What kind of fuel is h solar
renewable? i tides, waves
j geothermal, tides
2 energy, food, sunlight
© Pearson 489

Energy
7 7Id-6 Solar fridges

1 to store vaccines/medicines, as vaccines do not
3 a any suitable suggestions, e.g. walk/cycle
instead of using cars, insulate homes so we
I work if they are not kept cold.

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

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

Energy
b
7
I
energy stored power station power station
energy stored (kettle and final
energy transferred in water in
in Sun (nuclear energy transferred energy transferred energy store
by heating reservoir
energy) as above)
(GPE) by forces (gravity) by electricity
Activity Pack Name three things that are stores of chemical

energy. – food, fuel, batteries
7Ie-1 Using resources
How is energy stored in a stretched spring? – strain
Fossil fuels … … are non-renewable and energy
release polluting gases
Name two ways in which a light bulb transfers
when they burn.
energy. – by light and by heating
Nuclear fuels … … are non-renewable
but do not release How is the energy stored in a stretched elastic
polluting gases. band transferred to it? – by forces
Renewable resources … … do not cause pollution, Why does a teenager need more energy than an
but they are not adult? – the teenager is growing
available all of the What happens if your food contains less energy
time. than you use? – you lose weight
Burning fossil fuels … … releases carbon dioxide What is the unit for measuring energy? – joule
into the atmosphere. Name a metal that stores nuclear energy. –
Extra carbon dioxide in … is making the Earth uranium
the atmosphere … warmer. Why do our bodies need energy? – to grow, move,
Cutting down the … will make our supplies and keep warm
amount of fossil fuels last longer.
Name an object that stores thermal energy. – a pan
we burn …
of hot water
Efficiency is a way of … how much of the
saying … energy transferred by a Name an object that transfers energy by light and
machine is useful. sound. – television
An efficient machine … … does not waste much How is energy stored in food? – chemical energy
energy. Name three fossil fuels. – coal, oil, natural gas
If we use more efficient … we will not need to Why are fossil fuels referred to as non-renewable?
machines … burn as much fossil – we are using them up faster than they are being
fuel. formed
Name a renewable fuel. – biomass
7Ie-2 Where should we start? Name an underground renewable energy resource
1 a transport that can be used at any time. – geothermal
b any two sensible suggestions, such as: using Which renewable resource uses gravitational
more efficient cars, walking or cycling instead of potential energy? – hydroelectricity
driving, using public transport more, etc. Name a renewable resource that uses a store of
2 There is more energy used in homes than in factories, kinetic energy in the air. – wind
so if everyone saved energy at home it could have What gas is produced when fossil fuels burn? –
more effect than factory owners making changes. carbon dioxide
3 Reducing the amount of energy for heating What environmental problem is being caused by
rooms, as more energy is used for that purpose. burning fossil fuels? – climate change
4 a They use most energy for heating rooms so Name a way of storing energy that is only used in
would save more energy by insulating their homes. power stations. – nuclear energy
b It is cheaper and easier to insulate a hot water How is energy transferred to a light bulb? – by
tank. electricity
5 Ms Goody. Heating rooms takes more than 20 What is another name for strain energy? – elastic
times the energy used for cooking, so even if you potential energy
didn’t use any energy at all for cooking it would Which fossil fuels were formed from sea plants and
make a relatively small difference. animals? – oil and natural gas
7Ie-4 Energy question loop What is the name for the renewable energy
How is energy stored in a moving football? – kinetic resource used by roof panels for heating water? –
energy solar
How is energy stored in a book on a shelf? – Which energy resources did not originally come
gravitational potential energy from the Sun? – geothermal, tidal, nuclear
© Pearson 491

Energy
7 What process do plants use to obtain energy from

sunlight? – photosynthesis
6 a It burns petrol or diesel in the engine.
b The battery in the car needs to be charged
I Which kind of power station does not produce

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

Current electricity
7J Current electricity 2 a true

b false 7
7Ja Switches and current
Student Book
c false
d false
J
3 correct circuit symbols for cell, ammeter, bulb,
1: 7Ja Discovering electricity (Student Book) switch
1 Metal is used for the wires because metals
are good conductors of electricity. Plastic is
7Ja-2 Measuring current
used to cover the wires because plastic is an
insulator. This stops the electricity causing harm A Students’ own observations
if someone touches the wire. B Students’ own observations
C Students’ own observations
2 a 2 cells, wires, switch, bulb
ammeter, circuit, circuit, same, circuit, used up
b
J7a-3 Circuit diagrams 1

Students’ own answers
7Ja-4 Circuit diagrams 2

1 Students’ own circuit diagram – must be neat
Students draw correct symbols for some or all of 2 a
the components. Correct symbols are drawn and
arranged correctly to match the circuit shown.
2: 7Ja Switches and current (Student Book)

1 When the switch is open there is a gap in the
circuit so the current cannot flow. When the
switch is closed there is a complete circuit so the b
current can flow and the bulb comes on.
2 The other bulb will not come on because the
missing bulb has made a gap in the circuit.
3 A good answer will include a circuit diagram and
explain that the circuit will be built with one bulb,
then with two, with the brightness of the bulbs
being noted each time. The apparatus list should
c
include: cell/power pack, connecting wires, bulbs.
4 a The bulbs in circuit X will be brighter.
b They will get dimmer.
c It goes out, because now there is a gap in the
circuit caused by the broken bulb.
5 a the size of the current b correct symbol for
ammeter drawn 3 One cell is the wrong way round (or similar
6 a 0.5 A b 0.5 A answer).
7 answers may include: broken bulb, missing bulb,
flat battery/cell, broken wire inside the torch, 7Ja-5 Investigating electricity
broken switch 1 Observation, questions, hypothesis, prediction,
investigation, data, does the data match the
Activity Pack prediction?
2 Observation: Galvani – muscle twitched when a
7Ja-1 Switches and current spark was made; Galvani – leg also twitched if he
1 a current used copper hook and iron wire.
b ammeter Questions: Galvani – is the twitch connected to
c cell the spark?
d filament Hypothesis: Galvani – the spark caused the
e switch twitch; Volta – copper and iron made the
f battery electricity when they touched.
© Pearson 493

Current electricity
7 Prediction: Galvani – lightning should make the

muscle twitch; Volta – electricity can be made
7Jb Models for circuits
J without animal tissue.

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

Current electricity
7 any suitable answer, such as: the mine is only

providing coal but a cell pushes the charges
4 Put a gate or other barrier in the way of the
people carrying the burgers. 7
around as well as providing them with energy,
or the factory is not obviously transferring useful
5 a It shows that energy is transferred without
current being used up. J
energy to its surroundings b weaknesses include: it does not show how
8 Students’ own answers, with reasons; of the charges are transferred around the circuit, or it
models presented on the page, the central heating does not show that the energy carriers/people
model probably has the fewest shortcomings. are confined to a particular route (as charges are
in wires)
Activity Pack
7Jb-6 Electricity models 3
7Jb-1 Models for electricity 1 a The boiler gives the water energy and the
1 a charges pump pushes it around the pipes; a cell gives the
b metals current energy and pushes it around the circuit.
c insulating b Water flows through the pipes and the current
2 pipes – wires; boiler and pump – cell; radiator – flows through the wires.
bulb; hot water – charges c The radiators transfer energy to the room, and
the bulb transfers electrical energy to light energy
7Jb-3 Speedy charges? which goes into the room.
1 a the hosepipe 2 b i Extra radiators would mean that less water
b the water would get around the pipes because it is more
c the end of the hosepipe difficult for it to flow.
d the tap ii adding extra bulbs (or other components)
2 a The water had to travel down the length of the iii The current would get smaller because it
hosepipe. is harder for it to flow, so each bulb would get
b This time, the hosepipe was already full of dimmer.
water. c i The value could be turned off to stop water
c The light comes on as soon as the switch is flowing around the pipes.
pressed as charges are always present in the c ii adding a switch
wires. Pressing the switch simply starts to move c iii The switch could be used to stop current
them as a current. flowing around the circuit.
3 Yes – if you broke a pipe, water would flow out,
7Jb-4 Electricity models 1
but charges do not fall out of a wire if the circuit
1 the coal mine – the cell; the wagons – the
is broken. Other sensible answers may be given.
charges moving through the wires; the coal – the
4 a It helps us to understand what is happening
energy transferred by the current; the factory – a
when the things involved are too small to see.
bulb or motor
b Models are not the same as the real thing, so
2 a Yes, the empty wagons flow around the track
they do not necessarily help us to understand all
back to the mine (or similar answer).
aspects of circuits. We need to remember that it
b No, there is no engine or other means of
is just a model, and NOT the real thing.
propulsion shown.
3 a They will stop.
7Jc Series and parallel circuits
b a switch
c a switch stops current flowing when it is open Student Book
as it creates a gap in the circuit.
1: 7Jc Series and parallel circuits (Student Book)
7Jb-5 Electricity models 2 1 A series circuit has all its components on one
1 a cell loop; a parallel circuit has two or more branches.
b energy 2 parallel; each light can be switched on and off
c charges separately/they do not all go off if one breaks
d A bulb/motor or other component that 3 The plan should include: the apparatus needed
transfers energy. (cells/power supply, connecting wires, bulbs),
2 Yes, all the people carrying the burgers return to a method that indicates that extra bulbs will
the burger bar for more. be added in parallel to a simple circuit and the
3 No, the people appear to be moving themselves brightness noted each time, and ideally a circuit
so there is nothing pushing the people around. diagram.
© Pearson 495

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

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

Current electricity
the temperature readings at each time for each

voltage setting.
d He needs a rainfall detector that closes a
switch when it is wet, a wind speed detector 7
C The information here could be divided into
several different groups: the types of things the
that closes a switch when it is windy and a
motor. The motor should close the windows if J
generators will run; their size/ease of handling; it is windy OR it is wet. The circuit should show
and whether or not they are waterproof/can be the switches in parallel with the motor on the
used outdoors. The information could be ordered main circuit.
on any of these groups.
7Jc-6 Series and parallel 1 7Jd Changing the current
1 a series
Student Book
b parallel
c parallel 1: 7Jd Changing the current (Student Book)
d series 1 a voltage
e parallel b voltmeters are connected in parallel; ammeters
f series are connected in series
g series 2 It will get smaller, as the size of the current
h parallel depends on the voltage.
2 0.5 A, 0.5 A (bottom), 1 A (side) 3 it decreases
3 switch drawn somewhere on the same branch of 4 a The football queue, as there are two entrances
the circuit as bulb X open, so two people can get through at a time.
7Jc-7 Series and parallel 2 b charges/the current
1 a The current is reduced for each extra bulb c a bulb (or motor/other component)
added to the circuit.
d The football entrance is like a parallel circuit,
b The current is reduced as each bulb adds more because the line of people splits up to go
resistance to the flow of current. through the entrances. The fairground entrance
c The current increases for each extra bulb is like a series circuit, because everyone has to
added to the circuit. go through the same entrance. It is easier for
d The current is increased in the main part of the the people to get into the football ground, and
circuit as more loops are added to the circuit as it is easier for the current to flow when there are
the charges have more paths to follow, so it is parallel wires in a circuit.
easier for the current to flow.
5 a Circuit F, because it is a parallel circuit and
2 a switches 1 and 2 there is more than one path for the current to
b switches 1, 4 and 5 follow/the resistance is lower in a parallel circuit.
c Bulb A is on the main circuit so will be on
b The current will get less, because the
whenever current flows.
resistance of the circuit is higher/it is harder for
d Bulb E is on whenever bulb D is on as there is the current to flow when there are more bulbs.
no switch on the circuit loop for bulb E.
c The current will increase, because the overall
3 Bulb A will be brighter as the current is increased
resistance of the circuit is lower as there is an
in the main part of the circuit as more bulbs in
extra alternative route for the current.
parallel are turned on.
7Jc-8 Combinations of switches
Activity Pack
1 An extra switch should be in the main circuit
before or after it splits for the manual and timer 7Jd-1 Changing the current
switches. 1 a voltmeter drawn across the cell
2 b He needs a light detector that closes a switch b voltmeter drawn across the bulb
when there is no Sun, and a moisture detector 2 a volt
that closes a switch when it is dry. The motor b voltmeter
should pump water if it is dry AND there is no c resistance
Sun. The circuit should show the switches and d resistor
motor in series.
3 Student’s drawing of the correct symbol for
c She needs a switch on the door which is on variable resistor.
when the door opens, another manual switch in 4 high, low, decreases
the shop, and a bell. The bell should ring if the door
is opened AND the switch is closed. The circuit 7Jd-2 Current in wires
should show the switches and bell in series. 1 Students’ own readings.
© Pearson 497

Current electricity
7 2 Student’s own graph.

3 longer; smaller; more difficult; longer
3 12
4 B
J 5 comments could relate to measuring lengths

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

Current electricity
4 B; lowest
5 The ammeter in circuit D, because a parallel
c The rope breaking would be equivalent to a
bulb breaking. In the ‘series circuit’ model, once 7
circuit has a lower resistance than a series circuit
with the same number of bulbs. This makes it is
the rope breaks no more runners can get past.
In the double rope model, all the runners can J
easier for the current to flow through a parallel still use the other rope, but not as many will get
circuit. through in a given time.
Tying up or removing the rope would be
7Jd-8 Voltage and resistance 2 equivalent to opening a switch. In the
1 a B, C, A, D parallel model, either rope could be removed
b D, because it has the highest resistance. independently of the other.
2 a Position A, because the current has to go
through almost all of the coil of resistance wire 7Je Using electricity
when the slider is in this position.
b 0.25 A – because moving the slider from the Student Book
middle to the right reduced the current by 0.1 A, 1: 7Je Using electricity (Student Book)
so moving it the other way should increase it by 1 It can cause fire, can cause skin burns, can stop
a similar amount (or similar explanation). your heart/kill you.
c any two from: increase the voltage of the
2 The electricity may flow through you/you will get
supply, reduce the number of bulbs, make sure
an electric shock.
the bulbs are in parallel instead of series
3 a Students’ own graph drawn with an additional 3 a
straight line (labelled ‘wire C’) that passes Wire Colour
through the origin and lies below the original line
(labelled ‘wire B’). live brown
b Wire C has a higher resistance than wire B (as neutral blue
it is thinner) so less current will pass through wire earth green and yellow
C at the same voltages.
b so they can be connected to the correct places
7Jd-9 Resistance in circuits in plugs/sockets
1 Similarities: both have two bulbs; both have all 4 It could cause a fire.
bulbs controlled by just one switch.
5 the 10 A one; the 5 A fuse would melt/blow if a
Differences: the first circuit has the bulbs in
6 A current flowed through it and the 13 A fuse
series, the second circuit has the bulbs in
might let too much current flow
parallel; the parallel circuit will have brighter
bulbs; if one of the bulbs in the series circuit 6 The apparatus listed should include: power
breaks the other will go off but if one of the bulbs supply/cells, ammeter, variable resistor,
in the parallel circuit breaks the other will stay on. connecting wires, fuse wire, heat-proof mat. The
2 a Bulb A will be the brightest, as the current answer should include: a suitable circuit diagram,
in the main part of the circuit is the sum of the and a description of steadily increasing the
currents in the branches, so A must have the current until the fuse melts.
highest current through it. 7 a If bare wires are showing, someone touching
b Bulbs B and C should be the same brightness, them could get an electric shock or the damage
as they have the same current flowing through might cause the wires to overheat and cause a fire.
them. b Cables have two layers of plastic covering the
c The resistance of the branch with bulbs B and wires. Plugs are fitted with fuses that should melt
C in it is greater than the resistance of the branch and cut off the current if it is too high.
with only bulb D, so the current flowing through
B and C will be smaller, and they will not be as 2: 7Je A world without electricity (Student Book)
bright as bulb D. 1 a Advantages: we use electric kettles which
3 a This could model two resistors/bulbs in series. automatically switch off when they have boiled
b The equivalent model for a pair of bulbs in and toasters which pop the toast up when it is
parallel would be to put two ropes on the beam done; without electricity we would have to put
so each person can choose between two ropes a kettle on the cooker/stove to boil and watch it
and that two people can cross at once. This to remove it from the heat; toast would have to
would model the doubling in current produced by be made under a gas grill/by an open fire and
putting two bulbs in parallel. watched to make sure it did not burn.
© Pearson 499

Current electricity
7 Disadvantages: the need to take care when

using electrical appliances in a kitchen with
circuits for sockets in different parts of the house,
particularly if a house has been extended, but this
J water about; things may get stuck in the toaster

so care must be taken to switch off the toaster
information is not given on the sheet) etc.
3 a i cooker and immersion heater ii sockets
before poking around inside it iii lights
b Advantages: we can use automatic washing b The thickest cable is used for the things that
machines and tumble dryers so the person doing need the highest current, and the thinnest for the
the laundry does not have to be there all the things that take the lowest current.
time; without electricity the hot water for washing 4 so if one breaks the others do not go off; so they
would have to be produced over a fire or by can be switched on and off separately; so they
a gas boiler and the person doing the laundry do not get dimmer if more are switched on
would have to wash it, rinse it and wring it out;
clothes would have to be dried outside on a dry 7Je-4 Electricity wordsearch
day or indoors on a wet day which could cause 1
condensation inside the house.
Disadvantages: it costs money to buy automatic
washers and/or dryers and for the electricity to
run them (although heating water for washing
would also cost money); if students have done
any work on climate change they may also
comment that the energy used by the machines
is contributing to climate change
2 The answer will mention lights being on or off
together, or a broken bulb resulting in all other
bulbs going off. The answer may also include
the following: the brightness of bulbs in a house
would change as other people switched bulbs on
or off; the change in brightness would be linked
to changing resistance and changing current.
Activity Pack
7Je-1 Using electricity
1 a cable grip
b neutral
c shock 2 any sensible clues for the following words:
d ring main ammeter, amp, cell, charge, current, fuse, live,
e fuse parallel, resistance, series, switch, voltmeter
f live
2 rings placed around: pool of water beneath kettle; 7Je-5 Using electricity safely
frayed cable on kettle; screwdriver being poked 1 clockwise, from top: earth wire, live wire, fuse,
into socket; multiple plugs overloading the socket cable grip, (blue)
2 fuse, earth wire
7Je-2 Testing fuses 3 so they can be identified and then connected to
thin; thick the correct places
1 Students’ own readings 4 The fuse will melt and stop the current flowing.
2 thin; thick 5 Any two sensible rules, such as: never touch
3 Students’ own answers the bare metal parts of plugs; never poke things
4 Students’ own answers into sockets; keep electricity away from water;
don’t use switches with wet hands; do not plug
7Je-3 Ring mains too many things into one socket; never use
1 a3 something that has a damaged wire.
b live, neutral, earth
c live and neutral 7Je-6 Electricity at home
d for safety 1 a The earth wire (green and yellow) should be
2 Examples could include: cooker; immersion connected to (i). The neutral wire (blue) should be
heater; shower; sockets; upstairs lights; downstairs connected to (ii). The live wire (brown) should be
lights (in practice, there may also be separate connected to (iv).
500 © Pearson

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

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

1 attracting, close together, magnetism, they will
Student Book
repel
1: 7Ka Forces (Student Book) 2 friction, easier, wet
1 a answers may include: running events, jumping 3 harder, smooth, friction
events (e.g. long jump, high jump), throwing 4 bigger, pulling
events (e.g. shot, javelin), ball games (e.g. 5 First answer depends on the mass of the object;
football, cricket, tennis), swimming gravity.
b answers may include: rock climbing, mountain 6 less time, less
biking, skiing, snowboarding, kayaking
2 a gravity b friction 7Ka-3 Ideas about forces
3 a one of: friction, air resistance, water resistance, 1 above air (or at the top of everything)
upthrust 2 a Its natural place is above the Earth but below
b two of: gravity, magnetism, static electricity the air.
© Pearson 501

Forces
7 b Its natural place is below water.

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

a mass
b weight
K 4 a The force of gravity pulls on it, and there is

nothing to stop it falling.

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

Forces
1 a mass
b Food is put in the pan, and different masses
2: 7Kb Making notes (Student Book)
1 a Y.men = young men, PacOc = Pacific Ocean 7
are added to the other side until the scales
balance. The total of the masses on the right is
b Van = Vanuatu, DSC = Dangerous Sports Club
2 A possible answer is shown below.
K
the same as the mass of the food.
Who jumps Vanuatu Dangerous Anyone
c They compare the weight of the standard
this way? islanders Sports Club now
masses with the weight of the food in the pan.
3 The scales from question 2. The different gravity on Jumping wooden bridge bridges
the Moon will have the same effect on the object from… towers or cranes
being measured and on the standard masses. For Bungee vines rubber rubber
the scales in question 1, the weight of the object made
being measured will be less due to the lower from…
gravity so the pointer will show a smaller mass. How are ankles climbing ankles
4 a 10 stone = 10 × 14 lb = 140 lb they tied harness
mass in kg = 140 × 0.454 = 63.56 kg on?
b 1 cwt = 8 st = 8 × 14 lb = 112 lb
3 Students’ own answers, but should include
mass in kg = 112 × 0.454 = 50.85 kg notes on extension depending on force, pointer
c 4 oz = 4/16 = 0.25 lb, so 5 lb 4 oz = 5.25 lb = on spring, different springs used for different
5.25 × 0.454 = 2.38 kg measurement ranges.
d Standard units allow scientists to have a
common understanding, meaning they can share
and compare results of their experiments. Activity Pack
7Kb-1 Springs
7Kb Springs 1 compress
2 stretch
Student Book 3 a original length
1: 7Kb Springs (Student Book) b stretched length
1 something that changes shape when a force c extension
is applied and returns to its original size/shape 4 original length, elastic
when the force is removed 5 a proportional
2 Y; it is showing the difference between the b elastic limit
original length and the stretched length
7Kb-2 Investigating stretching 1
3 e.g. Set up the apparatus so that the zero on the
ruler is next to the bottom of the unstretched 3 a a straight line with the extension of the spring
spring; add a mass to the spring and measure increasing with weight applied
the extension; add further masses, measuring b a curved line or S-shaped curve
the extension each time. c They both get longer when more weight is
4 4 cm added. The spring stretches equal amounts for
5 a Both materials change shape when a force is each extra weight, while the elastic band does
applied; an elastic material returns to its original not stretch evenly.
shape when the force is removed but a plastic 4 a yes
material does not. b Springs and elastic bands both stretch when a
b any plastic material such as: clay, modelling force is applied to them, but they do not stretch
clay, adhesive tack by the same amounts. The spring produces a
6 a A linear or proportional graph and the elastic band
does not.
b A and C; the graphs are straight lines/the
extension is proportional to the force 7Kb-3 Investigating stretching 2
c A as it stretches the most for a small weight. 1 Students’ own hypotheses that make a
This would make the scale easier to read/make it prediction based on the materials chosen for
possible to detect small differences in force. testing.
7 The spring in each meter must stretch almost the 2 Method should include: a list of apparatus and a
full length of the meter for the maximum force diagram; a description of how it is to be used; the
it is designed to measure. The spring in A must materials to be tested; safety suggestions such
stretch with a force up to 10 N; the spring in B as using a box beneath the weights to stop them
must be stiffer and only stretch that far when a falling on feet; suggestions that measurements
50 N force is on it. should be repeated to improve accuracy.
© Pearson 503

Forces
7 6 b Springs and wires should give a linear graph up

to the limit of proportionality (eventually snapping
F will extend by 45 cm. Each spring has 30 N on it,
and so each one will extend by 3 × 5 cm = 15 cm.
K when the load was too heavy).

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

Forces
Activity Pack
7Kc-1 Friction
b Friction between a car’s tyres and the road
stop the car from skidding sideways while it is 7
1 a Useful
b Useful
turning (unless on an icy road!). There is nothing
under the hovercraft in contact with the surface K
to stop it skidding sideways, so its turning circle
c Not useful is quite big (especially if it has been going fast).
d Not useful 5 a so it can go over bumps and adjust to different
e Useful surfaces
2 lubricants b The air inside it might leak out and the
3 a Increase friction hovercraft would not hover.
b Decrease friction 6 Aeroplanes land and take off on runways. People
c Decrease friction are kept away from runways, and normally only
d Decrease friction a few people are around parts of airports where
e Decrease friction they may come into contact with aeroplanes with
4 heat, noise (either order), wear their engines running. Hovercraft can operate
over any flat surface, so there must be safety
7Kc-2 Investigating friction 1 measures to stop people putting hands (or
4 500 g, 0 g themselves) into the path of the blades.
5 greater, greater, greater, greater, or smaller, 7 The hovercraft can be used when the tide is in
smaller, smaller, smaller or out. If they did not have a hovercraft the RNLI
would have to use a boat when the tide was in,
7Kc-4 Friction – true or false?
and might not be able to rescue people from
True statements: C, D, E, F, H, J (you could use a the mud at all when the tide was out, as even
straw). vehicles with tracks might sink in the quicksand.
False statements: B (if there was no friction at all,
the car would keep moving without needing the
7Kc-6 Useful or not?
tyres to push on the road); K, M, N.
A Useful friction: between tyres and floor; between
Partly true statements: A – the friction from moving
hands and wheel rims; between hands and ball.
air (wind) or water can start things moving.
Not useful: in axles of wheelchairs.
G – water resistance is not useful for moving a ship,
but there will be some parts of the machinery in a Increase useful friction by: using stickier rubber
ship that would not work without friction. for tyres; making the floor rougher; making the
wheel rims rougher; wearing gloves with a rubber
I – you could pick up the cup if you hooked a finger
surface; making the surface of the ball rougher.
through the handle, but you would probably spill a
lot of the tea! Decrease friction in axles by oiling/lubricating them.
L – it is useful in some places but not in others. B Useful friction: between the dog’s feet and the
snow; between the man’s boots and the sled
7Kc-5 Hovercraft runners he is standing on; between the man’s
1 The hovercraft would sink down onto the hands and the sled.
surface, because all the air would leak out from Not useful: between the sled runners and the snow.
under the skirt. Increase useful friction by: giving the dogs little
2 When the lift fans are off the hovercraft is ‘boots’ with rough treads; the man wearing boots
touching the ground so there is a lot of friction. with soles made from stickier rubber; making
When they are on, there is air between the the tops of the runners/the sled handle rougher;
hovercraft and the ground so the friction is much wearing gloves with a ‘sticky’ surface.
less. Decrease friction: make sure the runners are
3 At Securing: The grease reduces the friction and smooth; wax the runners.
allows the propellers to spin freely. C Useful friction: between the man’s skis and the
At Securing+: Without grease the axle would rub snow; between the man’s hands and the poles.
against its mounting, and this would increase Not useful: between the sled’s runners and the
wear, reduce the speed at which the propellers snow.
spin, and cause the axle to heat up. Increase useful friction by: having rough surfaces
4 a The hovercraft does not touch the surface, on the bottom of the skis (although this will then
so driven wheels would not work on land. A be a disadvantage when he goes downhill);
propeller sticking down into the water might making the grips on the poles or the man’s gloves
be possible, but this would then remove the from a fabric with a rubbery or ‘sticky’ surface.
advantage of being able to move over lots of Decrease friction: make sure the runners are
different surfaces smooth; wax the runners.
© Pearson 505

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

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

device/belayer’s hands (the belayer is the person
b The chain needs to bend around the gears and
then straighten out again during use, so the links
at the bottom controlling the rope). in the chain need to be able to move freely. ‘Wet
Not useful: between the rope and the ring lube’ stays wet after it is applied. It stays on better
(actually called a carabiner) that it runs through at in wet conditions (i.e. it is not washed off by rain
the top of the drawing. or by riding through puddles), but as it stays wet
Increase useful friction by: making the shoes out of it also allows dirt and grit to stick to it, which can
a stickier rubber; giving the rope a rougher surface; get into the moving parts of the chain and make
belayer could wear gloves with a ‘sticky’ surface. them stiffer/make them wear out faster. ‘Dry lube’
Decrease friction: giving the rope a smoother goes on wet but then dries, so it does not let dirt
surface; making sure the ring at the top has a stick to it. The disadvantage of dry lube is that it is
smooth surface. easily washed off by rain/puddles.
7Kc-7 Friction and sport 7Kc-9 A curling question

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

Forces
b The force on your finger/thumb is the same

as the force pushing the pin into the wall, so
3 a 304/4.5 = 67.6 double-decker buses (or ‘nearly
as high as 68 double-decker buses’) 7
the area needs to be much larger than the point
of the pin so that the pressure on your finger is
b 500/(90–120) = between 4 and 5 football
pitches K
small enough not to damage the skin. c 100 000/2500 = 40 Olympic swimming pools
4 apparatus – scales, squared paper; draw around 4 a It helps to give people an idea of the size of the
your shoes and count squares to work out measurement given. People may not know how
the area; measure your weight and calculate big 20 000 km2 is, but they do know that Wales is
pressure by dividing weight by total area of both a large area.
shoes b The things that the unusual units are based on
5 pressure = force ÷ area = 800 N ÷ 2400 cm2 = are not always of a standard size. For example,
0.33 N/cm2 not all football pitches are the same length.
6 The tracks have a large area, so the pressure They are also not very useful for scientists or
under them is low; this stops the snowmobile engineers, who need to be sure they are using
from sinking into the snow. The area of the lugs the same standard set of units.
is small, so the pressure under them is high. The c It is a standard set of units that everyone uses,
lugs will sink a little way (until the main part of the so there is no confusion.
tracks comes into contact with the snow) but the
high pressure will also allow the lugs to grip if the
7Kd-4 Wintry calculations
snowmobile is moving over ice.
1 a pressure = force/area = 500 N/170 cm2 =
2: 7Kd SI units (Student Book) 2.94 N/cm2
1 a metres b metres squared c seconds b = 500 N/(2 × 170 cm2) = 500/340 = 1.47 N/cm2
2 a millimetres or micrometres b kilojoules (or just pressure = 2.94/2 = 1.47 N/cm2)
c kilometres c The pressure under one foot, as you do not
3 a Students’ own answers, such as: science have both feet fully on the ground at the same
is carried out in different countries and it is time when you are walking.
important that scientists can reproduce/replicate/ 2 a 500 N = 50 × 10 N, so the area of each
understand what other scientists have done. snowshoe should be 50 × 14 cm2 = 700 cm2
b If everyone in a particular place is using the b pressure = force/area = 500 N/700 cm2 = 0.71
same set of units, there will be no problems. N/cm2
Using a common/understandable set of units is c snowshoes C as their area is closest to the
more important when people in different places ideal area
buy and sell goods or exchange information. d She doesn’t need a bigger area to stop her
sinking, and they will be heavier/more awkward
Activity Pack to use.
7Kd-1 Pressure 3 a pressure = 500 N/1.5 cm2 = 333.3 N/cm2
1 a large, low b The points will sink into ice/snow and stop her
slipping.
b small, high
4 She has the same weight and as the crampon
c small high
points have a smaller area, so the pressure under
d large, low
them will be higher.
e bigger, smaller
f smaller, bigger
2 360, 600, area, 600 N, 360 cm2, 1.67 N/cm2 7Kd-5 A winter walk 1
1 a The following are underlined: they are big
7Kd-2 Pressure on your body things we strap to our boots and they stop us
5 b doubled sinking in the snow; skiing down the hill; put a
c bigger ladder down on the ice and crawled out along it.
b The following with boxes drawn: the
7Kd-3 Different units snowshoes have little spikes underneath; spikes
1 a Height of a double-decker bus strapped to their boots; ice axes that they dug
b Volume of an Olympic swimming pool into the ice; knife to cut the chocolate.
c Length of a football field 2 a area bigger
d Area of Wales b area smaller
2 a the first caption (28000 km2) 3 spikes circled
b the second caption as it is easier to visualise/ 4 It has a thin edge, so the pressure under it is high
image (or it concentrates the force).
© Pearson 507

Forces
7 5 It spread out his weight so the pressure under

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

Forces
b Gravity is pulling the climber downwards. He

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

7Ke-1 Balanced and unbalanced forces 1 the names of the forces and the fact that there
1 An object has balanced forces on it … when are two different forces acting backwards
there are two forces of the same size in opposite 2 the speed at which the cyclist is already moving
directions. 3 where the friction occurs; forces acting on the
Unbalanced forces on an object … can make it bike in a vertical direction
speed up/can make it slow down/can change the 4 Answers may vary, but should be accompanied
direction it is moving. by explanations. Possible answers are:
Balanced forces on a stationary object … will not a A (as you only need to know the total force
make it move. in each direction) or C (as A, but it may also be
Balanced forces on a moving object … will not useful to know the speed of the bike)
change its speed or direction. b B (if you are only thinking about the horizontal
2 a A forward arrow labelled ‘force from dogs’, the movement of the bike, this shows the three types
same size as the rearward arrow. of force involved) or D (this also shows forces in
b the rearward arrow labelled ‘friction’. a vertical direction)
c Arrows labelled ‘friction’ (rearward) and ‘force c D (as this shows the origins of the friction
from dogs’ (forward), with the friction arrow larger forces)
than the forward arrow. 5 Answers may vary.
a A or C are fine for this use.
7Ke-2 What will happen?
b Diagram similar to D, but with all the friction
1 A – no vertical movement, horizontal speed will
forces combined into just one arrow might be
continue at 5 m/s.
more use. The arrow on D representing the
B – no vertical movement, diver will start to move
speed is not necessary.
forwards.
c Diagram showing only the locations of the
C – diver will start to move downwards, no
friction and air resistance forces would be more
horizontal movement.
useful similar to B; D has too much information
D – no vertical movement, diver will slow down. on it.
E – no vertical movement, diver will continue to
move at 2 m/s. 7Ke-5 Springs and bungee jumps
F – diver will start to move up, diver will continue Force meter:
to move horizontally at 2 m/s. B, F, G, with a down arrow and the smallest up
2 Students’ own situations. Check that the arrow
description of the movement matches the forces A, D, I, with a down arrow and the medium up arrow
shown.
C, E, H, with equal sized up and down arrows
7Ke-3 Forces and movement Bungee jump:
1 a He thought that a force was needed to keep c, g, q, l, with a down arrow
moving objects moving. b, h, k, n, with a down arrow
© Pearson 509

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

d, f, t, m, with a down arrow

b It will get bigger.
c It will slow her down.
K a, i, p, o, with a down arrow 5

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

Sound
b Volume
c Pitch
3 Students’ own answers. Suggest looking at birds
of different sizes, and several birds for each size 7
d Frequency
e Hertz
category.
4 Sample results based on the list of birds given L
f Amplitude on the worksheet. Note that in A results may vary
2 a louder, amplitude, bigger depending on how the birds are divided into large
b lower, longer and small, whereas in B rank order may vary as
ranking the pitch of the calls is subjective, and
slowly, lower, lower
may also depend on which recording is used.
A
7La-2 Changing the pitch
1 air Large birds Small birds
2 The more water, the higher the sound (as there is High pitch heron, red kite, wren, robin, swift,
less air to vibrate). buzzard blackbird
3 The same shape bottle, and blow the same way Low pitch raven, tawny owl jackdaw
each time. B
4 Longer nails should give lower sounds.
5 Longer chimes should give lower sounds. In order of size In order of pitch
6 drop all from the same height onto the same wren red kite ⎫ similar
⎬ pitch
surface robin robin ⎭
7 Longer pieces of wood should make lower swift swift ⎫ similar
sounds. ⎬ pitch
blackbird wren ⎭
8 Thicker bands should give lower sounds
(although this depends on the tension being the jackdaw buzzard
same). tawny owl heron
9 When the part of the ruler vibrating is longer, the raven blackbird
sound is lower. red kite jackdaw
10 The longer the object vibrating, the lower the
heron raven
frequency and the lower the sound.
buzzard tawny owl
7La-3 Bird calls 5 Students are likely to find that the hypothesis
1 a Either mass or length would be appropriate. is not correct – most small birds do have high-
Wingspan does depend on the ‘size’ of the bird pitched calls, but larger birds can have high or
to some extent, but some birds have long, thin low-pitched calls. (In particular, birds of prey
wings whereas a different bird of similar mass often have high-pitched calls.)
might have shorter, deeper wings. So, wingspan 6 Answers may depend on the particular birds
does not necessarily indicate the overall size of investigated, but students should conclude that
the bird. generally small birds have high-pitched calls,
b Length – bigger objects make lower sounds but larger birds can have high or low-pitched
when they vibrate, so the length of the bird might calls. Explanations for this could include that the
indicate the possible length of the vocal folds vocal apparatus of a bird needs to be of a certain
(birds do not have quite the same mechanism size to make low notes, but even a large bird
as mammals, but students are not expected to can have smaller vocal apparatus/make higher
know the details). sounds. Thus the lowest sound made by a bird is
Mass – the larger the bird the heavier it is likely to limited by its size, but not the highest sound.
be, so mass is also a reasonably good indicator 7 Looking at the correlation between the head size
of overall size. (or throat size) of a bird rather than its overall
c Suggestions are likely to include taking the size/mass would be more relevant.
mid-point or finding an average.
2 a If pitch depends on size, there should be no 7La-4 Octaves and frequency
birds in the top left and bottom right parts of 1 High-pitched sounds are produced by objects
the table. However this may depend on where that vibrate with a high frequency. Low-pitched
students decide to draw the line between large sounds are produced by objects that vibrate
and small birds, and between high and low pitch. with a low frequency. Examples of high-pitched
b If pitch depends on size, the birds in the two sounds are those produced by a piccolo or a
columns will be in the same (or very similar) squeaking mouse. Examples of low-pitched
order. sounds include thunder and the double bass.
© Pearson 511

Sound
7 2 The higher the frequency of the vibrations, the

higher the pitch of the sound.
4 High frequencies make high-pitched notes, so
the shortest tubes (A, D and F) will make the
L 3 a 256 Hz and 1024 Hz

b 880 Hz and 220 Hz, respectively
highest-pitched note.
5 Bottle X will make the highest note, because the
4 a any two instruments with overlapping length of air that can vibrate is shorter.
frequencies such as flute and violin 6 The exact levels of the water shown do not
b examples include bass voice and soprano matter, as long as the relative amounts are
voice, piccolo and sitar correct. Order of notes: A, A, B, B, C, C, B
c the harp
5 a two octaves
b 15 notes
c air (and the wood)
7La-5 Cut out the cards

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

Sound
8 Students’ own responses (e.g. No, because they

used science to work it out. Yes, because they
3 The speed increases as the temperature increases.
4 Students may have attempted to draw lines of 7
were only trying to change it because existing
pitch had been set by the French!) a
best fit through the points.
L
7Lb Moving sounds
Student Book
1: 7Lb Moving sounds (Student Book)
1 In solids the particles are close together and held
in a fixed arrangement by strong forces. In liquids
the particles are close together and held by fairly
strong forces but they can move around within
the liquid. In gases the particles are a long way
apart and can move around freely.
2 The sound passes through the air in one helmet
then through the solid helmets to the air in the b
second helmet. 6000
3 X, because the amplitude is greater/the particles
are moving further as the wave passes 5000
Speed of sound (m/s)

4 The particles are closer together so it is easier for 4000
the vibrations to be passed on.
5 a There is just one metal in the table and only 3000
two other solids. There are not enough examples
2000
here to be able to tell whether or not this
statement is correct. 1000
b Find out the speed of sound in a lot of different
0
metals and in a lot of different non-metallic
0 2 4 6 8 10 12 14 16
solids.
Density (g/cm3)
6 Your hands/the cone make all the sound waves
move in one direction, so they do not spread out 5 a The graph of speed against stiffness shows
as much and the sound will still be loud enough that there is not a direct relationship (as there
to hear at a greater distance. This means the was with speed of sound in air and temperature),
energy is concentrated compared with shouting but that in general the speed of sound increases
without the cone/hands, so the sound is louder when the stiffness increases. The graph of speed
at a given distance. against density also shows no direct relationship,
7 a The disturbance passes along it without the although in general the greater the density the
slinky itself moving as a whole, just as vibrations slower the speed.
pass through materials without the medium as b Dave was correct, although it is not a simple
a whole moving; the vibrations are in the same relationship.
direction as the wave is travelling, as for sound c The graphs make it easier to see how the
waves. speed changes when the other variables change
b Answers may include: it is much larger than the (or similar answers).
particles that move as sound waves pass; the
vibrations/disturbance moves much more slowly
than in sound waves; the vibrations are bigger Activity Pack
than the vibrations that form sound waves;
particles are not rigidly connected to each other 7Lb-1 Moving sound
like the coils of the slinky. 1 C where particles are closer together, F where
particles are more spread out.
2: 7Lb Line graphs and scatter graphs (Student 2 sound wave – vibrations passing through a solid,
Book) liquid or gas
1 a The coil is in its original position. b 3 cm medium – a substance (a solid, liquid or gas)
2 The peaks and troughs would be at the same amplitude – the distance that particles move
times but would be closer to the horizontal axis when a sound wave passes
(i.e. have a smaller amplitude). frequency – the number of waves per second
© Pearson 513

Sound
7 3 energy
4 C, A
5 a
345
L 7Lb-2 Travelling sound 1

340
335

330
Fill the gaps: wood, stethoscope, hear, gases 325
Conclusion: solid, gas, solids, gases 320
315
310
7Lb-3 Travelling sound 2 305
8 The results do not say anything about the speed 300
of sound, only about how loudly students can 295
290
hear sounds transmitted through the different
-60 -40 -20 0 20
materials.
Temperature (°C)
b
7Lb-4 Particle revision
345
Solid: B, E, H, L 340
Liquid: A, G, I, K 335

Gas: C, D, F, J 330
325
320
7Lb-5 Speed of sound in the atmosphere 315
1 a 310
305
45
300
40
295
35 290
30 0 0.5 1 1.5
Height (km)
25 Density (kg/m3)
20 6 a Yes, as the points on the scatter graph are a

15 straight line.
10 b No, the points do not form a straight line.
5
0
290 300 310 320 330 340 350
7Lb-6 Sound on the move
1 Sound cannot travel in empty space/sound
needs a medium to travel through.
b The speed of sound decreases as you
2 The number of sound waves per second.
go up to 15 km, then it stays the same to 20 km,
3 double-headed arrow showing particles vibrating
and then it starts increasing again as you get
in the same direction as wave motion
higher.
4 a C
2 The graphs are different shapes, so there
probably is no link between density and the b They are closest to the starting gun.
speed of sound. cC
3 d Sound spreads out as it travels, so it will be
45 quieter further away (or similar answer).
40 5 Flipper. Sound travels faster in water than in air.
35
30 7Lb-7 Measuring the speed of sound
Height (km)
25 1 The sound has to go from you to the wall and

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

Sound
5 a time = distance/speed = 16 000 km/1500 m/s

= 10.67 m/s
7 Owls can hear much quieter sounds than
humans/their hearing is more sensitive; humans 7
b distance = 1500 m/s x 5 s = 7500 m (or 7.5 km) can hear a greater frequency range than owls/
humans can hear higher sounds than owls. L
7Lb-8 Mach number 8 a Sound waves enter the ear canal and make the
1 subsonic – less than the speed of sound eardrum vibrate. These vibrations are amplified
supersonic – greater than the speed of sound by the ear bones and passed to the cochlea. Tiny
shock wave – a sudden change in the properties hairs in the cochlea detect the vibrations and
of the air create impulses which travel to the dog’s brain
Mach number – the ratio between an object’s along the auditory nerve.
speed relative to the air and the local speed of b any suggestion between 21 000 Hz (21 kHz)
sound and 45 000 Hz (45 kHz)
2 It is calculated by dividing one speed by another
speed, so the units cancel out.
3 a From the graph, speed of sound at Activity Pack
10 000 m = 300 m/s. Mach number = 247/300 = 7Lc-1 Detecting sound
0.82
Labels on the ear, clockwise from top left: ear
b At 5000 m the speed of sound is higher. bones, auditory nerve, cochlea, eardrum, ear canal.
Dividing 247 m/s by a higher speed will give a
Microphone labels, clockwise from top right: wires,
smaller Mach number (or similar explanation).
electronics, diaphragm
4 a The speed of sound changes with altitude,
so it is important to use the speed at the same 7Lc-4 Hearing – true or false?
altitude as the aircraft.
1 True.
b The speed of an aircraft over the ground will
2 True.
depend on the speed of the wind as well as the
3 False. The large ear flaps are mainly for cooling.
speed of the aircraft through the air. As Mach
You cannot tell how well an animal hears by the
number is used when considering how air flows
size of its ears.
around the aircraft, the speed relative to the air is
the important value. 4 False. It vibrates when sound waves reach it.
5 from graph, speed of sound at 20 000 m = 295 5 False. Soft/floppy/fluffy materials are good at
m/s; at 5000 m = 325 m/s absorbing sound.
A: Mach 2 = speed of aircraft A/295 m/s so 6 True.
speed of aircraft A = 2 x 295 = 590 m/s 7 True.
B: Mach 1.5 = speed of aircraft B/325 m/s, so 8 False. The higher the number, the louder the
speed of aircraft B = 1.5 x 325 m/s = 487.5 m/s sound.
A is flying fastest relative to the air around it.
7Lc-5 Decibel scale
whisper – 10 dB, leaves rustling – 20 dB, bird
7Lc Detecting sounds singing – 40 dB, normal conversation – 50
Student Book dB, traffic – 70 dB, vacuum cleaner – 80 dB,
motorcycle – 100 dB, front row at rock concert –
1: 7Lc Detecting sounds (Student Book) 110 dB, military jet take-off – 130 dB
1 eardrum, bones, cochlea
2 a electrical signals that travel along nerves 7Lc-6 Hearing loss
b auditory nerve 1 Temporary: A (wax can be removed); B (may go
3 away on its own, or can be cured by draining the
energy transferred energy transferred by electricity fluid); D (eardrum may repair itself); E (antibiotics
ear
by sound (as nerve impulses) can be used to cure infection).
4 Loud sounds can damage hearing. Permanent: C (cochlea will not heal itself); D
5 Put an object such as a bell inside a box. (eardrum may not repair itself); F and G (age-
Measure the sound intensity outside the box related deterioration is not going to fix itself).
with different materials wrapped around the 2 A affects detection.
box/stuffed inside the box. Students may also C affects conversion to electrical signals.
explain how to make fair comparisons or suggest F affects amplification.
repeating the measurements. G affects transmission of signals to brain.
6 a elephant 3 The liquid in glue ear replaces air in the space
b all except owl and elephant around the ear bones. Water resistance is greater
© Pearson 515

Sound
7 than air resistance, and so it is harder for the

bones to vibrate when surrounded by the liquid.
2 If their head is very small, the difference in arrival
time and intensity between the two ears will also
L This reduces the amplification of the vibrations.

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

Sound
2 a mnemonic for (ear canal), ear drum, ear bones,

cochlea, brain
instead of blinding the animals). From an ethical
perspective, students may state that it is wrong 7
b Students’ own answers; the flowchart is
probably best, as it includes more information
to harm bats by removing their eyes. (It is now
against the law to harm bats in the UK.) L
and there are two items beginning with ‘e’ so 5 Equipment that could detect ultrasounds was not
a mnemonic may not help students to put ear available until then.
drum and ear bones in the right order 6 Fruit bats (also called flying foxes) eat fruit
3 Students’ own answers; the band of the or nectar and use a good sense of smell to
response depends on the amount of detail help them to find food, so they do not need
included with correct links echolocation.
4 flowchart similar to the following: dolphin 7 Many echolocating bats have specially shaped
produces ultrasound → sound waves travel noses to help focus the sound; they have a
outwards → some sound waves reflected by muscle that separates their ear bones while they
shark → dolphin detects reflected sound waves are emitting their ultrasounds which stops them
→ dolphin’s brain works out where shark is being deafened by their own calls; they have
5 Students’ own memory aid; a concept map specially shaped ears to help them to locate the
is likely to be the best option in this case, but direction of the echo.
students should use whatever method they feel
happiest with. 7Ld-3 Dolphins and sound
1 The dolphins could still find their way around
Activity Pack once their eyes had been covered.
2 nasal sacs
7Ld-1 Using sound 3 Dolphins can use ultrasound to find fish that are
Humans and animals use sound … for buried in sand without being able to see them.
communication.
4 If dolphins can see inside a shark’s stomach,
Sound waves can be transmitted … through then they know if the shark will be hungry or not,
materials. based on whether the stomach is empty or full.
Some materials reflect … or absorb sound. Sharks eat dolphins, so if the reflected sound
Energy transferred by sound waves … can be used waves indicate that the stomach is empty, then
to clean delicate objects. the dolphins need to swim away.
Physiotherapists use energy transmitted by sound 5 Dolphins can use ultrasound to find objects in
waves … to relieve pain. murky water or objects that are buried in mud.
Reflected sound is called … an echo. These objects would not be easily seen by
Bats and dolphins find prey … using echolocation. humans.
Sonar uses ultrasound … to find the depth of the sea. 6 Students’ own answers, but they should be
accompanied by reasoning.
7Ld-2 Investigating bats
1 They conducted experiments that showed 7Ld-5 Uses of sound 1
that the bats could find their way around in
2 absorbs – takes sound energy in and does not let
total darkness and when their eyes had been
it out again
removed or covered. However, when their ears
transmits – lets energy pass through it
were covered, the bats could no longer navigate,
proving that it was their ears they used to find reflects – when waves bounce off something
their way around. echo – a sound that has reflected from something
2 a Jurine concluded that bats used their ears to 3 A, because it transmits the least energy (accept
navigate. absorbs the most energy).
b The bats could find their way around only when 4 echolocation, B, it reflects the most sound
their ears were not blocked. 5 dolphins
3 a by letter to their Society 6 a Bats use ultrasounds, which we cannot hear.
b email, Internet, journals, conferences, b so they can hunt in the dark
telephone, etc.
c so they can learn about new findings, 7Ld-6 Uses of sound 2
check each other’s results and plan their own 1 a absorb – takes in energy and does not let it out
investigations again
4 From a scientific point of view, Spallanzani’s transmit – allows energy to pass through it
work was useful (although Jurine seems to reflect – energy bounces off
have managed similar discoveries using hoods b an echo
© Pearson 517

Sound
7 2 Material C absorbs 60%; Material A transmits

20%; Material B transmits 10%
(or time for half the journey = 0.2 s, depth =
1500 m/s x 0.2 s = 300 m)
L 3 a correctly drawn bar chart, with bars for the

different materials clearly labelled, vertical axis
b The sound will have travelled further in the
measured time, so the real depth will be greater
labelled and bars correct lengths than the measured depth.
b It is easier to make comparisons (or similar c actual distance travelled = 1550 x 0.4 s = 620 m,
sensible answer). actual depth = 310 m
4 a percentage error = 10/300 x 100% = 3.3%
60 6 Speed of sound – for 300 m depth the percentage
50
error from waves is much smaller than that from
possible errors in the speed of sound.
7 Some points that could be included in the
Loudness (dB)
40
answer: measurements at the surface will not
30
necessarily provide information about the speed
20 of sound at depth; measurements could be taken
at various depths, but this could take a long time.
10
0
0600 0800 1000 1200
Time of day (hours)
7Le Comparing waves
b Material C, as it transmits the smallest amount Student Book

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

Sound
sound wave will be a quarter and the intensity of

a water wave will be half.
Sounds that are too high for humans to hear are
called ultrasound. Sounds that are too low for us to 7
2: 7Le Animals and noise (Student Book)
1 Noise makes it harder for birds to hear mating
hear are called infrasound. Dolphins and bats can
hear ultrasound, and they use this to find prey. L
We can use the energy transferred by ultrasound
calls, so if some birds do not manage to find
in physiotherapy and for cleaning things. Sonar
mates, then there will be fewer baby birds.
systems use echoes from the sea bed to work out
2 a Bats use ultrasound to locate their prey. Noise the depth of the sea.
may make it difficult for them to hear the echoes,
or may mean they can only detect echoes from 7Le-3 What kind of wave?
closer objects. This will make it more difficult for 1 Because the particles move up and down (or
the bats to find food. backwards and forwards) from their initial position.
b If they cannot find as much food, some bats 2 The graph does not say whether the movement
may die or they may not be able to raise as many is along the direction of travel of the wave (in
young. which case it would be longitudinal) or at right
3 a The sonar sounds are made by a vibrating angles to the direction of travel (in which case it
object. The vibrations spread out through the would be transverse).
water as longitudinal waves. 3 new line added with same frequency but larger
b Sonar uses ultrasound. This is sound that is amplitude
too high for humans to hear/above the auditory 4 new line added with longer wavelength
range of humans. Dolphins can hear a wider 5 Longitudinal – it is representing a sound wave,
range of sounds than humans. which is a longitudinal wave.
c Dolphins use ultrasound for finding prey. The 6 a The amplitude would be smaller.
sonar noises may affect their ability to find prey,
b The frequency would be less, or the
may be uncomfortably loud, or may frighten the
wavelength would be greater.
dolphins so they leave the area. If they have to
move away, this means they may have less time 7 It shows that the amplitude of the wave gets less
for feeding or may have to move to an area with as it travels away from its source.
less food. 8 The wave spreads out all around the source,
so the energy is spread out more. Amplitude
Activity Pack depends on energy, so the amplitude gets less.
7Le-1 Comparing waves 7Le-4 Water and sound waves
1 Left-hand wave (from top): crest, amplitude, 1 a water
trough, transverse b both
Right-hand wave (from top): amplitude, c sound
longitudinal d sound
2 transverse, at right angles, longitudinal, same e water
energy, water f both
amplitude, spreading g both
bigger, no h neither
7Le-2 Spot the mistakes i sound
Sound is made by vibrating things. High notes 2 a another line drawn showing higher amplitude
have a high frequency, and low notes have a waves
low frequency. The frequency is the number of b The amplitude gets smaller.
waves per second and is measured in hertz. The 3 a They make a bigger wave.
higher the amplitude the more energy the wave is b There is no wave.
transferring.
Sound waves travel fastest through solids and 7Le-5 Earthquakes and tsunamis 1
slowest through gases. They do not travel at all in 1 The P-wave. Sound waves are longitudinal
space, because space is a vacuum. waves, and so are P-waves.
We hear using our ears. Sound waves make the 2 a The S-wave is a transverse wave, and so are
eardrum vibrate, and these vibrations are passed waves on the surface of water.
on to the ear bones and then to the cochlea. b It is not like a water wave in that S-waves can
Nerve impulses are sent to the brain. travel through rocks in all directions, but the
Loud noises can damage our ears. The best water waves only travel along the surface.
materials for sound proofing are soft, fluffy 3 Up and down. P-waves travel faster than
materials. S-waves, so they will reach the building first.
© Pearson 519

Sound
7 The particles in P-waves move along the same

direction as the wave is travelling, so the building
faster through solids/rock than they do through
the air.
L will move up and down/in the same direction as

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

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