1

New
Secondary
Sc ence

Wilhelmina Bernadette Peeters Weem

HO
OLS & CO
SC APSACS
LL

2
EG
C

Teaching Guide
LI

ES
ARMY PUB

SYSTEM

IS E
HA HIN
LL R
ISE AND S
Contents
Unit Pages Title

iv–vi INTRODUCTION

1 1–17 HEATING AND COOLING

2 18–29 PLANTS AND THEIR SYSTEMS

3 30–38 THE PERIODIC TABLE

4 39–44 WATER AND SOUND WAVES

5 45–64 HUMAN ORGAN SYSTEMS

6 65–73 SIMPLE CHEMICAL REACTIONS

7 74–82 LIGHT WAVES

8 83–91 THE EFFECT OF FORCE

9 92–99 INVESTIGATING SPACE

100–145 ANSWERS

iii
1
 Introduction
As science teachers in the 21st century, we stand on the shoulders of many hundreds,
if not thousands, of scientific giants who have gone before us. Never in human history
has so much been understood about the scientific world. Yet, there still remains a lot
that is unknown.
We should open up to students the many wonderful discoveries that have already been
made, and stir in them a desire to continue to investigate and explore those areas of
science that are still not fully understood.
When Newton, Faraday, or Pasteur, were looking at the world and seeking explanations,
they did not have a book that contained all the answers; they used the knowledge they
had to ask questions, to investigate, to try to discover what they did not know. They
were active and life-long learners.
Far too often we permit our students to be passive learners by providing them with
information and asking them to learn it. Education must be active! We must encourage
our students to be inquisitive and searching, particularly in the field of science education,
and empower them to be our partners in the process of acquiring knowledge.
Our hope is that this series of books and teaching guides will help in that endeavour.
Organization of the book
The New Secondary Science series provides a well-balanced and organized course in
science, emphasizing the acquisition of knowledge to be used as a guide for intelligent
behaviour in daily life. It is not only a collection of facts about the world around us; the
content is focused on the acquisition and understanding of general concepts which are
developed using problem-solving methods.
About the Teaching Guide
The New Secondary Science Teaching Guides 1 and 2 have been written to promote and
support effective science teaching. Suggestions for teaching procedures are provided
for each unit, and answers for questions, and solutions for exercises and problems are
supplied.
Background information
This section will prove very helpful as it explains the scientific knowledge necessary
to teach a particular unit.
Unit introduction
Below are some of the ways in which a unit can be introduced. Most of them can also
be used to tackle new problems within the unit.
1. Asking questions about students’ experiences (in relation to the unit)
At the start of a new unit, it is vital to find out what knowledge (and misconceptions!)
students may already have. This can give rise to questions which will be answered
during the unit. Ask questions such as: Have you ever seen…? What did it look
like? Have you ever made a…? Have you heard about…? Have you ever watched
someone…? The purpose of these questions is to obtain some facts from the
students’ past experiences.

iv
1
 Introduction

While questioning, the teacher should bear in mind that the purpose is not to obtain correct answers; it is
to find out what the students know and how they think. Another purpose is to get the students to ask their
own questions. As the discussion progresses, the main points of the answers can be recorded on the board.
Any questions that cannot be answered should be written on the board under the heading ‘Questions we
cannot answer’. Students can then read the text to check their responses and also find answers to their
questions.
2. Using pictures
Pictures make it possible for students to learn indirectly from other people’s experiences. Students should
be encouraged to study the pictures on the opening pages of a unit. To provide help to develop the concept,
several thought-provoking questions should be asked about the pictures.
3. Reading and discussion
Reading is a necessary and desirable activity for learning science, but too often it is the only activity. This
is probably because reading is the method most familiar to teachers, who feel more at ease when using
it.
Groups can be formed in different ways, but this will affect how an activity is planned. If each group has
a strong scientist, this person can take the lead and support the other group members. Alternatively,
differentiated assignments and scaffolding can help strong and weaker groups to get the most out of the
activity. Both approaches can and should be used, but both require the teacher to assign the groups. If
students choose their groups, the teacher will not know in advance what the groups will be like, so he/she
will not be able to design the activity accordingly.
4. Experiments and observations
Though science concepts are best developed through first-hand experiences, sometimes, it is impossible to
provide experiments that are simple enough for secondary level students, or they require laboratory facilities
far beyond the resources of the average school. It is equally impossible to organize actual observations of
all living things in their natural habitats. However, with careful preparation, it should be possible to provide
students with some opportunities to carry out relevant and meaningful practical work.
These can be the experiments given in the book and/or those provided by the teacher. The purpose is to
explore phenomena that require explanation. There are various ways in which the teacher can use the
experiments and observations, depending on the time and materials available, and the size of the class.
Ideally, each student should do his/her own work; but this is not possible in all schools. Satisfactory results
may be obtained by having different groups perform the experiments and make observations. However,
the teacher should make sure that each student has an opportunity to work within a group. If an activity
takes several days to prepare or carry out, the group should be selected in advance by the teacher.
Before any experiment or observation is performed, ask questions such as: What is the purpose of this
experiment? What are we trying to find out? Why? This is effective as the teacher can discover from the
answers whether the students understand what is going to be done.
When the results have been observed and recorded, ask what was done in the experiment and what
happened. Do the results answer the questions posed at the start of the experiment? How do they explain
what happened?
5. Field trips
Another means to provide opportunities for first-hand observation is through field studies. To decide what
to observe and what questions to ask, the teacher should first study the unit thoroughly, then find out what
first-hand information is available to help solve problems raised in the unit. Make a list of the things that
can be seen and the questions that can be asked. Then, take the students on a trip and have them make
their observations. When they return to class, ask questions that bring out the observations, and call for
explanation of those observations.

v
1
 How to use this Teaching Guide
Please do not see this guide as the definitive or only way in which to present the material in the book. You, as
a teacher, know your students best; so use this guide to help you plan lessons that they will find interesting
and exciting.
Also, remember that the textbook contains only some of the information on a given topic. Do not be afraid to
extend your students’ learning experience by supplementing the work with other resources that you might
have access to.
Each chapter of the guide corresponds to a chapter in the textbook.
Lesson Plans: For each unit there is a series of suggested lesson plans based on a 45-minute lesson. These
can be used as a basis for planning your lessons based on the resources and time allocation in your school;
the timings mentioned are purely a suggestion. Do take the time to make the plans according to your own
requirements.
Worksheets: Photocopiable masters are referred to in the lesson plans; use these to supplement and extend
the work presented in the textbook. Conduct experiments that can be carried out throughout the unit; there
are also suggestions for investigations that can be conducted. The idea of the investigations is not to ‘give’
students experimental procedure, but to encourage them to use their existing knowledge and understanding
to draw up a plan, and then carry out and evaluate their own experimental procedure.
Answers: These provide, where possible, the expected results of any activity and answers to any questions in
the units, including the Test yourself section. They also contain answers to questions in the workbook.
Finally, a word about what we would like to achieve through this course. Our aim is to give students information
about themselves and the world they live in, upon which they can base opinions, derive judgments, and
determine courses of action in later life. We certainly do not see our suggestions as mandatory. We hope they will
supplement and support the teacher’s own professional practice. After all, no book can replace a good teacher!

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1
Chapter
Heating and cooling
UNIT FLOW CHART

Temperature and heat

Heat is about moving particles

Transfer of heat

The vacuum flask

More about changing state

INTRODUCTION
The purpose of this chapter is that students should be able to understand the concepts
of transfer of heat by three methods and can apply the knowledge attained, in daily life.
According to the kinetic theory, molecules move more quickly when a substance is
heated. The energy from the heat source is transferred to the molecules as kinetic
energy increases. At the same time, the temperature of the substance rises.
Temperature can be explained as a measure of the (average) kinetic energy of the
molecules. A temperature scale gives us a simple way of comparing how hot objects
are. The most commonly used temperature scale is the Celsius scale.

1
1
 Lesson 1–1
Pages 2–3
OBJECTIVES
• To explain the differences between heat and
temperature
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain differences between heat and
temperature.
• understand what is meant by ‘absolute zero’ and
the Celsius and Kelvin scales.
START (10 min)
After this lesson, students to hold the objects listed
below:
• something quite warm (but not hot enough to
cause damage), e.g. a warm (but NOT hot) cup
of tea
• something cold, e.g. ice cubes
• a good insulator, e.g. piece of Styrofoam
• a good conductor, e.g. a metal spoon
Ask students to rank them from coldest to warmest.
Inform the students about the temperature in the
room and ask them to estimate the temperature of
the items and record them on worksheet 1–1.
Their answers could be something like this:
ice cubes spoon Styrofoam cup of tea
0°C 15°C 30°C 50°C
Have four thermometers ready and put them with
each object. You will see that the ice is indeed colder
and the cup of tea warmer than room temperature,
but the spoon and Styrofoam are both the same, i.e.
room temperature.
MAIN (30 min)
• Use Task 2 of worksheet 1–1 to revise the states
of matter and the names of the changes of state.
• Ask students to copy the definitions of
temperature and heat from the student book.
This will help them understand and remember
these definitions. Discuss what they mean and
ask students to give examples.
• Task 4 will take some time and needs accuracy
(possibly a calculator). Students should measure
the distance between the given points on the
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1
temperature scales. Starting with Kelvin might
be the easiest way. They then have to calculate
how many millimetres represent a certain
change in temperature and put in the requested
temperatures. This task requires arithmetic and
attention, a good ruler, and a sharp pencil. It will
help the students understand that 1°C is the
same temperature change as 1 K, but much
greater than a change of 1°F.

Ice melts and water boils at the same
temperatures, regardless of the scale, but this
temperature has a different value on each scale.
PLENARY (5 min)
In this lesson, students learned the difference
between heat and temperature. Now ask students
to describe the connection between these concepts.
Answers are likely to include: “If you add heat to an
object, the temperature increases.” or “If objects are
the same temperature, there is no transfer of heat.”
You can ask students to consider the three
temperature scales they have studied. On each scale,
how many degrees Fahrenheit, degrees Celsius, and
Kelvin are between the melting point of ice and the
boiling point of water?
HOMEWORK
• Read pages 4 of your Student Book and do the
questions on page 3.
Lesson 1–2
Page 4
OBJECTIVES
• To apply kinetic theory to explain changes in the
states of matter
LEARNING OUTCOMES
After this lesson, students should be able to explain:
• kinetic theory.
• changes in state of matter on the basis of the
movement of particles.
START (10 min)
Recall the states of matter and changes of state
and what was learnt in the previous lesson. Divide
students into three groups and ask them to pretend
that they are particles. One group will pretend to be
particles in a solid, another particles in a liquid, and
the third particles in a gas. Discuss how their actions
portrayed properties of the state.

MAIN (25 min)
• Ask students to complete Task 1 of worksheet
1–2. They can refer to the Student Book (page 4),
worksheet 1–1, and what they observed when
their classmates modelled the states of matter.
• If students found it difficult to act out the particle
model, they can try again after completing Task 1.
• Use the knowledge of the particle model and
apply it to the changes of state. In Task 2,
students are asked to explain how through the
particle model, kinetic energy changes properties
with change of state
PLENARY (10 min)
Ask students to discuss how condensing and
freezing can be explained using kinetic theory. (It
is the opposite of evaporating and melting.) Ensure
students have understood this thoroughly.
HOMEWORK
• Test yourself questions on page 4 of Student
Book
Lesson 1–3
Page 5
OBJECTIVES
• To explain about mechanisms of heat transfer
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain mechanisms of heat transfer.
• define conduction.
• list examples of good and bad conductors and
their applications.
START (15 min)
• Boil some water and fill a cup up to 1/3 or 1/2.
Using a metal teaspoon, take half a teaspoon
of butter. Place the handle of the spoon in hot
water so that the head of the spoon, containing
the butter is sticking up. Soon, the butter will
melt off the spoon because the heat energy has
been transferred from the handle of the spoon
in the hot water to the head of the spoon. This
is an example of how conduction works.
• Ask students if they have been inside a vehicle
on black asphalt (on the road) on a hot day.
Presumably most students have. Ask them
Chapter 1 | Heating and cooling
what they observe if they look at the road some
distance ahead? It is likely that students will say it
looks wet or that it looks like water is on the road.
Ask them what happens as they come closer?
Is there actual water? No. This is an example of
a mirage caused by convection.
Both of the above mentioned examples depend
on heat being transferred by particles. Ask
students what they feel when they face the Sun
on a pleasant day. Most likely the responses will
refer to feeling the heat or warmth of the Sun.
Then ask them what is in space, between us and
the Sun? The responses may include space, no
air, or particles. Hence, the Sun’s heat energy
reaches us via radiation.
MAIN (20 min)
• Ask students to complete Task 1 of worksheet
1–3. The task requires students to recall the three
methods of heat transfer. It is not necessary that
all the topics be read in detail, only the correct
terminology is required.
• Ask students to read page 5 of their Student
Book and answer the questions in Task 2 of
worksheet 1–3.
• Discuss the diagram in Task 3 with the students.
If you wish, you can show a video of a similar
experiment. If you search terms like ‘heat
conduction activity’, online, you should come
up with a variety of videos based on heat
conduction. Please preview; some of them take
10 minutes with little action.
• Ask students to answer the questions in Task 3.
PLENARY (10 min)
Hand students two Post-it notes (or small pieces of
paper) and ask them to write an example of an item
which is a good conductor of heat and its application.
They shall do the same for insulators. Make sure
students do not copy each other. Stick their notes
on two posters with the heading Conductors and
Insulators. Ensure only good examples are used:
either ask students to modify poor examples or just
leave them out.
HOMEWORK
• Read page 5 and answer the ‘Test yourself’
questions.
• Workbook page 5, Question 5
3
1
 Lesson 1–4
Page 6
OBJECTIVES
• To explain about mechanisms of heat transfer.
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain methods of heat transfer.
• define convection.
• explain the application of convection.
START (10 min)
• Remind students that at the start of the last
lesson, you briefly looked at three methods of
heat transfer. Last lesson was about conduction,
this lesson is about convection. What do they
already (think they) know?
• Discuss the following ideas. Please encourage
students to brainstorm but do not tell them
whether their answers are right or wrong. If
possible, encourage students to discuss their
ideas.
Bring an empty electric kettle to the classroom
and let the students look at it. The metal element
which warms the water is at the bottom of the
kettle. How does it warm the water at the top?
http://slideplayer.com/slide/6236278/
MAIN (20 min)
• Ask students to read page 6 of their Student
Book and complete Task 1 of worksheet 1–4.
• Have a look at Task 2. If you search for videos
on convection currents ice cubes, you should
be able to find one illustrating Task 2. Show the
video after students have performed the activity
and elicited an explanation.
• You could look for a video on the convection
apparatus for Task 3 but they tend to be long,
without much happening.
• Task 4: Divide your class into groups of 3 students
each and ask them to present an annotated
drawing explaining an example of convection
as given in their worksheet. If you wish, either
you or the students can come up with other
examples.
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1
PLENARY (15 min)
A hot air balloon has a small vent at the top which can
be opened briefly to let some air out. This will slow
down the balloon’s ascent or even make it go down.
It is not easy to operate this vent since it is on top of
the large balloon and the pilot is below the balloon.
Why do they not make this vent near the bottom?
(The hottest air in the balloon is at the top, so only a
small amount would have to be released to make a
change. The air near the bottom is much cooler and
opening a vent would not have as much of an effect.)
HOMEWORK
• Read page 6 and answer the ‘Test yourself’
questions.
Lesson 1–5
Pages 7–9
OBJECTIVES
• To explain about mechanisms of heat transfer.
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain methods of heat transfer.
• define radiation.
• explain the applications of good and poor radiators
and absorbers of heat.
START (10 min)
The last lesson was about convection, this lesson is
about radiation. Ask the class what do they already
(think they) know?
Since the word ‘radiation’ is usually associated with
dangerous types of radiation, it might be useful to
remind students that sound and light are also types
of radiation, as is heat (and even the microwaves in
the microwave oven at home).
MAIN (25 min)
• Everyone loves barbecue so share this idea
with students, explaining about heat transfer
in a situation they are familiar with in Task 1 of
worksheet 1–5.
• Read pages 7 and 8 of the Student Book and
discuss the concept of emitting and absorbing
radiation. Ask class to complete Task 2.
 Chapter 1 | Heating and cooling

• Read page 9 about the vacuum flask and then PLENARY (5 min)
consider the concept of double glazing in Task How will you cool a cup of hot milk quickly without
3. This is much more common in colder climates putting it in the refrigerator?
than in warmer climates, although effective in
both since double glazing reduces heat transfer HOMEWORK
in both directions. Please make sure to include • Questions 4 and 5 from Exercise of Student
this idea so that it is relevant to students’ lives Book.
and they do not think they are learning something Or
designed for students in a different part of the
• Workbook page 5, Question 3.
world.

PLENARY (10 min)

It may also be a good opportunity to stress that
insulation (including double glazing) improves comfort
and reduces electricity bills and carbon emissions,
which is the responsibility of every person on Earth.

HOMEWORK
• Read pages 8 and 9 and answer the ‘Test
yourself’ questions.
• Workbook page 9, Question 7

Lesson 1–6
Pages 9–10

OBJECTIVES
• To explain about mechanisms of heat transfer.

LEARNING OUTCOMES
After this lesson, students should be able to:
• describe the effects of heat gain and heat loss.

START (10 min)

Elicit responses from the students to these questions:
• What happens to the temperature of a hot cup
of tea when it is kept in the open air for some
time?
• Where does the heat go from the cup? What is
the effect on the surrounding temperature? Are
there any other effects of heat?

MAIN (30 min)

• Boil water in a beaker with a thermometer.
Explain that when water is heated beyond its
boiling point, the temperature remains the same,
but that heat energy is used in changing it from
the liquid to the vapour state.
• Hand out worksheet 1–6 on effects of heat gain
and heat loss and help the students complete it.

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 Worksheet 1–1

Task 1
Take four objects to feel.
a. Write down in order how cold/hot they are. Estimate the temperature of each object and write it below the
object. Remember to include the units.

coldest warmest

temperature

b. Did you write the order of the objects (from coldest to warmest) correctly?
c. Did you estimate the temperatures correctly? If not, explain the difference between your thinking and the
actual values.

Task 2
You may remember learning about particle theory. It explains how substances change state. Complete the
diagram below by writing the names of the states of matter in the rectangular boxes and the names of the
changes of state in the oval areas.

Task 3
Read pages 3 and 4 of your Student Book.
Now you have realised that temperature and heat are related but not the same thing. Use page 3 of your Student
Book and write the definitions of heat and temperature below:
Temperature is

Heat is

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 Chapter 1 | Heating and cooling

We measure temperature with a thermometer, but what units do we use? Three scales are commonly used:
Celsius, Fahrenheit, and Kelvin.
The Fahrenheit scale took the temperature of the human body to be 100°F and the freezing temperature of
very salty water as 0°F.
The Celsius scale takes 0°C for the freezing point of water and 100°C for the boiling point of water.
The Kelvin scale considers ‘absolute zero’ to be 0 K.
(Please note, the units are °F (degrees Fahrenheit), °C (degrees Celsius) but K (Kelvin—without degrees, e.g.
water boils at 373 K).

Task 4
Each of the thermometers below has a different scale. A few numbers are given but the others need to be put in.
a. You need to measure the distance between the numbers given and divide the space equally to put in the
missing numbers, and this needs to be done precisely.
Add the following in the correct places.
400 K
200°F 125°C 300 K line

50°F 50°C 200 K

–200°F –100°C 100 K
line
– 0°F

– 50°C

– 400°F
– 250°C
–0 K

Fahrenheit Celsius Kelvin

b. What temperatures do the two horizontal lines indicate? Write them in the table below for each temperature
scale.

Fahrenheit Celsius Kelvin

line A

line B

c. What do these two lines represent?

Line A
Line B

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 Worksheet 1–2

Last lesson, you revised the information about particle theory and the states of matter. Let us look into this in
more detail.

Task 1
Read page 4 of your student book and consider the table below. Each of the boxes has several options but only
one is correct for that box. Please cross out the incorrect options.

property solid liquid gas

shape fixed OR fixed OR fixed OR
takes shape of container takes shape of container takes shape of container
can be yes OR no yes OR no yes OR no
compressed
space between close together OR close together OR close together OR
particles far apart far apart far apart
particle random OR random OR random OR
arrangement regular regular regular
particle move around each other move around each other move around each other
movement OR vibrate back and forth OR vibrate back and forth OR vibrate back and forth
particle speed move fast OR move fast OR move fast OR
move very fast OR move very fast OR move very fast OR
do not leave their place do not leave their place do not leave their place

Having considered the properties of solids, liquids, and gases, you will now consider the changes of state.
Read page 4 on kinetic theory and use this information to answer the questions below.

Task 2
Solid to liquid
a. What is the name of the process?

b. Which properties change?

c. Explain how adding heat energy will cause these changes.

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 Chapter 1 | Heating and cooling

Liquid to gas
d. What is the name of the process?

e. Which properties change?

f. Explain how adding heat energy will cause these changes.

g. When heat is transferred out of the gas or liquid, these processes reverse. What are the names of these
changes of state?
gas → liquid:
liquid → solid:

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 Worksheet 1–3

If you have been in the desert on a hot day, you may have been surprised to see water some distance away.
If you go to investigate, you will realise that there is no water. It was a mirage and caused by one method of
heat transfer.

Task 1
On pages 5, 6 and 7 of your Student Book, three methods of heat transfer are described. Write their names
below.
There are three ways of transferring heat:
1.
2.
3.

Task 2
Conduction
Read page 5 to find definitions of the terms below.
Conduction:

Insulator:

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 Chapter 1 | Heating and cooling

Task 3
Consider this experiment.
candle
wax

metal rod

drawing
pins

Bunsen burner

a. When the Bunsen burner is lit, what happens to the metal rod?

b. What happens to candle wax when it becomes warm?

c. Which pin will drop first? Explain your answer.

d. If we replaced the metal rod with a plastic one, what would happen? Explain your answer.

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 Worksheet 1–4

Convection
Read page 6 of your Student Book and answer the questions below. Cross out the incorrect options.

Task 1
a. Conduction takes place in solids/liquids/gases and convection takes place in solids/liquids/gases.
b. When a liquid is warmed, the particles move more slowly/faster.
c. This causes the particles to move farther apart/closer together.
d. This makes the warmer liquid denser/less dense than the colder liquid.
e. As a result, the warmer liquid goes down/up.

Task 2
Place some ice cubes with added food colouring in a tank of water. Consider your answers above and explain
what you see.

https://www.youtube.com/watch?v=YndXKnzFsbo

Task 3
a. Here you see a diagram of a convection apparatus. It is filled with
water. If you were to add a drop of colour at the arrow, what would
happen? Write your answer below and draw on the diagram.


You cleaned out this convection apparatus and refilled it with
clean water. This time you put a lighted candle on one side, as
shown in the diagram, and left it for a few minutes.
b. What would happen to the temperature of the water on the left
side of the apparatus?

c. What would happen to the temperature of the water on the right
side of the apparatus?

d. What would the water on the left side of the apparatus do?

e. Think what this means for the water in the horizontal tubes, both
at the top and bottom. If you now put a drop of colour at the arrow,
what would you see? Write your answer below and draw on the
diagram.

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 Chapter 1 | Heating and cooling

Task 4
Convection is very common and numerous examples can be found. Can you explain how convection is involved
in the following situations? Work in a small group and present your ideas as an annotated drawing on A 4 paper.
a. hot air balloons
b. a fridge with a freezer compartment at the top
c. a cooling sea breeze on a hot day
d. a lava lamp
e. air conditioning
f. fire men entering a burning building on hands and knees
g. conventional oven

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 Worksheet 1–5

Task 1
You know a barbecue is hot, but have you ever thought about the methods of heat transfer related to a barbecue?
a. At your barbecue party, what would be an example of heat transfer by conduction?

b. At your barbecue party, where would heat be transferred by convection?

c. There is also radiation from the barbecue. Where would you best feel this?

d. In some grill ovens, you put your meat under the heating element. Your meat is grilled by the heat coming
from above. It will take longer to cook this meat than a similar piece on the barbecue. Can you explain this?

Task 2
Read pages 7 and 8 of your Student Book.
a. What is the name of the type of wave which transfers heat?

b. What are emitters? What do they look like?

Task 3
Applications of knowledge about heat transfer.
Read page 9 and carefully study the diagram about the vacuum flask.
Double glazing can be installed in houses to reduce heat transfer through the window.

Consider heat transfer through a window with a single pane of glass. What happens in terms of
a. conduction?

b. convection?

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 Chapter 1 | Heating and cooling

c. radiation?

Now consider a window with two panes of glass and air trapped between the panes. What happens in
terms of:

d. conduction?

e. convection?

f. radiation?

It is possible to remove the air between the panes of glass and seal the space so it remains a vacuum.
How would this affect heat transfer by:
g. conduction?

h. convection?

i. radiation?

j. Do you think double glazing is equally effective in colder and in warmer climates? In other words, when
it is cold, would it keep the heat in, but also keep the heat out when it is too warm outside? Explain your
answer.

k. What are the similarities and differences between the concepts of double glazing and a vacuum flask?

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 Worksheet 1–6

Task 1

i. Boil the water in beaker till it reaches 100oC keep on boiling. Does the temperature increase further?

ii. Where does the heat go when the temperature is not increasing?

Task 2

Stage 4

Diagram of heating curve of water

1. Look at the graph and answer the questions:

i. What is the boiling point of water?

ii. What is the melting point of ice?

iii. What happens to the temperature when there is a change of state? How it is shown in the graph?

2. What is the average temperature of the human body?

3. What is the difference between boiling and evaporation?

16
1
 Chapter 1 | Heating and cooling

Task 3
Take a balloon or a plastic water bottle (a PET bottle). Blow the balloon up or make sure the water bottle is
empty. Weigh the balloon/botlle. Place them in the freezer for 15-30 min. Weigh them again as they come out
of the freezer. Make sure there is no ice/water on the outside of the balloon/bottle.
a. Did the weight of the balloon/bottle change?
b. Was anything added to or removed from the balloon/bottle between the first and second time of weighing?

c. Did the balloon/bottle become larger or smaller?
d. Read page 9 and 10 in your book and explain your answers above.

17
1
2
1
Chapter
Scienceand
Plants skills
their systems
UNIT FLOW CHART

organs and tissues of plants

plants transport

transpiration in plants

osmosis

factors affecting photosynthesis

photosyntesis and respiration

INTRODUCTION
The purpose of this chapter is to ensure that students are aware of all the parts of a
plant and their functions. They should be able to explain the internal structure of a leaf,
the functions of xylem and phloem, and how food is transported by plants through
different processes which include osmosis and diffusion.
Resources:
SAPS has activities and videos about plants, including photosynthesis. Some videos
can be downloaded to be shown in class. Be aware that some resources provide details
more suited to more advanced students. https://www.saps.org.uk/

18
1

Lesson 2–1
Pages 14–15
OBJECTIVES
• To identify the function of plant organs
LEARNING OUTCOME
After this lesson, students should be able to:
• explain the root and shoot system in plants.
START (10 min)
Ask students to draw a plant in 30 seconds. Then ask
them to label what they drew, as best as they can.
MAIN (25 min)
• Divide the class into four groups. Give each
group a plant and ask them to study its parts
and discuss their functions. Please choose
plants with appropriate flowers, e.g. hibiscus.
You can also give each group an appropriate
plant (without a flower) and a separate flower
from another plant in order to provide the best
samples for students.
• Ask ‘Test yourself’ questions given on page 15.
PLENARY (10 min)
• Go back to the students’ drawing of a plant. Can
they add to their drawing and/or can they label
more parts of the plant?
• List the parts of a plant. Ask students to describe
the structure of each part. Relate structure to
function. Now ask students to evaluate what they
learned this lesson.
Lesson 2–2
Pages 16–17
OBJECTIVES
• To identify the function of plant tissues
LEARNING OUTCOME
After this lesson, students should be able to:
• name different plant tissues and explain their
structures and functions.
START (10 min)
• Remind students of the discussion at the end of
the last lesson.
Chapter 2 | Plants and their systems
MAIN (25 min)
• Read page 16-17 with students.
• Hand out worksheet 2–1 and support the
students in completing this sheet.
• Show them slides of xylem, phloem, and leaf
structure under the microscope.
• Explain that xylem tubes conduct water and
mineral salts from the root to the leaves. They
are thick tubes to give support and help with
storage. Phloem transports prepared food from
leaves to different parts of the plant.
PLENARY (10 min)
• Ask students to look at their original drawing and
comment on what they have learnt and/or on
possible misconceptions that have been clarified.
Lesson 2–3
Pages 18–19
OBJECTIVES
• To describe the structure of stomata and their
role in controlling transpiration.
• To explain the process of osmosis.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define osmosis.
• explain how the process is used by plants.
• define diffusion and explain its applications in
plants.
START (10 min)
• Ask students if they remember the ‘Particle
Model’.
• Ask who remembers anything about diffusion
(last year’s material).
• Very briefly have a few students, model diffusion
in the following way: a few students pretend to
be particles of a gas such as air and walk around
randomly. One or two students pretend to be
perfume particles and move around behind a
desk or chair. When you remove the barrier (take
the lid off the perfume bottle), they will move
(randomly) into the space of the other students
and mix with them.
19
1
 MAIN (25 min)
• Read page 18 of the Student Book.
• Have students carry out the experiment in
Worksheet 2–3.
PLENARY (10 min)
• It is really important to make sure the students
have grasped the connections between diffusion
and osmosis and understand how osmosis drives
transport through the plant. The latter (page 19)
is a complex process, so it is vital to ensure that
students have understood. Take sufficient time
to discuss all aspects and ensure all students are
involved in the discussion.
Lesson 2–4
Page 20
OBJECTIVES
• To describe how water and sugar are transported
in plants.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define transpiration.
• state the factors which affect the speed of
transpiration.
• explain how water and mineral salts are
transported up to the stem and the leaves.
TEACHER’S PREPARATION
• Place a transparent bag around the leaf of a plant.
Tie it gently around the petiole (i.e. “stem” of the
leaf) and leave it for 1–2 days. Make sure the
plant has sufficient water and light, but place it
in a cooler place an hour or so before the lesson
starts. The intention is to show condensation on
the bag.
START (15 min)
• Show students the plant and point out the
condensation on the inside of the bag. Ask where
this water has come from. Elicit that it can only
come from the leaf. If the leaf loses water, how
is it replaced? Ultimately, explain that it must
come from the soil.
MAIN (20 min)
• Read page 20 of the Student Book.
• Ask students to complete Worksheet 2–5.
20
1
PLENARY (10 min)
• Show pictures of different leaves (with different
surfaces, e.g. pine tree, water lily, banana plant,
cactus [the needles are ‘leaves’]) and relate the
shape of the leaf to its natural environment in
terms of water loss through transpiration.
Lesson 2– 5
Pages 21–22
OBJECTIVES
• To describe the structure of a leaf.
• To describe the structure of stomata and their
role in controlling transpiration.
LEARNING OUTCOME
After this lesson, students should be able to:
• describe the external and internal structure of a
leaf.
START (10 min)
• Ask students to draw a leaf. Which parts can
they label? Discuss this with their lab partner. Ask
students to note down in points what they know
about the functions of a leaf. What structures
should a leaf have to carry out these functions?
MAIN (25 min)
• Read pages 21-22 and discuss the structure.
Relate the structure to functions.
• Ask students to label and colour the diagram on
Worksheet 2–2.
• If possible, give students a prepared slide and
microscope and ask them to draw and label a
cross-section of the leaf; otherwise, show a
picture. An internet search on ‘leaf structure
micrograph’ gives a lot of choices.
PLENARY (10 min)c
• Make groups of 3–4 students and provide them
with one leaf each. Leaves should be different.
Ask students to draw and label the leaf. If you
want to extend this activity, ask groups to
exchange leaves.

Lesson 2–6
Pages 23–25
OBJECTIVES
• To demonstrate an understanding of
photosynthesis
• To describe the importance of photosynthesis to
humans and other animals
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain the process of photosynthesis.
• investigate the factors necessary for
photosynthesis (water, carbon dioxide, light,
chlorophyll, temperature).
START (10 min)
• Ask students what they had for breakfast or
lunch. Relate all foods back to plants, e.g. if they
had chicken, ask what the chicken ate. Come to
the conclusion that all food is plants or comes
from plants. What do plants eat? Plants make
their own food.
MAIN (25 min)
Read pages 23-25 of the Student book.
• The following virtual lab can be done as a demo.
It shows a water plant under different conditions
producing bubbles of CO2. The number of
bubbles produced is a measure for the speed of
photosynthesis.
• Go to http://www.kscience.co.uk/animations/
photolab.swf
• Set the light, carbon dioxide and temperature and
have students count the number of bubbles in
e.g. 20 seconds. Change some of the parameters
and count again. What is the effect of changing
temperature, light and amount of carbon dioxide
on photosynthesis?
• Two other factors affecting photosynthesis are
the amount of water and chlorophyll. Why were
they not tested in the virtual lab? Would there be
a way of testing them?
• Water cannot really be tested since it is a main
component of cytoplasm. The plant will be
dead from dehydration before water becomes
a limiting factor in photosynthesis.
Chapter 2 | Plants and their systems
• The effect of chlorophyll can be tested by
destarching a plant with variegated leaves,
testing a leaf for the presence of starch (should
be absent), placing it in the Sun for 2 hours
and check the leaf for starch, using a solution
of iodine in potassium iodide. (I2 in KI). You will
see that the green part of the leaf turns black
(showing the presence of starch) while the light
part will be pale brown (no starch).
PLENARY (10 min)
• Ask students to write down their findings on the
effect of temperature, light and carbon dioxide
levels on photosynthesis.
Lesson 2–7
Pages 26–29
OBJECTIVES
• To describe respiration in plants
LEARNING OUTCOME
After this lesson, students should be able to:
• explain respiration in plants.
START (10 min)
• Remind students that plants have photosynthesis
to make their own food. Ask students if they
remember the equation for photosynthesis and
write it on the board. What is the “food” that
plants make? It is glucose.
MAIN (25 min)
• Ask students to go back to the beginning of last
lesson when we talked about what they ate for
breakfast or lunch. Why do we need to eat? What
happens if we have no food for a short time?
What happens if we have no food for a long time?
• Every time we move, we use up some energy.
That includes the movements of breathing. We
also need energy to keep our bodies warm. All
this energy comes from the food we eat. But
plants do not keep themselves warm and they
do not run around. So why do plants need food?
• Read pages 26–29 and answer the questions on
Worksheet 2–7.
PLENARY (10 min)
• On the board, write down the equations for
photosynthesis and respiration. Students
should notice that the products of one are the
21
1
 raw materials of the other. They should also
be aware that respiration goes on 24 h/day but
photosynthesis only during daylight. This means
that the net result of both processes occurring
in daylight is an uptake of carbon dioxide and
a production of glucose and oxygen. This is
reflected in most diagrams. As there is no
photosynthesis at night, the plant will take up
oxygen and produce carbon dioxide during this
time.

22
1
 Chapter 2 | Plants and their systems
Worksheet 2–1

PLANT TISSUES AND PLANT ORGANS

All living things are made out of one or more cells. The plants and animals that we study are made up of many
cells, and a group of cells with a similar structure and function, which all work together to do a particular job, is
called a tissue. An organ is made from a group of different tissues, which all work together to do a particular job.
So like animals, plants have tissues and organs.

Task 1
Read pages 16 and 17 of your Student Book and answer the following questions.
1. Name four different tissues, briefly outline what they look like, and outline their functions.

Name of the tissue Structure of the tissue Function of the tissue

ii

iii

iv

2. These tissues work together in the plant’s organs. Name four plant organs and their functions. Page 14
also has helpful information.

Name of the organ Structure of the organ Function of the organ

ii

iii

iv

23
1
 Worksheet 2–2

Colour the chloroplasts green.

Colour the guard cells red.
Colour the stomata yellow.
Colour the waxy cuticle blue.

24
1
 Chapter 2 | Plants and their systems
Worksheet 2–3

Task 1
Using your book, complete the definitions of diffusion and osmosis.

i. Diffusion is the movement of

ii. Osmosis is the movement of

In your definition of osmosis, underline or highlight the key words which show that osmosis is a special kind
of diffusion.

Both processes can be illustrated through a simple demonstration using sweets.

Task 2

Diffusion

In a white plate, put a circle of coloured sweets in the middle. A regular pattern of colours tends to give the
best visual result.

Gently and carefully pour some warm water into the middle of the plate. The aim is to have just a thin layer of
water, not more than halfway up the height of the sweets (if that much). Be careful to avoid any movement of
the plate, the sweets, or the table.

1. Observe and describe what you see happening to the sweets.

2. Use the particle model to explain your observation.

25
1
 Worksheet 2–4

Osmosis
Get six gummy bears (jelly sweets) in three colours (3 pairs) and measure their length carefully. Record your
data below.
• Label three cups with the words ‘water’, ‘slightly salty’, and ‘very salty’.
• Half-fill each glass with water.
• Add one teaspoon of salt to the cup labelled ‘slightly salty’ and three teaspoons of salt to the cup labelled
‘very salty’. Do not add anything to the cup labelled ‘water’.
• Put bear 1 in the cup labelled ‘water’.
• Put bear 3 in the cup labelled ‘slightly salty’.
• Put bear 5 in the cup labelled ‘very salty’.
• Bears 2,4, and 6 will not be put in any cup.
• Leave the experiment for 6–24 hours.
• Use a spoon to carefully take the bears out of their cups. Put them on a piece of paper and measure them.
Record the result below. Also measure bears 2, 4 and 6 and record the results.
Results
before the experiment after the experiment
length (cm) width (cm) height (cm) length (cm) width (cm) height (cm)

colour 1 bear 1
water bear 2
colour 2 bear 3
slightly salty bear 4
colour 3 bear 5
very salty bear 6

i. Which gummy bear changed the most?

ii. The change was caused by the process of osmosis. Why do you think not all bears changed the same
way? If you need some help, use page 19 of your Student book.

iii. What is the role of bears 2, 4, and 6?

26
1
 Chapter 2 | Plants and their systems
Worksheet 2–5

1. Define transpiration.

2. Under which conditions would a plant’s transpiration rate be highest? Refer to page 20 if you need some help.

i.

ii.

iii.

iv.

3. Which plant organs are involved in the transpiration stream and what are their roles?

27
1
 Worksheet 2–6

1. What is photosynthesis?

2. What is the purpose of photosynthesis for the plant?

3. What does a plant need to take up for photosynthesis? In other words, what are the raw materials for
photosynthesis?

4. If you put some water on a plate, it is in contact with carbon dioxide. Why is there no photosynthesis then?

28
1
 Chapter 2 | Plants and their systems
Worksheet 2-7
x-x

1. Read page 25 and write down four ways in which plants use the glucose they make in photosynthesis.

i.

ii.

iii.

iv.

2. So plants use the glucose they make in photosynthesis in several ways, one of which is to release energy.

Write down the equation for cellular respiration, which is the process by which cells release energy.

+ → + +

3. Thinking about a day as 24 hours, when during this time would a plant growing outdoors be able to have
photosynthesis?

i.

ii. When would a plant be able to carry out respiration?

29
1
3
Chapter
The Periodic Table
UNIT FLOW CHART

Information about scientists who

discovered the structure of an atom

Chemical symbols

Arrangement of electrons

What ions are

Periodic table

Atoms, molecules, and chemical formulas

Combining elements to make compounds

INTRODUCTION
This section looks at the building blocks of matter. As teachers, we know a fair bit about the world
around us, but we should not hesitate to share our wonder about some of it with our students.
We know (or can look up) the size of an electron but can still be amazed by it. We know that all
matter is made from protons, neutrons, and electrons, but the diversity achieved from only three
building blocks can still astonish us.
Please make sure by the end of the chapter that students understand the building blocks of an
atom. Atoms are the particles of an element. Alternatively, they can be combined into molecules
which can build a compound. Atoms and/or molecules can be put together to make a mixture.
The variation possible from all of this is really endless. If you or your students do an internet
search on ’new compounds made’ you may find articles referring to a compound that could give
you a ‘sun tan, a new lining for pans in the kitchen, or an exceptionally hard compound containing
carbon and/or something completely different. Some ‘new’ compounds are discovered, some are
created in the lab for a specific purpose, and some are created and then found to have unexpected,
sometimes useful, properties.
The processes involved in creating compounds and mixtures are different, and students should
understand this. Once again, trying to connect to everyday life examples and comparisons with
food preparation seem appropriate here.

30
1

Lesson 3–1
Pages 34–35
OBJECTIVES
• To describe the structure of the atom.
LEARNING OUTCOMES
The students should be able to:
• describe the structure of an atom.
START (15 min)
Revise the key information about particles:
• All matter is made of particles.
• The state of a substance (solid, liquid, or gas) is
decided by the speed of the particles, the type
of movement of the particles, and the distance
between the particles. The particles themselves
remain the same.
• Substances made of only one chemical which
cannot be broken down by chemical means are
elements.
• The smallest particle in an element is an atom.
• Atoms have a nucleus (with protons and neutrons)
surrounded by an electron cloud.
• Atoms of different elements have different
numbers of protons, neutrons, and electrons.
• The number of protons in an atom is the same
as the number of electrons.
• Neutrons have no charge and keep the nucleus
together.
MAIN (25 min)
• Read pages 34-35 of Student Book.
• Hand out worksheet 3–1 and support students
while they work through it. This task is best done
individually.
• In groups students will construct a model of
the atomic structure using play dough and
matchsticks.
PLENARY (5 min)
Ask students what is in between the electrons in an
atom. It is likely that someone will suggest air, but
this is not correct since air is also made of atoms.
The answer is nothing, which is a concept that some
students struggle with. Introducing it at this time will
allow them to understand it gradually.
It seems unlikely, but the basic components of all
matter are very few: protons, electrons, and neutrons.
The number of protons in an atom is the same as
Chapter 3 | The Periodic Table
the number of electrons and decides the properties
of the chemical. It may help to draw a comparison
with Lego blocks. Ask students to imagine what they
could build if they had an unlimited supply of only
three different types of Lego blocks.
Lesson 3–2
Pages 36–37
OBJECTIVES
• To introduce the concept of chemical symbols
for the elements.
LEARNING OUTCOMES
After this lesson, students should be able to:
• identify chemical symbols, atomic number and
mass number.
• learn about arrangement of electrons.
• differentiate between two types of ions.
START (10 min)
• Ask students if they know about shorthand and
if they use it in their daily lives. Give example
of emojis/emoticons used in mobiles/tablets or
computers to express emotions.
• Ask students about their nick names. Chemical
symbols are used in much the same way. A
chemical symbol is a shorthand method of
representing an element. Instead of writing
out the name of an element, we represent an
element name with one or two letters. Each
element is represented by a chemical symbol
consisting of letters.
MAIN (20 min)
• Ask students to work in pairs and learn the
symbols given on page 37.
• Introduce the concept of atomic number and
mass number and arrangement of electrons in
shells.
• Divide the students into four groups. Give them
two elements with their atomic number and
mass number and ask how they will distribute
electrons into different shells and orbits; for
example, 11Na23 .Each group leader will explain
atomic structure to the whole class.
• Next explain them how ions are formed.
31
1
 PLENARY (15 min)
• In groups, students will construct a model of the
atoms showing the electronic arrangement of
atoms and their ions using play dough and wires.
HOMEWORK
• Worksheet 3–3
Lesson 3–3
Pages 36–39
OBJECTIVES
• To introduce the periodic table as a way of
classifying elements.
LEARNING OUTCOMES
The student should be able to:
• describe the periodic table and name some
groups.
START (10 min)
• Ask the students the following questions:
• Have you been to the school library? What
happens if all the books are mixed together? Why
are they classified into different sections?
Relating this example to periodic table explain
that elements are classified into different groups
in the periodic table so that they can be studied
according to their properties.
MAIN (25 min)
• Read pages 36-39
• Show the students a chart of the periodic table.
Ask the students to classify the elements into
groups and periods horizontally and vertically
by observing their properties and their atomic
number.
• Pair activity: Give each pair a group from the
periodic table to study. Ask them to write down
the properties of each group and mention why
the elements are in the same group. Pairs will
form a group of 4 and discuss their findings with
each other.
PLENARY (10 min)
• Each group leader will present the properties of
one group.
• Students should be assessed on the basis of
their observation and communication skills.
HOMEWORK
• Worksheet 3–3
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1
Lesson 3–4
Pages 41–42
OBJECTIVES
• To learn how ionic and covalent compounds are
formed.
• To learn valency and its use in determining the
chemical formula of a compound.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define valency and explain the formation of ions.
• make chemical formulae from the list of anions
and cations.
START (10 min)
Ask students if they sometimes forget something,
e.g. they may forget to bring a pencil to class. If
they needed a pencil, what would they do? Most
likely, someone will suggest that they can borrow
one from a classmate. Make students understand
that if they are lacking a pencil, they can gain one
by taking it from another student who now has one
less pencil than before. Later, this will come back as
atoms gaining/losing electrons.
MAIN (25 min)
Read pages 41-42 with students. At the appropriate
points, give students time to answer the questions
on the worksheet.
When one or more electrons are gained/lost between
two or more atoms, the atoms become ions and may
form ionic bonds. However, when electrons are not
gained/lost completely, they may be shared between
atoms and form a covalent bond.
A covalent bond is like two children receiving a pair
of roller skates. Each child receives one roller skate.
This is not good. They decide to share the skates.
One day, the first child has both roller skates, the
next day, the other child has them both. This means
they can both feel they have a pair of roller skates
(as long as they do not claim them at the same time).
This analogy helps students understand the rational
for sharing electrons and the need for the atoms
involved to stay close together (the covalent bond).
PLENARY (10 min)
Using the analogy of the roller skates, what would
an ionic bond be? (In an ionic bond, one child would
really want the roller skates while the other would
not care. So the second child would give its roller
 Chapter 3 | The Periodic Table

skate to the first child who would then have a pair

of roller skates all the time.)
Recommended activity. This will take at least one
lesson.
Either ask students to bring in a white T-shirt or cut
out T-shirt shaped chart papers as shown in diagram.
Each student should research one element (from the
first 20) and put the information on the shirt. You will
need to agree the format with the students so there
is some uniformity between the shirts. If resources
are available, shirts can be pre-printed so they will
look somewhat similar.
Please use your imagination (and get students’
input) to come up with your school’s unique design.
If desired, dress shirts, aprons, waist coats, lab coats,
etc could be used instead. The back could also be
used for more information.

33
1
 Worksheet x-x
3-1

1. Answer the questions below.

a. What particles are found in the nucleus of an atom?
b. What is the name of the positively charged sub-atomic particle?
c. Where in the atom are electrons found?
d. Particles with the same charge repel each other. Particles with opposite charges attract each other.
What is the charge of a neutron?
e. Could you suggest a reason to have neutrons in the nucleus of an atom?

2. Use the information above and below to complete the table.
Atoms are too small to see, even with a microscope. Sub-atomic particles are even smaller—it is difficult
to imagine how small they are. Their mass is too small to be conveniently expressed in grams so it can be
expressed in ‘atomic mass units (a.m.u.)’. Protons and electrons have a mass of around 1 a.m.u., and just under
2000 electrons together would also have a mass of 1 a.m.u.

name of the sub atomic particle charge of the particle mass (in a.m.u.)
proton (p)
(n)
(e)
3. The very small electrons whiz around the nucleus in an electron cloud. If their movement was just random,
they would collide from time to time and this does not happen. Instead, they spend most of their time
circling around the nucleus in their specified area called a ‘shell’.
As you can see below, hydrogen and helium have one and two electrons respectively. The two electrons
belonging to helium are in the same shell, relatively close to the nucleus. But have a look at lithium.
-

+
- + - - - + -
+ + +

hydrogen helium lithium

a. How many electrons does lithium have?
b. Are they all in the same shell?
4. It seems that the first shell, closest to the nucleus, has enough room for two electrons to buzz around. But
if an atom has more electrons, the others are found in the next shell, a little further away from the nucleus.
This second shell can hold eight electrons. Any electrons after that will have to occupy a third shell, again
further away from the nucleus.
Draw the electrons of the elements below according to the periodic table.

Be Na Na

34
1
 Chapter 3 | The Periodic Table
Worksheet 3-2
x-x

1 1

H+ He

I II VI VII
3 4 5 6 7 8 9 10

Li Be N3 O2- F-
Ne

11 12 13 14 15 16 17 18

Na+ Mg2+ AI3 S2- CI - Ar

19 20

K+ Ca2+

1. Answer the questions below from the given periodic table chart:
i. Name any two ions and two atoms.

ii. What are the differences between an atom and an ion?


iii. What are anions and cations give examples?


iv. Which group represents alkali metals?

v. Which group contains only one electron in the outer-most shell?


vi. Which group contains seven electrons in the outer-most shell?

vii. Name two halogens from the table.

viii. Name two noble gases and write their uses.

ix. Why does the last group have no ions?

x. Why is hydrogen placed separately in the periodic table?

35
1
 Worksheet 3-3

1. Use the periodic table to find the name of the following elements.

H
O
Na
K
Ca

Consider the elements magnesium (number 12) and manganese (number 25). A logical symbol would be Ma,
but both elements could have this symbol. So they had to come up with two different symbols.
2. Find them in the periodic table and write them below.

magnesium
manganese

An atom is the smallest part of an element. It cannot be seen, even with a very good microscope. Atoms of
different elements are not the same. Scientists discovered that atoms are made of even smaller particles.
Use the information from pages 39-40 to help you answer the questions.
3. This is a simple diagram of an atom. Label the two areas.

The number of protons in the nucleus of an atom is also called the atomic number and usually written above
the symbol of the element in the period table.

36
1
 Chapter 3 | The Periodic Table

4. What is the name and the number of protons in an atom of each of the elements below?

symbol name number of protons

Li
B
N
Ne
Mg

5. How many electrons does an atom of the following elements have?

symbol name number of electrons

Li
C
O
F
Na

37
1
 Worksheet 3-4
x-x

You already learned that an atom can lose one or more electrons. Because it has lost one or more negatively
charged particles, it now has a positive charge and is called a cation. When the atom gains one or more electrons,
it will have a negative charge and is called an anion.
(It may help you to remember that the “t” in “cation” looks like a + and that a cation has a positive charge.
Also the negatively charged anion has the letter “n” like the word “negative”.)
But you may be wondering where the electron gained comes from or where the lost electron will go. The
answer is “from or to another atom”. So if one atom loses an electron, the electron will go to another atom
(which then gains it).
Question 1
Atoms are most stable when they have a full outer shell, as described on page 42. That means either 2 electrons
(in the first shell) or 8 electrons in any other shell.
Look at Chlorine (Cl).
a. How many electrons does chlorine have?
b. How many are there is the outer shell?
c. What would chorine have to do to have a full outer shell?
Now look at Sodium (Na).
d. How many electrons does sodium have?
e. How many are there in the outer shell?
f. What would sodium have to do to have a full outer shell?
If you combine sodium and chlorine under the right conditions, Sodium will give one of its electrons to chlorine.
Sodium then has a postive charge (Na+), while chlorine will have a negative charge (Cl-) and change its name
for chloride. Sodium choride (NaCl) is the salt you use in the kitchen.
Question 2
What if you put together calcium and chlorine?
a. Calcium needs to gain/lose electrons to have a full outer shell.
These electrons have to go to chlorine but each chlorine can only take up one electron.
b. How many chlorine atoms would you need to take up the electrons from one calcium atom?
c. In order to make calcium chloride, you need to combine calcium atom with
chlorine atoms.
d. The formula for calcium chloride is .

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4
Chapter
Water and sound waves

UNIT FLOW CHART

Waves

Water waves

Sound waves

How sound travels

Sound as a wave

Speed of sound High and Low, loud and quiet

INTRODUCTION
The concept of waves seems very simple but it takes a bit of time to really understand
that particles move up and down while energy moves in the direction of the wave.
Several experiments and videos can help this process. It might also be confusing to
learn that sound waves are longitudinal in nature but that we often draw them (or see
them on an oscilloscope) as transverse waves.
A ripple tank which creates waves. It also has a light which goes on and off. Between
these two, they create a pattern of light and shadow which can help students understand
wave properties.
It is important for students to really understand the fundamentals of waves as they will
build on this knowledge later.

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Lesson 4–1
Pages 52–56
OBJECTIVES
• To learn the nature of water waves and sound
waves
LEARNING OUTCOMES
After this lesson, students should be able to:
• identify waves of water as undulations which
travel through water with transverse motion.
START (10 min)
• Ask one student to stand at one side of the room.
Give an item (a book, pencil or empty box) to
the student and ask him/her to walk to the other
side of the room. Then explain that the item
represents energy and the student is moving
the energy from one place to another.
• Ask students to line up. Give the item to the first
student and ask them to pass it on. Now the item
(representing energy) has also moved from one
place to another but the students remained in
the same place.
• This is what waves do: transferring energy from
one place to the next without transferring matter.
MAIN (25 min)
• Do an internet search for a video about a wave
pool. A search term that often works is “insane
wave pool”. You aim to find a very busy wave
pool. The wave generator is switched on and you
see the (many) people in the pool move up and
down. However, you also see the wave move
from the front to the back of the pool.
• In addition or alternatively, ask students to
stand in a row, facing you and standing next
to each other. Ask them to link arms and then
the first person should step forward and back.
The second person will be dragged along in the
same movement but slightly delayed. Then the
third person etc. You will need some classroom
management to get students to take this seriously
but it shows the same: the people move back
and forth in a direction which is at 90° angle to
the movement of the wave.
• Finally, you can give students a slinky and have
them do the motion shown on page 53. You could
tie a short, coloured string to the slinky which
would make the transverse motion of the string
(vs the direction of the wave) even more clear.
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Chapter 4 | Water and sound waves
PLENARY (10 min)
Discuss the worksheet 4-1 to check students
understanding.
Lesson 4–2
Pages 57-58
OBJECTIVES
• To learn the nature of sound waves
LEARNING OUTCOMES
After this lesson, students should be able to:
• describe how sounds are made by musical
instruments.
• explain that sound needs a medium to travel
through and that it travels at different speeds
through different media.
START (10 min)
• Show the students a tuning fork and strike it on a
rubber pad. Bring it near to the students to listen.
What is produced? Why is it produced? Name
other things which produce sound.
• Strike the tuning fork again and place the end of
the tuning fork gently on a window pane. This
will increase the volume of the sound. Discuss
why this happens. (The tuning fork will make the
window pane vibrate. This much larger surface
will cause the vibration of more air molecules,
so it will be easier to hear. If a student puts his/
her hand on the window, the vibrations, and
therefore the sound, will stop.)
MAIN (20 min)
• Ask students to speak loudly or sing a song. Keep
a finger on their throat, what do they feel?
• Use a diagram to explain how sound energy travels
in the form of sound waves by compression and
rarefaction.
• Search keywords “sound waves, compression,
rarefaction, video” and select an appropriate
video to be shown to the students.
PLENARY (15 min)
• Investigation from pages 66-67 can be conducted
in class.
 Chapter 4 | Water and sound waves

Lesson 4–3
Page 62–63

OBJECTIVES
• To explain the meaning of the terms frequency,
amplitude and speed of waves and the
relationship between them

LEARNING OUTCOMES
After this lesson, students should be able to:
• explain how changes in frequency and pitch of a
sound wave affect a sound.

START (10 min)

Ask students to hum a tune. If you wish, you can
use a tuning fork. Asking them to hum (rather than
sing) is likely to keep the volume down. If you asked
them to hum again but change something, what
could they change? (pitch or amplitude, i.e. they
could hum higher or lower and/or they could hum
more or less loudly.)

MAIN (20 min)

• Explain through example of two singers singing
songs. One is louder than other. Loudness
depends on amplitude. The greater the amplitude,
the louder the sound. This can be measured in
decibels.
• Worksheet 4–2 to be solved by students.

PLENARY (15 min)

Discuss the following in class:
• Ask the students to recall all the definitions of
the terms used in the chapter and discuss them
in pairs.
• Ask the students to differentiate between
frequency and amplitude.

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 Worksheet 4–1

Read page 52 and answer the questions below.

1. How do waves carry energy?

Read page 55 and answer the questions below.
2. Give an example of a transverse wave.

3. How do water waves move?

4. What is the meaning of the word "oscillate"?

5 Label the diagram with the words given below. There are two words you cannot put in the picture.

amplitude crest frequency period trough wavelength

6. What units would you use if you were measuring the period of the wave?

7. What units would you use if you were measuring the frequency of the wave?

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 Chapter 4 | Water and sound waves
Worksheet
Worksheet 4-2
x-x

Task 1
Match column A with Column B and write the correct letter in Column C.

Column A Column B Column C

1. hertz a. region where molecules are closer together

2. frequency b. reflected sound

3. compression c. unit to measure loudness

4. rarefaction d. instrument to measure sound waves

5. echo e. height of sound waves

6. amplitude f. distance from one wave crest to another

7. decibel g. number of vibrations per second

8. wave length h. region where molecules spread out

9. oscilloscope i. unwanted sound

10. noise j. unit of frequency

Task 2
State whether the following statements are true or false.
i. High pitched sounds have a low frequency sound wave.
ii. The wavelength of a high-pitched sound wave is shorter than the wavelength of a low pitched sound wave.

iii. The faster the vibration, the higher the frequency.

iv. A loud sound carries higher energy than a low sound.
v. Sounds above 20000 Hz are called infra sounds.

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 Chapter 4 | Water and sound waves

Task 3
Look at the following diagrams of the waves of sounds A and B and answer the questions below. Both the X
and Y axes of both graphs have the same scale.
Sound A Sound B
dB dB

time time

i. Describe the differences you can see between sound A and sound B.

ii. What are the units of the Y-axis? What is being measured?

iii. Draw a two sided arrow on each graph showing the wavelength of the sound.

iv. Which sound has the shorter wavelength?

v. Which sound is louder? How do you know this?

vi. Which sound is higher pitched? How do you know this?

vii. Pitch is also described by a different word. What is this word and what are the units?

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5
Chapter
Human organ systems
UNIT FLOW CHART

Human organ
systems

Digestive Respiratory Circulatory

system system system

INTRODUCTION
Digestive system
The food we eat contains different types of nutrients. The body needs these in the right quantities
in order to stay fit. Deficiency as well as excess of nutrients can lead to problems. It is therefore
important to eat a balanced diet.
Fibre or roughage is made up of the cell walls of plants which pass through the digestive system
without being digested or absorbed. It adds bulk to the food, giving the muscles in the walls of the
digestive system something to push on. Food containing a lot of fibre helps prevent constipation
and other disorders of the digestive tract. We should eat around 30g of fibre each day.
Respiratory system
All life processes require energy. This energy is found in the food we eat, but it needs to be
released in the cell. This happens in the chemical processes of aerobic and anaerobic respiration
and takes place in the mitochondria. Students will learn some details of both processes, but it
is important that they understand the relationship between cellular respiration and the process
of breathing, which allows oxygen to enter the body.
As aerobic respiration requires oxygen, it depends on breathing to bring this into the body.
However, breathing requires muscle action and the energy to contract these muscles comes
from respiration.
There is a similar situation with regard to glucose. It is needed for cellular respiration and is
provided by the process of digestion. However, digestion requires energy which comes from
glucose in the process of respiration.
As always, when discussing the structure of the respiratory system, please make sure the
students understand the relationship between structure and function. An example is the
numerous alveoli which ensure a large surface area, and the process of gas exchange between
the air in the alveoli and the blood. Although this process is fast, it still takes some time and the
large surface area is required to supply all the cells in the body with sufficient oxygen.
Circulatory system
This topic will be best explained with the help of different practical experiments, videos, and
demonstrations. Some examples of these practical are given in the lesson plans.
It will help the students understand what the transport system is made up of, the structure
of the heart and how the blood circulates in the heart. They will learn the difference between
arteries, veins, and capillaries, and red blood cells and white blood cells.

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 Lesson 5–1
Pages 68–69
OBJECTIVES
• To describe the structure and function of the
human digestive system and the need for a
balanced diet.
LEARNING OUTCOMES
After this lesson, students should be able to:
• name the components of a balanced diet.
• give examples of foods in which these
components are found.
• describe the roles of the main nutrients in the
body.
START (15 min)
Give students four post-it notes or coloured paper
sheets of two different colours (e.g 2 yellow and 2
green). Ask them to write one favourite food on each
of the yellow pages and one of the foods they don’t
like much on each of the green notes.
Display the notes on a sheet of poster paper.
Ask students to sort these foods into ‘healthy’ on one
side and ‘unhealthy’ on the other. Label the sides.
Put the poster on the wall for future reference.
MAIN (15 min)
Read page 69 of Student Book with students and
help them to answer the questions on worksheet
5–1.
PLENARY (15 min)
Using the information from this lesson, go back to
the poster and consider whether any of the foods
should be moved. Then make four sections for each
type of food and place each food in one of the four
types. Many foods can be placed in more than one
type (peanuts give energy but also building materials
(protein). You can either copy the note so it can be
placed in two categories or decide which you think
is the more relevant category. Does one category
have more favourite foods while another has more
of the healthy foods? If so, why is this?
HOMEWORK
• Design a meal which includes some of your
favourite food(s) but still contains all four kinds
of food described on page 69.
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Lesson 5–2
Pages 70–73
OBJECTIVES
• To describe the structure and function of the
human digestive system and the need for a
balanced diet.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define digestion.
• describe the human digestive system.
• describe how large molecules are broken down
during digestion.
START (15 min)
Ask students to consider the entire process of
digestion. Each student should think about their
favourite food—in silence. Ask students to think of
the name of the food. Ask them to visualize what it
looks like, what it smells like, how often they eat it,
and what the best thing about this food is. Encourage
them to really think about this food—maybe with
closed eyes.
Watch them closely and hopefully you will see some
of them swallowing—thinking of this food made their
mouths water.
Now engage in a group discussion. What does it
mean when thinking of certain food ‘makes your
mouth water’. What does saliva do? Brainstorm but
leave it open.
You can give them a piece of white bread to chew
for a few minutes. Ask them what it tastes like after
they have chewed it for a while. Someone will say
it tastes sweet. Ask if it tasted sweet when they
started chewing. If they say no, you can then draw
their attention to the fact that something changed
to make the bread taste sweet.
MAIN (15 min)
Before the lesson
Watch the video available at:
https://www.stem.org.uk /resources/elibrary/
resource/35396/digestive-system-experiment
In class
Do the demonstration which you saw in the video.
For once this is not recommended as a student
activity as it may become a discipline problem.

Do not provide all the comments they do on the
video; for example, do not say, that the plastic bag
represents the stomach. Instead, explain that you will
carry out a process which models the entire process
of digestion. Ask them to write down the steps.
Ask students to read page 70 to 73 and use
the information to discuss which part of the
demonstration mimics which part of the digestive
system. Pay special attention to the reasons that
the objects/processes were chosen to mimic certain
parts of the digestive system.
PLENARY (15 min)
Discuss where the model shown in the video of
digestion is a good representation of digestion and
where it is lacking. For example, the wall of the
stomach absorbs some small molecules but the
plastic bag does not.
Ask students if it matters that the model is not
perfect. (Not really, it can even be helpful to consider
the aspects in which the model does NOT resemble
the original.) Make sure this point is understood.
HOMEWORK
Complete worksheet 5–2
Lesson 5–3
Pages 74–75
OBJECTIVES
• To explain role of the enzymes in digestive system.
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain how temperature can affect the way
enzymes work.
START (15 min)
Conduct following demonstration:
Demonstration
You will need to have ready:
• an apple (or ¾ of an apple)
• a cup of boiling water
• lemon juice
• a fork
Take a fresh, intact apple and cut it into four quarters.
Immediately carry out the next steps.
Three of these quarters will receive different
treatments.
Chapter 5 | Human organ systems
1. Put one quarter on a saucer on the desk.
2. Put one quarter on the fork and dip it in boiling
water for 30 seconds. Put it on its own saucer
on the desk.
3. Put one quarter on a saucer and pour lemon juice
over it. Pour off the juice and put the saucer on
the desk
Leave the pieces of apple for 20–30 minutes.
MAIN (15 min)
• Go through worksheet 5–3 with students. You
can bring in a raw egg and a boiled egg if you
wish, so they can see the real objects.
• It would be great if you could bring some raw fish
and some fish marinated in lemon juice overnight.
We often associate raw fish with a somewhat
translucent appearance and cooked fish with a
white colour. Raw fish, especially when sliced
thinly and marinated in lemon juice, also goes
white because the proteins have been denatured
like they are during cooking.
• The enzymes in apple will turn the apple brown
as soon as they come into contact with oxygen.
The enzymes can be denatured by exposing
them to a high temperature or to acid. When
the enzymes no longer work, the apple does not
turn brown.
PLENARY (15 min)
Dishes should be washed in very hot water to
denature the proteins of the bacteria on the plates
and forks, which kills the bacteria. Some household
cleaning products contain lemon juice. This smells
nice but also helps kill bacteria.
Milk is often pasteurised. This means it is brought to
70°C to kill most of the bacteria. Boiling milk would
be even safer, but this changes the taste in a way
that many people do not like.
Lesson 5–4
Pages 75–76
OBJECTIVES
• To explain respiration and the difference between
respiration and breathing.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define respiration.
• distinguish between respiration and breathing.
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 START (10 min)
• Ask students to list things they do frequently.
Answers are likely to include: getting up, eating,
getting dressed, going to school, playing,
watching tv/films/videos, etc. Ask them what
they are doing now. You may gently direct them
to consider “breathing”.
• Follow up with a discussion on what would
happen if we decided to stop breathing. (We
would become unconscious and then the
automatic part of the brain would take over
and we would start to breathe again.) Without
breathing, we would die. Why? (All cells need
energy. Some can release small amounts of
energy without oxygen, but brain cells cannot.
Without oxygen, cells in the brain die within
minutes.)
MAIN (20 min)
• Read pages 75 –76. Ask students to answer the
questions on worksheet 5-4.
• Help the students understand that breathing is
a simple physical process comprising inhalation
and exhalation by the lungs, whereas respiration
is a chemical process that take place in the cells
when oxygen and glucose are combined together
in a chemical reaction and produce carbon
dioxide, water, and energy.
• Ask the students: where in the cells does
respiration take place?
• Explain that there are rod-like structures called
mitochondria in the cytoplasm of the body cells.
This is where respiration takes place.
• Ask the students: do all the body cells have the
same number of mitochondria?
• Explain that mitochondria are found in the
cytoplasm of all cells, but the number varies
according to the kind of job that the cells do. For
example, muscle cells have lots of mitochondria
because they need to release large amounts of
energy quickly for movement.
• Explain that the energy released during respiration
is needed for many purposes. We need it for
movement and to keep our body temperature
steady. As a result it is very important that
our bodies should be able to store energy, as
chemical energy, ready for use.
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PLENARY (15 min) PAIR AND SHARE ACTIVITY
• Discuss why do muscle cells contain many
mitochondria?
• Draw a table to show the composition of air.
Why does the percentage of nitrogen remain
unchanged during breathing?
Lesson 5–5
Pages 76–81
OBJECTIVES
• To describe the structure and function of the
human respiratory system.
LEARNING OUTCOMES
After this lesson, students should be able to:
• define respiration.
• explain the respiratory system of humans.
START (10 min)
Review questions from previous lesson on respiration.
MAIN (25 min)
• Show the students a chart of the human
respiratory system of human beings.
• Explain the parts of the respiratory system.
Discuss the structure of the respiratory system
and explain that during breathing, air is taken
into the lungs from where oxygen is removed
and carried in the blood to body cells. Carbon
dioxide and water, produced in the cells during
respiration, leave the body by the reverse
process. Oxygen moves into the blood system
by diffusion.
• The lungs are two elastic pouches lying inside
the ribs. They are connected to the air outside
the body by the windpipe or trachea. This opens
into the back of the mouth and nose. The trachea
divides into two smaller tubes called bronchi.
One of these goes into each lung before dividing
further into smaller tubes called bronchioles.
After yet more branching the tubes end in tiny,
thin walled air sacs called alveoli.
• Lining all the air passages are two types of cells.
One type is covered with tiny hair called cilia. The
other produces a sticky liquid called mucus. Small
dust particles and bacteria stick to the mucus.
The cilia ‘beat’ to carry the mucus to the back of
the mouth where it is swallowed.
Complete worksheet 5–5.

PLENARY (10 min)
• Show a model of a bell jar with tube and balloon
and rubber representing the diaphragm. Ask
students to show the mechanism of respiration
with this model. Discuss the function of the
alveoli in the lungs.
Extension activity
• It is quite easy to make a model of how air gets
into and out of the lungs. If you do a video search
on the internet, using search terms like “how to
make fake lung” or “model of a lung”, you get
several videos explaining how to do this.
• Each student could make their model, using a
small plastic bottle, two balloons, a straw, an
elastic band, and some play dough. They can use
the model to demonstrate to their parents what
is explained on page 81 of their Student Book.
Lesson 5–6
Page 81
OBJECTIVES
• To describe the structure and function of the
human respiratory system.
LEARNING OUTCOMES
After this lesson, students should be able to:
• describe aerobic respiration as a chemical
reaction with oxygen.
• explain the difference between aerobic and
anaerobic respiration.
Approximately 1–2 hours before the lesson,
prepare a dough from flour (500 g), water (300
ml), and either fresh or dried yeast. As this will
not be eaten, use enough yeast and add 50 g of
sugar (to “feed” the yeast) for the best results.
Mix the ingredients, knead the dough into a ball,
and wrap it in cling foil.
START (10 min)
• Have a brief discussion about bread. What bread
do they like and why do they like it? What do they
know about baking bread?
• Divide the students into pairs. Give each pair
a small ball of dough and put it in a beaker or
(disposable) cup. Ask students to write their
names on the cup.
Chapter 5 | Human organ systems
• Ask them to weigh the dough (without the cup)
and to measure the height and/or diameter.
Record the results of each group in a table on the
board. They will weigh and measure the dough
again near the end of the lesson.
Cover the cups with cling foil and keep them at
around 30°C. (Out of sight is best.)
• Discuss:
Why do you get tired after strenuous exercises?
Why do some people tire more quickly than
others?
MAIN (20 min)
• Explain that aerobic respiration is respiration with
oxygen. It produces carbon dioxide, water, and
more energy. Tell the students when they start
to do exercise, aerobic respiration, with oxygen,
takes place. When they get tired doing hard
exercise, anaerobic respiration (without oxygen)
takes place. Lactic acid is produced and less
energy is given out.
• Display the dough and explain when yeast is
mixed with glucose with no oxygen, the process
is called fermentation. This is an example of
anaerobic respiration and is used in baking.
• Ask the students to complete worksheet 5–5.
PLENARY (15 min)
• Draw two flow charts, one of aerobic and the
other of anaerobic respiration.
• Ask students to differentiate between the two.
• Ask students to measure and weigh their balls
of dough again. Record the results on the board.
(The balls of dough should have become bigger
but not really heavier.) Explain that (anaerobic)
respiration took place, producing carbon dioxide
which formed bubbles in the dough making it
grow bigger. However, it did not become heavier
because no mass was added.
• Ask students to complete task 3 of worksheet
5–6
Lesson 5–7
Pages 82-83
OBJECTIVES
• to explain the human circulatory system, including
the heart and blood vessels.
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 LEARNING OUTCOMES
After this lesson, students should be able to:
• describe how the heart works and how blood is
pumped around the body.
START (20 min)
• Help the students find a place on their neck or
wrist to feel their pulse. See Worksheet 5-7.
• When all students have found their pulse, insist
on complete silence and tell students to start
counting from the moment you say, ‘Start’. Tell
them to stop after 20 seconds and record the
number on their worksheet and calculate the
frequency.
• Discuss what they actually felt (their heartbeat).
What is the function of the heart? If they find
this difficult, ask them what happens when a
person’s heart stops. They are likely to answer
that the person will die, so follow up and ask why
s/he would die, i.e., What is it that the heart does
that keeps us alive? (The main reason is that the
brain will not receive oxygen and will not function
anymore.)
MAIN (15 min)
• Ask all students to participate in some brief
exercise. For example, they could step up onto
their chair and down 5 times, or they could jog up
and down one flight of stairs. Ensure classroom
discipline—this is not a race and there is no need
to show off.
• Should you have one or more students who are
rather unfit and/or very overweight, you may
choose to give them a supervisory role, such as
start students off when they jog up the stairs
and you can be at the top of the stairs to avoid a
stampede.
PLENARY (10 min)
• Go back to the start of the lesson and consider
the function of the heart in the light of what
they have found out. You may wish to ask
students to clench and unclench their hand for
20 seconds, aiming for the same frequency as
the contractions of their heart. After 20 seconds,
they are likely to feel the beginning of fatigue in
their hand. Imagine having todo this for even 2
minutes? How is it that the heart does not get
tired? (Because it is made of a unique type of
muscle that does not tire easily.)
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Lesson 5–8
Pages 82-87
OBJECTIVES
• to explain the human circulatory system, including
the heart and blood vessels.
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain how the heart works and how blood is
pumped around the body.
• describe the human circulatory system.
It is great to get a cow’s heart from the butcher and
show students this. However, some students may
not be able to handle this much (bloody) reality and
feel sick or faint. As you know your students, you
can decide if you wish to bring in a real heart. If
you decide to go ahead, it might be a good idea to
tell students beforehand that they need to leave the
room if they feel strange or unwell.
START (10 min)
• Discuss what was taught last lesson: our heart
pumps blood around our body. The blood takes
oxygen and food to the cells, including those in
the brain. Without oxygen, (brain) cells would die
very quickly and we would not survive.
• From here, you can ask students what they
already know about how the heart pumps blood
around the body. You can outline the concept of
double circulation, i.e. that blood goes from the
body to the heart, to the lungs, and back to (the
other side of) the heart to go to the cells of the
body again. Pumping blood through these very
small capillaries is not easy. Blood is pumped
through the capillaries of the lungs where it
picks up oxygen. It then goes to the left side of
the heart to be pumped to the capillaries in the
body where the blood gives up its oxygen. It
then returns to the right side of the heart to be
pumped to the lungs.
MAIN (20 min)
• Go over the diagram on page 85 and Worksheet
5-8 task 1. Ensure that students understand the
way the diagrams are drawn, i.e. as if they are
part of a person facing you. So ‘right’ and ’left’ in
the diagram are the right and left of this imaginary
person.
 Chapter 5 | Human organ systems

DEMONSTRATION (15 min) PLENARY (20 min)

Cow/goat heart demonstration. • The group leader from each group will explain
their component of the blood.
HOMEWORK
• Each group will make models of red blood cells,
• Workbook page 45, Question 9 white blood cells, platelets, and plasma on a
piece of thermopole, and will paint the cells.
Lesson 5–9
Pages 82–87 HOMEWORK
• Workbook page 49, Question 10
OBJECTIVES
• to explain the role of the blood in the transport
of materials.

LEARNING OUTCOMES
After this lesson, students should be able to:
• describe how the blood transports materials
around the body.
One or two days before the lesson, if possible get
some blood from the butcher and put it in the fridge
so that the blood cells sink to the bottom.

START (10 min)

• Draw students attention to the fact that the blood
has separated into plasma and cells. Discuss how
red cells are responsible for the colour of the
blood (the plasma is yellowish) and that the cells
make up about half the volume of the blood.
• Show a slide of blood under a microscope. If
possible, have students study the slides under
their own microscopes. Ask them to draw the
cells. Depending on the slide, they may only see
red cells or, if the slide is stained to show cell
nuclei, they may see a few white cells. Explain
that the reason they see some cells and not
others is related to the relative number of the
cells and their colour. If the slide is stained, they
do not see the nuclei of the red cells. Why not?
(They do not have nuclei.)
• A model of the composition of blood should be
shown. Diagrams of blood cells should be drawn
on the board.

MAIN (15 min)

• Divide the students into four groups. Give each
group one blood component to study from red
blood cells, white blood cells, platelets, and
plasma.
• Ask students to complete Worksheet 5–9.

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 Worksheet 5-1

1. A balanced diet
You know that eating only one or two kinds of food is not healthy and that you need a balanced diet. When
you talk about ‘a diet’, most likely you mean a selection of foods or a programme, often aimed at losing
weight or related to a food intolerance (e.g., a gluten free diet). In science, ‘diet’ simply means everything
you actually eat—good or bad.

So, to eat a balanced diet means to obtain all the necessary nutrients from a range of different foods in the
right balance; i.e., a diet with all the food types in the correct amounts. But what does a balanced diet contain?

Read page 103 to find the components of a balanced diet and complete the questions below.

i. What are the elements of a balanced diet?

A balanced diet are foods that

a.

b.

c.

d.

ii. When a person does not have a balanced diet, we can speak of malnutrition. This includes eating not
enough, too much or having too much or too little of one or more components of a balanced diet.
Below, you will find some words which describe specific examples of malnutrition. Use your knowledge to match
the words to the description. Use resources from the library or internet to find the ones you do not know yet.

anaemia tired, not enough calcium and/or

vitamin D
kwashiorkor swollen belly not enough food
obesity too heavy not enough iron
scurvey sores around mouth, loss of not enough protein
teeth
rickets stunted growth, bowed legs not enough vitamin C
starvation or anorexia very thin too much energy rich food

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 Chapter 5 | Human organ systems
Worksheet 5-2
x-x

1. Digestive enzymes
All matter is made of particles. Our food is also made of particles and they are often relatively big. Digestion
is the process where large food particles are broken down into smaller particles which can be absorbed into
your blood. An example would be protein.

enzymes

A protein - a long chain of amino acids. Amino acids

Enzymes help to break down the larger protein particles into smaller amino acid particles. Different enzymes
break down starch particles into smaller maltose particles. Of course, enzymes themselves are also particles.
Enzymes are specific. An enzyme for protein cannot break down starch.
enzymes
Enzymes turn substrates into products. We often write it this way: substrate ­— product
Read pages 72-77 of the Student Book and complete the table below.

parts of the digestive juice substrate enzyme product

digestive system produced
saliva starch amylase
–
no digestion; moves food through peristalsis
protease
amino acids
–
produced by liver; stored in gall bladder
emulsifies fats
amylase
–

­­­ ­­­­juice protein

–
and
juice lipase
–
carbohydrase
carbohydrates
–
stores good bacteria

absorption of water
storage and egestion of faeces

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 Worksheet 5-3
x-x

Denaturing enzymes
1. Answer the questions below.
a. Consider a raw egg and a boiled egg. What are the differences?


b. If you cool down the boiled egg, does it go back to being a raw egg? Explain your answer.


c. Eggs are rich in one nutrient or food type. Which one is it?


2. Your teacher has done a demonstration, putting parts of an apple under different conditions. Please observe
what happens to the different parts and record your observations below.
Apple parts in different conditions:

part conditions after 25 min

1 on table

2 dipped in boiling water and then on the table

3 covered in lemon juice and then on the table

Enzymes in the apple will make the apple turn brown as soon as it is in contact with oxygen. Enzymes are
proteins.
a. What happened to the protein in the raw egg when it was exposed to high temperatures?

b. What happened to the protein in the fish when it was exposed to acidic conditions?

c. What happened to the enzymes in the apple when exposed to high temperature?

d. What happened to the enzymes in the apple when covered in acidic lemon juice?

Conclusion
e. Enzymes are and they are changed by and so that
they no longer work.

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 Chapter 5 | Human organ systems
Worksheet 5-4
x-x

Task 1
1. Write down the definition of breathing. Use page 80 if you need some help.

2. In breathing, one gas enters our bodies and another gas is excreted. What are the names of these gases?

3. What is the definition of respiration? If you need some help, see page 75.

4. What is needed for respiration? Where do these chemicals come from?

5. What is produced during respiration?

6. What is the relationship between breathing and cellular respiration? Think about the gas needed for cellular
respiration and the gas produced.

7. Which cell organelle is responsible for cellular respiration?

Task 2

Use the information on page 77 to draw pie charts for the composition of inhaled and exhaled air.

inhaled air exhaled air

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 Worksheet 5-5
x-x

1. Label the marked parts on the diagram of the respiratory system.

2. What is respiration?

3. Draw (in the space given below) a flow chart to show air entering the lungs from the mouth.

4. What is the function of the cilia in the respiratory system?

5. What effect does smoking have on the cilia?

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 Chapter 5 | Human organ systems

6. Write down the differences between the following.

Breathing Respiration

Aerobic Respiration Anaerobic Respiration

Inhaled Air Exhaled Air

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 Worksheet 5-6

Task 1
Three students measured their pulse rates before and after doing exercise for three minutes. By looking at the
table, answer the following questions:

Pulse rate (beats per minute)

Student A Student B Student C
Before exercise 72 68 76
1 minute after exercise 172 147 180
2 minutes after exercise 144 118 134

i. Which student had the highest pulse rate after exercise?

ii. Which of the three students was fittest? Explain your answer.

Task 2
1. Walking is an aerobic exercise, while running fast is an anaerobic exercise. Why?



2. What is the word equation for aerobic respiration?

3. What is the word equation for anaerobic respiration?

Task 3
In your experiment with bread dough, you weighed and measured the dough, left it for some time, and weighed
and measured your ball of dough again.
i. Did the weight of your ball of dough change?

ii. Did the size change?

iii. What process was taking place in your ball of dough?

iv. What was the cause of the changes that you observed?

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 Chapter 5 | Human organ systems
Worksheet 5-7
x-x

Task 1 – Finding your pulse

There are two places where it is usually fairly easy to feel your pulse. One is on the inside of your wrist, the
other in your neck. Please use the pictures for guidance. Use your fingers to find your pulse, not your thumb,
because you may also feel the artery in your thumb and get an incorrect result.

i. In 20 seconds, I counted beats.

ii. This means the pulse rate is x3= per minute
In this exercise, you counted the number of heart beats in 20 seconds and calculated your pulse rate per
minute. How many times would your heart beat in 70 years?
iii. Pulse rate per minute x 60 = number of beats per hour
x 60 = beats per hour
iv. number of beats per hour x 24 = number of beats per day.
x 24 = beats per day
v. number of beats per day x 365 = number of beats per year
x 365 = beats per year
vi. By the time you are 70 years old, you heart will have contracted number of beats per year x 70 = number
of beats in 70 years.
x 70 = beats in 70 years.
vii. The results of i. and ii. were “at rest”. Your teacher will give you an exercise to do and afterwards you will
again count your heart rate. Do you expect it to be different?
viii. In 20 seconds, I counted beats.

ix. This means the pulse rate is x ‑3 = per minute

x. What happened to your pulse rate after exercise?

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 Worksheet 5-8
x-x

Task 1
Below is a diagram of the internal structure of the heart. Use page 83 of your Student book to help you answer
the questions. Remember that this is the heart as you look at it, as if it were still in a person. This is the reason
that what is called the right side of the heart seems to be at the left side of the drawing.

HEART ANATOMY

Superior Vena
Cava Aorta

Pulmonary Artery

Left Atrium

Right Atrium

Left Ventricle
Right
Ventricle

Interventricular Septum

i. Several veins carry the blood from the body to the heart. They are called the vena cava. Colour them light
blue.
ii. Draw blue arrows to show how the blood from the body enters the heart.
iii. Blood arriving from the body enters the heart in a certain chamber. What is the name of this chamber?
Colour it light blue.

iv. From the chamber in iii, the blood flows into a chamber with a thick wall. What is the name of this chamber?
Colour it light blue.

Draw a blue arrow to show how the blood goes from the chamber in iii. to the chamber in iv.
v. The blood leaves the right hand side of the heart to go to the lungs via a large artery. What is the name of
this artery?

Colour it light blue. Draw a blue arrow to show how the blood leaves the right side of the heart.

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 Chapter 5 | Human organ systems

vi. In the Student book and in the diagram above, you can see that the artery taking the blood to the lungs
soon separates into two. The diagram shows that each of these two divides again into two, so there are
four arteries taking blood to the lungs. (See the diagram above.)
Draw the arrows from the chamber in d, via the four arteries.
It is therefore not surprising that there are also four veins bringing blood from the lungs back to the heart:
two of them from either side. These veins are called the pulmonary veins. Label them and colour them pale
red. Draw a red arrow to show how the blood enters the left side of the heart via these four pulmonary
veins.
vii. Blood arriving from the lungs enters the heart in a certain chamber. What is the name of this chamber?

Colour it pale red. Draw 4 red arrows showing how oxygenated blood from the lungs enters the heart.
viii. From the chamber in g, the blood flows into a chamber with a thick wall. What is the name of this chamber?

Colour it pale red. Draw a red arrow showing the movement of the blood from the chamber in g. to the
chamber in h.
ix. The blood leaves the left hand side of the heart to go to the body via a very large artery. What is the name
of this artery?

Colour it pale red. Draw red arrows showing how the oxygenated blood leaves the heart to go to the body.

Task 2
i. What is the function of the left and right atria?

ii. What is the function of the left and right ventricles?

iii. Complete the table

Blood vessel Blood pressure: high or low Oxygenated or deoxygenated

blood
vena cava
pulmonary artery
pulmonary vein
aorta

iv. How is the blood in the pulmonary artery different from the blood in all the other arteries?

v. How is the blood in the pulmonary vein different from the blood in all the other veins?

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 Task 3
1. Below is a diagram of part of the blood circulation.

lungs B
A

heart

right left

D C

body

i. Label the lettered part of the diagrams.

ii. Which blood vessels carry oxygenated blood to the body?

iii. What is the chamber X of the heart called?

iv. Why is the circulation in the heart called double circulation?

v. Name the blood vessel which carries deoxygenated blood to the lungs.

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 Chapter 5 | Human organ systems

2. The table below contains statements about arteries, veins, and capillaries. Tick the correct boxes.

Arteries Veins Capillaries

thick walled and muscular
have valves
are in close contact with cells
blood flows under high pressure
pick up oxygen from the lungs

3. State whether the following statements are true or false.

i. The pulmonary artery carries oxygenated blood to the lungs.
ii. The exchange of gases takes place through the thin walls of the capillaries.
iii. The blood circulatory system is made up of the lungs, blood, and blood vessels.
iv. The human heart has five chambers.
v. The left side of the heart receives oxygenated blood from the lungs.
4. Complete the following flow chart of the circulation of blood in the heart.

veins

Right Atrium Different parts of the body

Left ventricle

Lungs

valves

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 Worksheet 5-9

1. Below is a list of some structures in the blood circulatory system.

artery heart ventricle red blood cells valves

vein plasma platelets white blood cells capillary

Which structure
i. supplies oxygen with haemoglobin?

ii. helps in clotting blood?

iii. carries blood away from the heart?

iv. defend the body against germs and bacteria?

v. brings blood back to the heart?

vi. is very thin-walled and the exchange of gases takes place through it?

vii. allows the blood to flow in one direction and prevent the backward flow of blood?

viii. is a mixture of liquid with cells floating in it?

ix. pumps blood to all parts of the body?

x. is a chamber of the heart?

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6
Chapter
Simple chemical reactions
UNIT FLOW CHART

Chemical reactions

Types of chemical reaction

What happens when a candle burns?

Some early experiments on air

INTRODUCTION
Changes in materials are taking place around us all the time. Most of the changes in
materials are of two main kinds. In one kind, the volume or the state of the material is
changed. We call this a physical change. In the other kind, one material is changed
into another material. We call this a chemical change.
When a physical change takes place, a material is changed in size or form without
actually becoming another material. If we stretch or squeeze a piece of soft rubber,
we change its size, but it is still rubber. It springs back when we let it go. When sugar
dissolves in water it changes form, from a solid to a liquid, but it is still sugar. Other
physical changes occur when ice melts, when water freezes, when wet things become
dry.
Explain that when a chemical change takes place, a material is changed into one or more
different materials. For example, if we hold a piece of paper next to a lighted match,
the paper catches fire and burns. A flame is seen, and some smoke, and then nothing
but ashes. The paper has disappeared. Such a reaction cannot be reversed. We cannot
get back the paper we have burnt. Similarly, when we heat mercuric oxide, mercury
and, oxygen are produced. A red powder is changed into a silver-coloured liquid and a
colourless, odourless gas is given off. Both of these are examples of chemical changes.
Other chemical changes occur when wood rots, iron rusts, milk sours, and cloth fades.
Ensure that the students understand the difference between a physical and a chemical
change.

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 Lesson 6–1 PLENARY (10 min)
Pages 96-97 Pair and share activity:
• List the differences between physical and
OBJECTIVES
chemical changes while investigating the above
• To explain the difference between physical and examples.
chemical changes.
• Write three chemical and three physical changes
you observe at home.
LEARNING OUTCOMES
After this lesson, students should be able to:
Lesson 6–2
• define chemical reaction.
Pages 98-100
• differentiate between physical and chemical
changes. OBJECTIVES
• To explain different types of reactions.
• explain chemical changes thoroughly.
LEARNING OUTCOMES
START (10 min)
After this lesson, students should be able to:
• Review page 96 with students and discuss • name some types of chemical reaction.
which picture shows physical and which shows
• explain synthesis and decomposition reactions
chemical change.
with the help of laboratory experiments.
MAIN (25 min)
START (10 min)
• Students will read pages 96–97.
Discuss the following questions with the students:
• Show the students a burning candle. Ask about • What type of reaction takes place when
the two types of change taking place in the something is formed?
burning candle. A candle is made of wax, which
• What is the name of the type of reaction in
is a compound of two elements—carbon and
which something is broken down into simpler
hydrogen.
substances?
• Discuss the following questions:
MAIN (25 min)
1. What type of change takes place when wax
• Students will read pages 98–100.
melts?
• Explain to the class that when calcium carbonate
2. When the wick of a candle burns, what two is heated, it breaks down into calcium oxide
substances are given out? What type of change and carbon dioxide. This is an example of a
is this? decomposition reaction.
3. Is heat given out? What do you call a reaction in • Experiments can be performed in the lab with
which heat is given out? the help of worksheets.
As the candle burns, both physical and chemical • Complete the worksheet 6–2.
changes take place. First, heat from a burning
PLENARY (10 min)
match melts the wax in the wick, and then
changes some of the melted wax to a gas. The • Discuss the ‘Test yourself’ questions from
hot gas burns and gives off heat which melts page 100.
the wax at the top of the candle. As wax burns,
it uses oxygen from the air to produce carbon
dioxide and water.
• Hand out worksheet 6–1 and go over it so that
students understand what they need to do.

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 Chapter 6 | Simple chemical reactions

Lesson 6–3 Lesson 6–4

Pages 101–102 Page 101

OBJECTIVES OBJECTIVES
• To explain what is meant by synthesis, • To explain what is meant by synthesis,
decomposition, displacement, and combustion. decomposition, displacement, and combustion.
LEARNING OUTCOMES LEARNING OUTCOMES
After this lesson, students should be able to:
After this lesson, students should be able to:
• explain the displacement and combustion
• explain the combustion triangle.
reactions.
• describe the types of chemical reactions including
• demonstrate displacement and combustion
synthesis, decomposition, displacement and
reactions.
combustion.
START (10 min)
START (10 min)
Ask the students to study displacement reaction on
Ask the students which materials give out energy
page 100 of the student’s book. Explain that here iron
when burnt.
and copper are competing to be the compound in
the solution. Here iron wins. It drives out or displaces MAIN (25 min)
copper from the copper sulphate solution. Green iron
• Discuss the following questions:
sulphate is formed.
1. Name some common fuels you use in
In the same way other metals displace less reactive
everyday life.
metals. This means that a metal will always displace a
less reactive metal from solutions of its compounds. 2. What is the chemical name for fuel?
3. What is formed when fuel is burned?
MAIN (20 min)
4. What are the differences between
• Experiment: endothermic and exothermic reactions?
Put iron nails into copper sulphate solution. Ask 5. Explain the combustion triangle and how to
the students if they can see any reaction taking put out fire.
place? Explain that iron can displace copper
• Hand out worksheet 6–4
because it is more reactive than copper.
Now put copper nails into iron sulphate solution. PLENARY (10 min)
Is there any reaction taking place? Why not?
• Ask the students to identify ways to put out a
Explain that only a more reactive metal can
house fire.
displace a less reactive metal.
• Hand out worksheet 6–3. HOMEWORK
• Workbook, page 51, Question 9.
PLENARY (15 min)
Discuss the ‘Test yourself’ questions on page 102.
HOMEWORK
• Write an example of each of the following
reactions with a word equation:
synthesis, decomposition, displacement, and
combustion.

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 Worksheet 6–1

1. Iron filings and sulphur are mixed in a watch glass.

i. How would you separate the iron from the sulphur?

ii. What type of change is this?

2. Iron filings and sulphur are put in a test tube and heated.
i. What new substance is formed?

ii. What type of reaction is this?

iii. Can you now separate the iron from the sulphur? Give a reason for your answer.

iv. What do you call the reaction in which heat is taken in, and the reaction in which heat is given out?

3. Iron reacts with oxygen to form iron oxide.

i. Represent this chemical reaction with a word equation.

ii. Name the reactant and the product in this chemical reaction.

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 Chapter 6 | Simple chemical reactions
Worksheet 6–2

Task 1
Burn a piece of magnesium ribbon in a jar of oxygen covered with a lid.
i. What new substance is formed?

ii. Is this a chemical reaction?

iii. Represent this reaction in the form of a word equation?

iv. Name the reactant and the product of the above reaction.

v. When any element combines with oxygen, what is the process called?

Task 2
Heat a small amount of sugar in a test tube.
i. What two new substances are formed in this reaction?

ii. Represent the above reaction in the form of a word equation.

iii. What type of reaction is this?

Task 3
Heat a small amount of calcium carbonate (limestone) in a test tube. Pass the gas produced through some
lime water.
Delivery tube

Limestone
Limewater
Heat

i. Write a word equation for the above reaction.

ii. What is the test for carbon dioxide?

iii. What do you call to the process of breaking a compound into two or more substances?

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 Worksheet 6–3

Task 1
Put an iron nail into copper sulphate solution in a beaker.

iron nail

copper
sulphate copper
solution coating

i. Is this a chemical reaction? Give reasons to support your answer.

Task 2
Put a piece of copper into iron sulphate solution.

i. Is there any reaction taking place? Why?

ii. What is a displacement reaction?

Task 3
Light a candle and ask the students to observe the flame.
i. What type of reaction is this?

ii. What new substances are formed when a candle burns?

iii. Is this an exothermic or an endothermic reaction?

iv. Is respiration an example of combustion? Give reasons for your answer.

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 Chapter 6 | Simple chemical reactions

Task 4
Place a burning candle in a trough of water and invert a gas jar over it.
Glass jar

Candle

At the beginning When candle has gone out

i. What happens to the candle?

ii. Why does water rise up in the jar?

iii. How much water has risen up?

iv. What does this indicate?

v. What is the test for oxygen?

Task 5
Complete the following word equations.
i. magnesium + oxygen → .
ii. iron + → iron oxide.
iii. iron + → iron sulphide.
iv. carbon + → carbon dioxide.
v. hydrogen + oxygen → .
vi. glucose + oxygen → carbon dioxide + + energy.
vii. fuel + → carbon dioxide + water + heat energy.
viii. iron + copper sulphate → iron sulphate + .

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 Worksheet 6–4

Task 1

i. What is fuel?

ii. Name some fuels.

iii. What is the chemical name of fuel?

iv. Which two substances are formed when a fuel is burnt?

v. What is burning of fuel called?

vi. Write an equation for burning of fuel.

vii. Is burning an endothermic or exothermic reaction? Justify your answer.

viii. How can respiration be compared with combustion?

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 Chapter 6 | Simple chemical reactions

ix. What useful product is formed when fuel burns?

x. How can we cut down the supply of oxygen to a flame to put out fire?

Task 2

Some chemical reactions are reversible: they can go in one direction or in the other.

A+B C+D

The equilibrium position of the reaction could be such that most of it is in the form of A and B. It is also possible
that most is in the form of C and D or even some A+B and some C+D.

You learned that some reactions give off energy (exothermic) while others take up energy (endothermic). If the
reaction A+B → C+D is exothermic, what would you expect the reaction C+D → A+B to be?

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7
Chapter
Light waves
UNIT FLOW CHART

Reflection of light

Refraction of light

Colours of the spectrum

Mixing coloured lights and paints

INTRODUCTION
Most people consider vision their most important sense. But what is needed for us
to see? What are the characteristics of light? What about people who do not see
clearly? How wonderful is it that it simply takes a pair of glasses and they also have
good vision.
For many people, colours are very important. Just imagine living in a house where
everything (floor, walls, ceiling, furniture) is black. Most of us would not want to live in
such a house. Although we know there is no pot of gold at the end of the rainbow, it
still is a beautiful sight which puts a smile on your face. But what are colours? Colours
of light behave differently than colours of e.g. paint and their interaction is described
in this chapter.
This topic is very practical and students should have no problem linking it to their
daily lives outside school. Please make sure to help them see these connections
where possible.

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Lesson 7–1
Pages 108–109
OBJECTIVES
• To explain how we see objects.
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain that light travels in straight lines and at
very high speeds.
• explain the terms, luminous, non-luminous,
transparent, opaque, and translucent.
START (10 min)
Take students to a dark room with a lamp or some
torches and let them make shadow puppets. One
example is given in Worksheet 7–1.
Ask students:
• Can you see light coming from the window?
• Can you see through the wall?
• Look through the tracing paper, how much light
can pass through it? Name the term used for
three objects and explain them.
• Can light pass through vacuum? How can you
prove this?
MAIN (20 min)
• Find out from the Student book different terms
used for light. Write as many as you can. Now
ask the students to name their list. Write these
words on the board. Now ask the students to
define these terms.
• Let the student investigate some properties of
light with the help of a torch, candle rubber tube
and a white sheet of paper.
PLENARY (15 min)
• Define the following terms.
• Luminous, non-luminous, transparent,
translucent, opaque, shadow, umbra, pen
umbra, laterally inverted.
Lesson 7–2 & 7-3
Pages 109–110
OBJECTIVES
• To explain how we see objects.
• To represent light as a ray and use this concept
to explain reflection and refraction.
Chapter 7 | Light waves
LEARNING OUTCOMES
After this lesson, students should be able to:
• state the characteristics of an image formed by
a plane mirror.
• define and explain the reflection of light.
• state the laws of reflection.
START (10 min)
Ask the students:
• What type of image is formed on the mirror when
they observe themselves on the mirror daily?
Explain it.
• Why is the word ‘ambulance’ written laterally
inverted on the wind screen? (Because drivers
would see the ambulance which is behind them
in their mirror. In the mirror, the word shows the
normal way.)
MAIN (15 min)
• Show the students a model of periscope with
a wooden tube with two mirrors keeping at 45
degree facing each other. Ask one of the students
to look at the down mirror and see what is going
up. Where the periscopes are used?
• Show a kaleidoscope also which is a tube
containing three plane mirrors placed vertically
at a certain angle with each other and join with
a tape, small pieces of colored bangles are put
on one side which is closed. Then look through
the other end with eye piece by turning the tube.
How many images are formed? How you are able
to see different designs?
PLENARY (15 min)
• Give students a wooden board, white sheet of
paper and a strip of plane mirror with stand.
Student will place a graph paper on the wooden
board. Place the mirror with the mirror stand in
the center of graph paper. Now ask them to write
their name in such a way that on the mirror it
seems straight.
• What type of image is formed by the plane
mirror?
• Is it upright?
• How far away is the image formed inside the
plane mirror?
• Write down five characteristics of the image
formed by the plane mirror.
• Worksheet 7–2 will be given to the students.
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 HOMEWORK
• Make your own periscope or kaleidoscope.
Lesson 7–4
Pages 111
OBJECTIVES
• To explain how we see objects.
• To represent light as a ray and use this concept
to explain reflection and refraction.
LEARNING OUTCOMES
After this lesson, students should be able to:
• describe how light is reflected and refracted at
plane surfaces.
• describe the spectrum and explain how the
different colours of the spectrum are produced.
START (10 min)
Before starting the lesson conduct this
experiment:
Put a pencil in a glass of water, what do you
observe? Why does the pencil appear bent in
the water?
MAIN (20 min)
• When a ray of light travels from air to glass,
something happens to light. When light travels
from glass into air, again something happens to
the direction of the light. Explain what happens
and use diagrams to clarify your explanation.
• Ask students to name the incident ray, refracted
ray, and emergent ray in the diagrams above.
• Take a glass prism and place it in front of a light.
Let the student investigate what happens when
light enters the prism. Explain the prism diagram
on board. Explain the primary colors of light and
different filters of light to the students.
• Worksheet 7–3
PLENARY (15 min)
Make a project of rainbow wheel by painting seven
VIBGYOR colors on a circular cardboard and pass
a string through the center. What do you observe?
How are rainbows formed?
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Lesson 7–5
Pages 112
OBJECTIVES
• To explain how we see objects.
• To represent light as a ray and use this concept
to explain reflection and refraction.
LEARNING OUTCOMES
After this lesson, students should be able to:
• distinguish between convex and concave lenses.
• state uses of convex and concave lenses.
START (10 min)
Ask the class:
• What type of lenses are there in your glasses? Can
you see distant objects clearly without glasses if
your eyesight is weak? What type of lenses does
your grandmother have in her glasses? Can she
see near objects clearly without glasses?
MAIN (15 min)
• Show two types of lenses to the students. Make
them feel which part of the lenses is thicker and
which part is thinner. Draw two types of lenses
on the board with ray diagrams. Show them a
spoon with concave and convex side.
• Handout Worksheet 7–4
PLENARY (15 min)
• Make groups in class and give them different
topics to present e.g :
• What happens when a ray of light passes through
a convex lens? Explain with a ray diagram.
• Why convex lens is called a converging lens and
concave lens a diverging lens?
• What type of lens in worn by the people suffering
from short sightedness and long sightedness?
HOMEWORK
• Workbook, page 57, Question 7.
 Chapter 7 | Light waves
Worksheet 7–1

Can you make a bird with your hands? Try this one
Another way of creating shadow puppets is to use objects.

1. a. Can you make shadow of something which is transparent?

You have now demonstrated some properties of light. Read pages 122 and 123 and answer the questions.

b. How did you demonstrate that light travels in a straight line?

c. How did you demonstrate that the lamp is luminous and your hand and/or the cut out is not?

d. The diagram shows how we see things. Describe this process.

Use the following words:

• light detected
• all directions
• opaque object
• luminous light source
• reflect light

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 e. It is important that you understand and can use the right terms, so please find the most important ones
below. Fill them out as you progress through the chapter.
Define the following terms. They are all defined in Chapter 10.

luminous

non-luminous

transparent

translucent

opaque

reflection

refraction

dispersion

incident ray

reflected ray

concave lens

convex lens

spectrum

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 Chapter 7 | Light waves
Worksheet 7–2

Task 1
1. Shine a torch light on a mirror as shown in the diagram below.

i. What do you call to the ray that strike the mirror at the point of incidence?

ii. Draw a reflected ray at the point of incidence. What is this ray called?

iii. Draw a perpendicular at the point of incidence. What does this represent?

iv. Measure the angle of incidence and angle of reflection.

v. What can you say about these two angles?

vi. Are all the rays and normal in the same plane?

vii. What are the two laws of reflection?

Task 2
2. Complete the following ray diagram of periscope.

mirror

mirror

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 Worksheet 7–3

Task 1
Complete the following ray diagram to show refraction of light. Label refracted ray and emergent rays in the
diagram.

Task 2
Below is a diagram of dispersion of white light by a glass prism. What happens to the rays of light when it
passes through the glass prism? Use color to draw the rays you observe on the screen.

Glass prism
Screen

White light

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 Chapter 7 | Light waves

Task 3
Complete the following sentences.

i. The splitting up of white light into seven colors is called .

ii. The band of seven colors is called .

iii. When a ray of light passes from a rarer medium to denser medium, it bends
the normal.

iv. When a ray of light passes from a denser to a rarer medium, it bends from the normal.

v. A rainbow is formed due to of light.

vi. The three primary colors of light are red, blue and .

vii. A red filter absorbs all other colors of light and reflects colours.

viii. Red light + light → yellow.

ix. A yellow car will appear black in light.

x. An object appears black in color because it all the colors of white light.

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 Worksheet 7–4

1. Complete the following diagram of rays of light passing through a convex lens.

i. Why the above lens is called a converging lens?

2. Complete the following diagram of rays of light passing through a concave lens.

i. Why the above lens is called diverging lens?

ii. Which lens is used in magnifying glass?

iii. Where is the image formed in your eye?

iv. What is short sightedness?

v. What is the solution for short sightedness?

vi. What is long sightedness?

vii. What is the solution for long sightedness?

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8
Chapter
The effect of force

UNIT FLOW CHART

What is force?

Simple machines

Why do things float?

Density

Pressure

Slowing things down

INTRODUCTION
We should consider that forces cannot be seen and this may lead to incorrect
assumptions, such as that an object will stop by itself unless a force continues to move
it. So we need to make students aware of the forces of friction and air resistance. It
provides the chance to put things in perspective: friction can be good or bad, depending
on the circumstances.
This chapter, more than any other, makes students see the limits of their everyday
perspective as a human on Earth. By questioning why things are the way they are,
rather than taking them for granted, students can learn basic principles of science.
As with other sections, please attempt to allow students to engage in experiments
and hands-on activities as this is the basis of an inquiry-based subject such as science.
It also provides opportunities for co-teaching with an IT colleague and showing that
subjects do not exist in isolation.

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 Lesson 8–1
Pages 122–127

OBJECTIVES
• To explain the concept of force.
• To describe how pulleys and gears function to
enable work to be done with less effort.
LEARNING OUTCOMES
After this lesson, students should be able to:

• explain what force is.
• demonstrate the functioning of pulleys and gears.
START (10 min)
• Ask students how they would portray the concept
‘force’. They can either draw it or act it, but no
written or spoken words. This should lead to the
conclusion that ‘a force is a push or a pull’.
MAIN (25 min)
• Ask students to use a pen/pencil to push a book
• If you want, use this diagram without the forces
across the desk. Ask them to imagine someone
(N) and ask students to work out that e.g. the 40
would take a picture of this. From the picture,
kg mass will pull on the rope(s) with 400 N. So,
could someone tell if you were actually pushing
the total force is 400 N, divided over one, two
the book or just holding the pencil against it?
or four ropes.
• Then tell students to make the book go in a
different direction. Then tell them to make the Gears (Read page 126)
book move slower. • If you can make a bicycle with gears available,
• The above should help students understand the students will be able to experience the
following: explanation on page 126 for themselves. In that
1. Forces cannot be seen—but their results can be case, let me ride the bikes first and ask them to
seen. compare low and high gear. They should consider
2. Forces can be represented by arrows since they how difficult it is to move the bike (harder in
have a direction and a magnitude (i.e. the length high gear) and how many times their right pedal
of the arrow represents how strong the force is). reaches the highest point over a certain distance
Pulleys (Read pages 124–125) (should be more with lower gear).
• Help students understand that by using a number PLENARY (10 min)
of pulleys, the weight of the object is divided
• Compare the effect of using gears with the effect
over the number of sections of rope attached.
of using pulleys. When you use many pulleys,
But the force on the final rope (where a person
the force needed to move the (heavy) object
might be holding it) is only the same as on one
becomes much less but you will need to pull
of these ropes—the one leading from the final
the rope much further than if you only used one
pulley to the object. This means, a person can
pulley. Moving a bicycle in a low gear means that
pull up a much heavier weight than if they were
the person will not have to use much force but
to use only one pulley.
will have to push the pedals around more times
• The "pay off" is that the person will need to pull
to cover the same distance than when using a
the rope much further so the total effort needed
higher gear. The higher gear will require more
remains the same but it is a larger number of
force though. If possible, have students ride a
smaller efforts rather than a few great efforts.
bike for a set distance in various gears and record
the number of times the pedals go round and
how much force students say is needed.

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Lesson 8–2
Page 127
OBJECTIVES
• explain the concept of upthrust and buoyancy
LEARNING OUTCOMES
After this lesson, students should be able to:
• investigate floating and sinking in terms of density
difference and the effect of buoyant force
START (15 min)
• Introduce the concept of floating and sinking
by asking the students what this means in their
everyday life.
• Then do the experiment with the pieces of
aluminium foil in worksheet 8–1. It is a simple
experiment that students should be able to do
individually or in small groups.
• Discuss their findings and relate findings and/or
comments to the concept of density.
MAIN (15 min)
• Support students working through worksheet
8–1. You could demonstrate the two methods
of finding the volume of an irregular object.
PLENARY (15 min)
Use the last part of the worksheet to go back
to the experiment carried out at the start of the
lesson. Due to its shape, the volume of the water
displaced was larger than when the aluminium
is crumpled up into a ball. The volume of the
water directly links to the weight of the water.
The general rule is that objects sink if their weight
is more than the weight of the water displaced.
If the weight of the object is the less than the
weight of the water displaced, the objects will
float. This means it will be pushed partially above
the water so that less water is displaced so that
the weight of the object is the same as the
weight of the water displaced.
The ball of aluminium foil is almost completely
the foil (bit of air in between) but the boat has a
large section of air in the middle. This air is very
light but it does displace the water. So the boat
is pushed up, partially out of the water which
reduces the amount (and weight) of the water
displaced. The boat floats when the weight of
the aluminium foil is equal to the weight of the
water displaced.
Chapter 8 | The effect of force
If you do an internet search on "floating, sinking",
you will find many videos explaining this concept.
Lesson 8–3
Pages 128–131
OBJECTIVES
• To describe the relationship between force, area,
and pressure.
LEARNING OUTCOMES
After this lesson, students should be able to:
• relate pressure with force and area
START (15 min)
• You could start this lesson with a demonstration.
Either just use the hammer and nail and the piece
of wood or dress up and act like a construction
worker doing the same.
• Take a piece of wood, a hammer and a nail.
Place the nail with the flat part (the head) on the
wood and strike the sharp end with the hammer.
(This deliberately is the wrong way round). Of
course, you will not be able to hammer the nail
into the wood. Students might laugh, especially
if you pretend to be an unintelligent person, not
realising what she is doing wrong.
• You can then ask the students why this is not
working. Someone is likely to suggest that you
turn the nail around. It would be best to replace
the nail as you pretend to turn it around as the
first nail is damaged. Now you hammer the flat
part of the nail and the sharp end will go into the
wood.
• Ask students why it did not work when you did
it the wrong way round. Ask them to think, pair,
share—to think about the answer, check with a
partner and then share their answers with the
group.
MAIN (15 min)
Read pages 128–131.
• Help students think through the question on the
worksheet 8–2.
PLENARY (15 min)
• You can then ask students if the question about
the lady in heels and the elephant made any
sense. From a logical point of view, no one would
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 allow an elephant in their house. The lady might
dent the floor but the floor would not be strong
enough to carry the elephant so it would break
completely. But also from a science perspective
it is not quite right. The lady has most but not
all of her weight on her heels. The rest is on the
front part of the shoe. Both of them will also
move, which means the lady may have only one
foot on the floor and the elephant may have 2 or
3 feet on the floor. Both increase the pressure.
Lesson 8–4
Pages 132–133
OBJECTIVES
• To discuss the origins of friction and air resistance
and describe situations where these forces act:
LEARNING OUTCOMES
After this lesson, students should be able to:
• predict how the force of friction affects motion
START (10 min)
• Show students this picture and ask them what
they think happened?
• Someone is likely to use the word ‘slipped’. (If
not, you can ask them why they think the man
fell.)
• Why did the person slip? Maybe because the
ground was slippery. What is the difference
between a ‘normal’ surface and a slippery
surface?
• If students do not come up with the word
‘friction’, then introduce it yourself.
MAIN (20 min)
• Read the beginning of worksheet 8–3 with
students or ask them to read it themselves.
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Discuss the information provided to ensure all
students understand.
• The pictures of the bicycles given in worksheets
already show that friction slows us down but, at
the same time, is necessary.
• Before moving on to air resistance, ask students
to come up with examples where we need
friction and/ or problems caused by a lack of
friction. Examples could include walking (and
slipping on ice or oil), lighting a match, sanding
a piece of wood to make it smooth, car’s tyres
when going round a corner or braking, writing
would be difficult without friction between pen
and paper, friction between the floor and your
chair ensures your chair does not move in all
directions when you change position, your socks
would fall off your feet without friction, etc.
AIR RESISTANCE
• If you wish to expand this section, you could
provide pictures and compare the shape of
the first aircraft with current ones, and even
include space ships (function of wings could be
discussed). If you do so, be sure to have read up
on the reason wings provide lift in air and why it
is not needed in space.
• When you discuss brakes, you could have a
bicycle with this type of brakes in the room.
• It shows the principle of the brake but is a little
more intuitive to understand than the car brake.
Ideally, a mechanic could show a car brake.
• Please ensure you understand the calculations
for determining thinking distances.
PLENARY (15 min)
• Industry has improved the brakes of cars so that,
under ideal circumstances, car can be stopped
in less time and distance than some years ago.
However, industry can only reduce the time
and distance the car covers after the brakes are
applied. The time it takes for the driver to think
and actually put his/her foot on the brake has not
really changed.
• Research suggests that the use of mobile phones,
especially reading or sending text messages, is
a main factor in many traffic accidents.
• If you want to show a (funny) clip which makes
this point, then do a video search on ‘you can’t
even text and walk’.
 Chapter 8 | The effect of force
Worksheet 8–1

1. Experiment

i. Take two pieces of aluminium foil of exactly the same size and shape.

ii. Crumple one piece into as tight a ball as you can.

iii. Fold the other piece into the shape of a boat.

iv. Put both of them in a bowl of water

What happened to each piece of foil?

a. ball

b. boat

2. Up thrust
When you are in the swimming pool, with the water up to your middle, you seem to weigh less than on land.
Whereas gravity pulls you down, the water seems to push you up. As indicated on page 130 of your Student
Book, this force is called upthrust.
How much this upthrust is depends on the volume of the object (or person), while the pull of gravity on Earth
is relative to the mass of the object (or person).
If the upthrust is larger than the pull of gravity, the object will float. If the force of gravity is more than the up
thrust, the object will sink.

Float

Sink

Buoyant force Buoyant force

i. What is the force of gravity on a small but heavy object? big/small

ii. What is the up thrust on a small but heavy object? big/small
iii. Will a small but heavy object sink or float? sink/float
ivi. What is the force of gravity on a large but light object? big/small
v. What is the up thrust on a large but light object? big/small
vi. Will a large but light object sink or float? sink/float

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 3. Read the section on density on page 130.
You found a beautiful blue stone on the beach. Is it a sapphire?
The density of a sapphire is 3.98 g/ml. What is the density of your stone? The mass of the stone is 3.1 g.
The volume of the irregularly shaped stone can be found by putting it in water. The stone will take up space
(where water particles used to be), displacing the water. Therefore, the level of the water will go up.
The easiest way is to use a measuring cylinder. There was a certain amount of water in the measuring
cylinder (volume 1). After adding the stone, the water level went up and is now at level 2. This ‘extra’ volume
is caused by the stone.
level 2 – level 1 = amount of water displaced = volume of the stone.
If the object does not fit in the measuring cylinder, you can use another container. Put it on a plate or tray
which will catch the spilled water and fill the container to the rim. Gently lower the object into the water.
Some water will spill out. The volume of the spilled water is the same as the volume of the object. So
pouring the spilled water into a measuring cylinder will tell you how much water was displaced, which is
the volume of the object.
Suppose there was 20.50 ml of water in your measuring cylinder. After adding the stone, the water level
went up to 21.75 ml.

What was the volume of the stone?

mass g
Density of the stone = =
volume ml

Is your blue stone a sapphire?

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 Chapter 8 | The effect of force
Worksheet 8–2

You just had a wonderful new wooden floor put into your house. It is beautiful and expensive wood but the
wood is rather soft.
You throw a party to celebrate your beautiful floor. One of your friends turns up with his wife wearing stiletto
heels and his pet elephant. Which of these is more likely to damage your floor?
In order to answer this question you need to know that
pressure = mass/area
You also need to know the following data.

lady elephant

mass 60 kg 4000 kg

area of the foot/heel 1 cm2 2000 cm2

area involved 2 feet so 2 cm2 4 feet so 8000 cm2

pressure

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 Worksheet 8–3

Friction

Newton’s first law states that an object will remain stationary or continue to move at the same speed and in the
same direction unless a force acts upon it. But when you stop pedalling (applying a force), your bike will stop.
What happens when the driver of a car takes his foot off the accelerator? What happens when you stop rowing
a boat?
What happens when you stop pushing your skate board?
It seems that everything comes to a halt when we stop applying a force. Why, then, did Newton phrase his
first law this way?
Read the second half of page 95 of your Student Book.
Friction is the force resisting the relative motion of two surfaces. Together with air resistance, they will cause
all of the above examples to come to a halt when we stop applying the force that moved them.
Friction : friend or foe?
1. Friction costs us a lot of energy, both from our legs on the bike and from the fuel in the car. It is mainly
found between the tyres and the road. Have a look at the tyres of the racing bicycles crossing the finish
line. What do you notice about the tyres?
a.

b. The second picture also shows a bicycle. What do you notice about the tyres on this bicycle?

c. If you look carefully, you can see that the second picture is off-road. This is a cross country race, across
fields and woods, over grass and through mud. Does this explain why this competitor has chosen
different tyres from those competing in the first race? Explain your answer.

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 Chapter 8 | The effect of force

2. We need friction!
Not only polar bears find it difficult to walk on ice. We all risk falling over on a surface with little friction.
Countries with winter frost spend a lot of money trying to keep ice off their roads because cars slip on ice
and this results in serious accidents.
When you look closely at the wheels of some cars, you can see a coloured part. These are the car’s brakes.
As you know, you want your car to move, but it also
needs to slow down. For this, a car has brakes. But
how do they work?
The part indicated by the arrow can move to the left so
that it is pressed firmly against the circular metal part
of the wheel. This happens when the driver of the car
pushes down the brake pedal.

a. What happens to the friction on the wheel when

the movable part of the brake is pushed hard
against the metal part of the wheel?

For reference visit:

https://wonderopolis.org/wonder/how-do-car-brakes-work

b. What would be the result of the speed of the car?

c. Put your hands together like in the picture. Rub them for a few seconds
with very little force. What do you feel?

d. Repeat the action, but this time, press your hands together quite strongly. What do you feel now?

e. If you were to put some oil on your hands and repeat the last action, would you feel the same?

f. When cars go to a garage for maintenance, the mechanics will ensure parts of the engine are oiled
sufficiently. However, they will never oil the brakes. Why not?

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1
9
Chapter
Science skills space
Investigating
UNIT FLOW CHART

The Universe—how did it begin?

The life of a star

The Big Bang theory

Galaxies

Information from space

INTRODUCTION
The universe contains everything that exists. We do not know how big the universe
is. A galaxy is a star system. Our Earth is part of a galaxy called the Milky Way. There
are thousands and thousands of stars in the Milky Way. These stars give a milky
appearance to the sky, hence the name.
Galaxies are very far apart. The nearest galaxy to the Milky Way is called Andromeda.
Andromeda is two million light years away. This means that the light we see from
Andromeda has taken two million years to reach us. We are seeing it as it was two
million years ago. Astronomers believe that there are many more galaxies further out
in space that cannot be seen.
There are several theories regarding the origin and formation of the universe but we
will consider the most commonly accepted:
The big bang theory: This theory suggests that the universe began 10,000 million
years ago with an enormous explosion.
We will also look at stars, galaxies and black holes but also have a critical look at all this
information. How did scientists come up with it all?

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Lesson 9–1
Pages 138–139
OBJECTIVES
• To explain the Big Bang theory
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain the Big bang theory of the origin of the
Universe.
START (10 min)
Ask students what they know about our solar
system. Hopefully between them, they know
that Earth is one of the planets revolving around
the Sun.
MAIN (25 min)
• Ask students to make a simple drawing of the
night sky. Give them only 2 minutes or so and
then ask them to explain to their partner what they
drew. They probably drew the Moon and some
stars. Ask them what they would have drawn if
they had to draw the sky during the day. They will
answer that they would have included the Sun.
You can then talk about the fact that the Sun is
one of the many stars in the Milky Way. The Milky
Way is one of the many galaxies in the Universe.
Read pages 138 and 139 of the Students' book and
do task A of worksheet 9–1.
Visit https://spaceplace.nasa.gov/big-bang/en/ and/
or print out the information on the site. Ask students
to complete Task B.
PLENARY (10 min)
• Some students are intrigued by the concept
of space and the universe. They may ask how
scientists know all this information about a time
when even our Sun did not exist. If not, you
can ask students if they think this information is
correct. You can set them the task to research it
at home.
Chapter 9 | Investigating space
HOMEWORK
• Workbook page 72, Question 6.
Lesson 9–2
Pages 140
OBJECTIVES
• To explain the Big Bang theory
LEARNING OUTCOMES
After this lesson, students should be able to:
• explain the origin of the universe.
START (15 min)
• Discuss students' understanding of the last
lesson and what they found in their research.
Make sure they do not just read something from
the internet without understanding. Being able
to select relevant, age appropriate information
from the internet is an important skill.
MAIN (20 min)
• Ask students to look at worksheet 9–2. You may
want to help students thinking by saying that all
fragments in the picture were once part of one
thing. It exploded, at a certain time, and some
time afterwards, this picture was taken. It shows
some fragments have travelled further than
others but they all travelled the same amount of
time. This means that from this picture, students
can identify faster moving fragments (those
further away from the centre) and slower moving
fragments (those nearer to the centre).
• You can demonstrate the difference in the sound
of the approaching airplane with the plane moving
away from the listener using this website.
Visit https://spaceplace.nasa.gov/big-bang/en/
and/or print out the information on the site. Ask
students to complete Task B.
• The same goes for light. The light from other
galaxies has more red tones than that in our
own. This indicates that the wavelength is longer,
showing that they move away from us. The
further the galaxy is away, the more the colour
shifts towards red. This is because all matter was
together once, before the Big Bang and what is
now found in the galaxies furthest away is the
matter which moved the furthest, i.e. with the
highest speed.
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 PLENARY (10 min)
• Ask students to write a brief explanation about
the start of the universe which they can read to
their parents.
HOMEWORK
• Workbook page 70, Question 3 and 4.
Lesson 9–3
Pages 141–142
OBJECTIVES
• To explain how galaxies were formed and
distinguish between the different types
LEARNING OUTCOME
After this lesson, students should be able to:
• compare the types of galaxies.
• relate the life of a star with the formation of black
hole.
START (15 min)
• Briefly explain to the students that the Sun is
the centre of our Solar System. It is big, provides
Earth with energy and it is very difficult to really
understand that it is one of 100 - 400 billion stars
in the Milky Way Galaxy. Scientists estimate that
there are 100 billion galaxies in the universe,
most but not all, a little smaller than our Milky
Way. Still, a mind-boggling number!
MAIN (10 min)
• You can explore the following website. It requires
Flash so will not work with Chrome as your
browser but should be ok with Internet Explorer
or Firefox.
https://wp-assets.futurism.com/2014/01/S0.1.6.jpg
• This video shows some real pictures of galaxies
taken by the Hubble telescope. Showing this in
class could inspire students to see how beautiful
the universe is but also give them an idea of the
size of it.
• The life of our Sun is an example of the life of a
star. Read page 141 with the students.
PLENARY (15 MIN)
• Ask students to describe the life of a star in their
own words. See worksheet 9–4.
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Extension material:
https://map.gsfc.nasa.gov/universe/rel_stars.html
Lesson 9–4
Pages 142–147
OBJECTIVES
• To state how information about space is obtained
via telescopes and space probes
LEARNING OUTCOME
After this lesson, students should be able to:
• show how information is collected from space by
using telescopes (e.g. Hubble space telescope)
and space probes (e.g; Galileo).
START (10 min)
• Ask students to write down the three most
interesting/important things they learned in this
unit on three separate post it notes.
• Sort them on the board. This essentially is a
review of what was done and a way for you to
check if they understood and remembered the
key points.
MAIN (25 min)
• Watch this video
ht tps: // w w w.khanacademy.org /science/
cosmology-and-astronomy/universe-scale-topic/
scale-earth-galaxy-tutorial/v/hubble-image-of-
galaxies
• Ask students how we know all the things they
wrote on their post it notes. The video should
give them a clue.
• Read pages 142–147. Divide students into groups
and assign each group a specific telescope or
space probe to investigate. They should find
information on how this particular telescope/
space probe gave us new information and/or
helped us understand the universe.
PLENARY (10 min)
You can end this unit with some metacognition
(thinking about thinking). Most of what your
students learned will never be observed by them
first hand. It is all part of "shared knowledge"—
information from other people. In the past,
humans have been wrong with things everyone
believed. What is the chance we are wrong here?
Is this the same as "fake news"? How are they
 Chapter 9 | Investigating space

the same/different? What can we do to try to

use only true information?
Extension material:
https://imagine.gsfc.nasa.gov/science/objects/black_
holes1.html 

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 Worksheet 9-1

Task 1

Read p 141-142 of your book and answer the questions below.

1. What is the Big Bang Theory?

2. When do scientists think the Big Bang took place?

Task 2

Visit https://spaceplace.nasa.gov/big-bang/en/ or use the info given to you by your teacher.

1. What did Edwin Hubble notice about other galaxies and when did he notice this?

2. What was the universe like when it just began?

3. What happened as everything expanded?

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 Chapter 9 | Investigating space
Worksheet 9-2

Task 1
Look at the picture of an explosion.

If you were to measure the speed of the fragments and the distance they had covered, what would you expect
to find?

Task 2
Have you noticed that when an airplane or siren is coming towards you, it sounds different from when it is
moving away from you.?
This happens because the moving object compresses the soundwaves in front and pulls apart the soundwaves
behind. This makes the sound in front have a higher pitch and the sound behind it have a lower pitch. This
difference can only be heard by people standing still and listening to the sound go past them. If you are on the
plane or in the car with the siren, the sound remains the same all the time. This is called the Doppler effect.

The same goes for light. The light waves from an object travelling towards you would be shorter and the light
from an object travelling away from you would be longer.
If an object were to send out light and move towards you at very high speed, what colour would the light be?

97
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 Worksheet 9-3

Read pages 143-144

1. What is a galaxy?

2. What types of galaxies are there?

3. Which type of galaxy is easy to see?

4. Why is this galaxy easy to see?

5. What can be found in the "bulge" in the centre of a spiral or oval galaxy?

6. Why are elliptical galaxies more difficult to see?

7. What is the difference between a galaxy and a cluster?

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 Chapter 9 | Investigating space
Worksheet 9-4

Describe the life of a star. Include the following words:

bigger atoms dwarf gravity light stellar nebula

black hole energy heat nuclear fusion supernova
chemical reaction engulf planets helium red giant yellow star
dust gas

You can use the diagram below to help you.

massive star red supergiant supernova black hole

stellar nebula

average star red giant dwarf star

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 Answers
Chapter 1  Heating and cooling
Page 3
1. A firecracker may be very hot but it does not
contain much heat energy. However, a cup of
hot tea would cause more damage because of
the amount of heat energy it contains.
2. Heat is the amount of energy that something has.
It is measured in Joules (J) or kilojoules (kJ).
3. Temperature is a measure of how hot or cold
something is. It is measured with a thermometer
in degrees Celsius (°C).
4. The particles of a substance move with respect
to the amount of energy they have. At higher
temperatures, the particles move about very
vigorously. As temperature falls, this energy is
lost and the particles move more slowly.
5. The temperature at which the particles of a
substance stop moving is called absolute zero
(-273oC).
6. The Kelvin scale is a temperature scale with
degrees the same size as the Celsius scale,
starting from absolute zero.
Page 4
1. In a liquid, the particles move faster as the
temperature rises. At the surface the faster
particles break free to form a gas above it.
2. a) evaporation
b) melting
c) condensation
d) freezing
3. From the atmosphere.
Page 5
1. Metals
2. Substances that do not allow heat to pass through
them are called insulators. For example, glass,
plastic, and wood.
3. If one end of a metal bar is heated, the particles
there gain energy and vibrate faster. This causes
the particles next to them to vibrate faster as
well. The increased vibration of particles is
passed along the bar until the whole bar is hot.
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1
4. a) Heat energy flows quickly through the metal
base of the saucepan to reach the food item
that needs to be cooked or warmed.
b) Plastic is a poor conductor of heat so it will
not burn the hand when it is held.
c) Fur traps air which a very good insulator. The
bear retains its body heat.
d) Air is trapped between the bird’s feathers. Air
is a very good insulator so the bird retains
body heat.
Page 6
1. Liquids and gases can carry heat because their
particles are free to move.
2. Warm air is less dense than cold air, so the warm
air above the heater rises and is replaced by the
colder denser air. In this way, a convection current
is set up and air circulates around the room.
3. In rooms with high ceilings, it takes longer for the
warm air to rise to the ceiling, and for the colder
air to come to take its place.
4. Convection cannot happen in solids because the
particles are held in a framework and they cannot
move around as freely as they do in liquids and
gases.
Page 8
1 a) White or silvery surfaces are poor absorbers
because they reflect most of the radiation.
That is why in hot sunny countries houses
are often painted white to keep them cool
inside.
b) Black absorbs heat more quickly than white.
c) The silvery surface of aluminium reflects heat
back into the food so the food remains warm.
d) A dark surface radiates heat better than a
shiny one.
Page 9
1. The Thermos company were the first to mass
produce vacuum flasks.
2. There is a vacuum in the walls of the flask.

3. Heat from the surroundings is prevented from
entering the flask in the same way as heat is
prevented from leaving.
Page 10
1. The kinetic theory states that everything is
made of particles which are always in motion.
Increasing the temperature gives the particles
more energy so they move faster.
2. Particles in gases move further apart when
heated because they gain more energy enabling
them to move even further apart than they are
already. They collide with each other more often
and with greater force.
Page 11
Exercise
1. Multiple choice questions
i. c ii. b iii. c iv. d v. d
2. True or False
i. True ii. False iii.
True iv. False
v. True
Page 12
3. Ice is a solid. When it is heated, it melts and
becomes water. Water is a liquid which boils at
100°C. At this temperature, it turns into a gas
called steam. When steam cools, it condenses
and turns back into water. At 0°C, water freezes
and turns back into ice. These are examples of
changes of state.
4. i. Celsius Kelvin
200° 473
100° 373
0° 273
–100° 173
–200° 73
–273° 0
ii. Add 273 to the degrees on the Celsius
scale to convert into the Kelvin scale.
iii.
a.
573K b. 423K c. 223K
iv. Absolute zero is the temperature at which
a material has no heat energy.
5. i. The particles are gaining kinetic energy.
Some of them are able to escape from the
surface.
Answers
ii. heat energy
iii. The Sun
iv. Boiling water in a kettle/pan, drying clothes
etc.
6. i. convection
ii. radiation
iii. conduction
iv. convection/radiation
Page 13
Ideas for investigations
In investigation 1, students are able to find out that
the rate of conduction in different materials is not
the same. The drawing pins will fall as the wax melts
on each rod due to conducted heat. Copper will be
quickest followed by iron. It is highly unlikely that
the drawing pin will fall from the glass rod due to
it being a very poor conductor. In fact, it is possible
that the glass will begin to melt if too much heat is
applied for too long.
SAFETY NOTE: put on safety glasses. Take care when
using hot apparatus.
Investigation 2 provides the opportunity for students
to compare the rates of radiation from dull and shiny
surfaces. Students should find that the container
with the dull surface will lose heat faster than the
one with a shiny surface. Taking readings every 10
seconds for two minutes should give sufficient data
to enable students to complete the table and even
draw a graph of their results.
SAFETY NOTE: Put on safety goggles. Take care
when using hot apparatus.
Chapter 2  Plants and their systems
Page 15
1. Tap root and fibrous root
2. To hold the plant in place in the ground and to
take in water.
3. Stem, leaves, flowers and buds
4. Leaves are held above the ground so leaves
can get sunlight and exchange gases with the
surrounding air. Flowers are held above the
ground so insects can get to them easily.
5. Buds are where growth starts.
Page 17
101
1
 1. A transport system enables water from the roots
and food from the leaves to be moved to the rest
of the plant.
2. A vascular bundle is made of xylem and phloem
tubes.
3. i. They are thin tubes that carry liquids up and
down the plant.
ii. Xylem is dead phloem is alive.
4. Xylem has thickened walls which help support
the plant.
5. The root tip is where the root grows.
6. The root cap protects the root tip as it grows
through the soil.
Page 18
1. Plants need sugar to produce the energy for
growth.
2. In autumn a lot of sugar is stored in fruits.
3. The holes let sugar solution pass from phloem
cell to phloem cell.
4. In the spring the plant uses sugar stored in the
roots to start growing again.
Page 19
1. Osmosis is the movement of water from a region
of high water concentration to a region of low
water concentration across a partially permeable
membrane.
2. Osmosis is the diffusion of water only.
3. A partially permeable membrane has very tiny
holes in it which only allow small molecules, like
water, to pass through.
4. The concentration of water is higher in the weak
sugar solution than in the strong sugar solution.
Water therefore moves by osmosis into the bag
tied to the glass tubing causing the volume to
rise and so move the solution up the tubing.
Page 21
1. Transpiration is the process by which a plant loses
water from its leaves into the surrounding air.
2. Stomata are tiny holes usually found on the
underside of leaves through which water vapour
passes out.
3. When a plant has plenty of water the pressure
inside the guard cells rises and the stoma open.
When the guard cells lose water, the pressure
inside them falls and the stoma close.
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1
4. i. Temperature
ii. Wind
iii. Humidity
iv. Time of day
5. The Sun will raise the temperature therefore
increasing the rate of transpiration. More water
will be lost than can be taken up by the roots. The
cells become flaccid so the plant has no support
and wilts.
Page 22
1. Leaves are where the plant makes its food during
photosynthesis.
2. a) They are broad and flat.
b) are thin and have lots of air spaces inside.
c) They have stomata on the underside.
d) they have vascular bundles made of xylem
and phloem.
3. a) Leaf veins are vascular bundles which form
a kind of ‘skeleton’.
b) They help to support the leaf, keeping it flat
and facing the light.
4. Narrow leaves are usually very thin so gases can
get to every cell.
5. A waxy cuticle make the leaf waterproof.
6. To allow light to pass through to the cells below
for photosynthesis.
7. This is where most photosynthesis takes place.
Page 23
1. Plants are part of our food chain.
2. The Sun
3. Leaves are well adapted for the function they
perform. Their broad, flat, thin shape provides a
large surface area, ideal for absorption of carbon
dioxide and sunlight.
Page 25
1. Light, carbon dioxide and temperature (may
mention chlorophyll)
2. Green light is not absorbed for photosynthesis,
it is reflected.
3. The higher the temperature the faster the rate
of photosynthesis, up to a certain level.
4. Enough light, enough carbon dioxide, and a
perfect temperature.
5. The one factor that is in the shortest supply.

6. Not all plants have completely green leaves i.e.
less chlorophyll to absorb sunlight.
Page 26
1. A plant stores glucose as an energy source when
photosynthesis isn’t possible.
2. Cellulose is used to make plant cell walls.
3. Carrots are an underground food store for glucose.
4. Nitrogen
Page 27
1 Plants respire to produce energy required for life
processes.
2 a) oxygen b) carbon dioxide
3. With oxygen
4 Without oxygen
Page 28
1. Plants produce alcohol and carbon dioxide.
2. glucose → alcohol + carbon dioxide
3. fermentation
4. Carbon dioxide is produced during anaerobic
respiration. If the sealed container of yoghurt
is left for a long time, its lid bulges due to the
accumulation of too much carbon dioxide.
Page 29
1. Gas exchange in plants happens by diffusion
through stomata between the air and the air
spaces in the leaves.
2. Respiration is happening all the time whereas
photosynthesis only happens during the
daytime. To maintain the balance of gases in the
atmosphere there must be more photosynthesis
during the day
3. Pollution of the oceans kills the microscopic
algae that provide most of the oxygen in the
atmosphere.
Page 30
Exercise
1. Multiple choice questions
i. c ii. c iii. a iv. c v. c
2. True or false
Answers
i. False ii. True iii. False iv. True
v. True
Page 31
3. i. From the soil.
ii. By osmosis from the soil into the root
hair cells. Osmosis is the movement of
water from a high concentration to a low
concentration.
iii. They have thousands of tiny root hairs which
have very thin walls which can absorb water
easily.
iv. Water travels in tubes called xylem.
v. Plants use water for photosynthesis and to
keep their cells fully stretched.
4 i. a. The chip has got longer
b. The chip has got shorter.
ii. Osmosis. The movement of water from a
region of high water concentration to a region
of low water concentration across a partially
permeable membrane.
iii. The is a greater concentration of water
molecules outside the cells of the chip than
inside. Water therefore moves into the cells
by osmosis making the chip firm and rigid
(turgid).
iv. Water is lost from a plant by transpiration.
If there is no water available for the roots
to take in the plant will start to wilt. If it has
plenty of water a plant will replace the water
lost in transpiration and remain upright.
Page 32
5. i. A water B carbon dioxide
i i. D oxygen E glucose
iii. sunlight
iv. carbon dioxide + water → glucose and
oxygen + energy from the Sun
v. By testing it for starch.
6. i. a. moving air
b.
moist air
ii. 10 mm/min
iii. 6 mm/min
iv. a warm, windy day.
Ideas for investigations
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 Investigation 1 enables students to compare the 3. a) in layers/orbits around the nucleus
rate of transpiration from a leafy twig in different b) Electrons take up most of the space in an
weather condition. It is important that the apparatus atom because they are moving rapidly in
is assembled in a bowl of water to prevent air getting orbits and orbits build up in layers as they
between the twig and the rubber tube seal on the become full.
capillary tube. Petroleum jelly is smeared around the
4. 
Symbols is a kind of chemical shorthand
joints to ensure air tight seals. Moving air can be
recognised all over the world.
simulated by wafting the air around the twig with
a piece of stiff card made into a simple fan. Warm 5. a) The number of protons in an atom.
moving air can be simulated with a hair dryer or fan b) The number of protons plus the number of
heater set on its lowest heat setting. Students will neutrons in an atom.
put their results in a table and then could draw a bar
Page 38
chart to display the results they have obtained.
1. 79 protons and 118 neutrons
Investigation 2 enables students to investigate
osmosis. Students should take special care to ensure 2.
there is a tight seal between the Visking tubing and
the capillary tube, and also ensure the knot in the
protons
Visking tubing is tight. Once the apparatus is set
up, the level of sugar solution will rise quite quickly
indicating an increase in the volume of the contents
of the tubing. Water molecules pass through the wall 8P shell

of the Visking tubing by diffusion because they are

small. Sugar molecules are too large to pass in the
8N neutrons
opposite direction.

Chapter 3  The periodic table electron

Page 36
1. A tiny positively charged nucleus surrounded by nucleus
a cloud of rapidly moving electrons. 3. a) Both have the same number of protons (6)
2. Water could only evaporate into the air if water b) Each one has a different number of neutrons.
and air were made of particles which could not (6 and 8)
be broken down into anything smaller.
3. Particles which are smaller than an atom. Page 40
4. In Thomson’s atomic model (called the ‘Plum 1. Element Group
pudding’ model), most of the space in an atom carbon IV
is made up of positively charged material with oxygen VI
lots of tiny negatively charged electrons scattered nitrogen V
through it.
sulphur VI
5. Some particles were repelled instead of passing
straight through. It proved there must be a very 2. The metals lie between group II and III.
small positive bit in the centre of each atom. 3. Symbol Element
Pb lead
Page 37
Sn tin
1. a) proton, neutron, and electron
W tungsten
b) proton (+ve), neutron (no charge/neutral),
electron (-ve) K potassium

2. neutrons and protons

104
1
 Answers

P phosphorus molecule of potassium fluoride has the formula

Hg mercury KF and contains one potassium atom and one
fluorine atom.
4. a) i) 5. ii) 7. iii) 2
b) By looking to see which Group the were in
the periodic table.
5. a) They belong to Group I of the periodic table,
as they have only one electron in their 19P 9P
outermost shell.
They are metals which are soft and react
violently with water.
b) They belong to group VII of the periodic potassium (K) flourine (F)
table as they have seven electrons in their
outermost shell. Page 47
They are coloured, poisonous gases that are 1. electron
very reactive. 2. A covalent bond is formed by the sharing of
c) They do not react because their outer electron electrons between atoms.
shells are completely full. 3. molecule
4. In an ionic bond, electrons are either lost or
Page 42
received from atoms. The atoms become charged
1 A chemical bond is when two or more atoms join particles called ions and are held together by
together to fill up their outer electron shells. electrostatic forces. In a covalent bond, atoms
2 A compound is formed when two or more share electrons to form a neutral molecule or
elements bond together. compound.
3 Valency describes how easily an atom can bond 5. a) Carbon and oxygen
with another atom or molecule. b) One atom of carbon and two atoms of
4 Group I elements have a valency of one because oxygen.
they only have to lose one electron to have ‘full’
outer shell.
Group VII elements have the same valency O O O O O O
because they only have to gain one electron to
have a ‘full’ outer shell. C + 2O CO2
O-C-O
5 a) NaCl b) MgCl2
Page 48
Page 44 Exercise
1. Positive charge 1. Multiple choice questions
2. Negative charge i. a ii. b iii. a iv. d v. b
3. Sodium is a solid metal, whereas chlorine is 2. True or false
a greenish-yellow gas. When both of them i. False ii. False iii. False iv. False
combine, they form sodium chloride which is a
v. False
white crystalline salt.
4. Two electrons are lost by magnesium and gained Page 49
by the oxygen. 3. i. element
5. Potassium atoms lose an electron forming ii. compound
positive potassium ions. Flourine atoms gain iii. compound
an electron forming negative fluoride ions. One
iv. element

105
1
 v. compound the same amount of heat, students should easily
vi element see which compound has the lowest melting point.
4. i. 12 SAFETY NOTE: Put on safety goggles. Take care
when using hot apparatus. Melted sugar may spit
ii. 6 iii. 6 iv 6 v. 6
out of the test tube.
5. i. a. Group 0 b. Group VII c. Group I
iv Group II ii. B iii. E iv. C Chapter 4  Water and sound waves
v. C & D vi. F
Page 54
Page 50 1. Waves carry energy from one place to another
6. i. A, B & E ii. B iii. D, -2 iv. C, +2 without any matter being transferred.
v. Magnesium 2. Water waves, sound waves, and light waves.
7. i. a. Al, N b. O2, CH4 c. Na+, I- 3. Water waves move up and down at right angles
to their direction of travel.
ii. a. sodium ion b. iodine ion
4. A water wave is a transverse wave.
iii. a. sodium iodide b. NaI c. ionic
5. Oscillate means to move up and down or side to
8.
side.

Page 57
1P
1. They are reflected.
2. The wavelength shortens.
3. Constructive interference is when two peaks or
troughs add together to make a lager peak or
6P
trough.
1P 1P
6H Destructive interference is when a peak and a
trough cancel each other out to produce a wave
with no amplitude.

Page 58

1P 1. Ears detect sound energy.

CH4
Page 51
Ideas for investigations
Both of these investigations give students the
opportunity to compare the properties of ionic and
covalent compounds.
In investigation 1 students use a simple electrical
circuit to find out whether sugar and salt conduct
electricity. Salt, being an ionic compound, should
enable the bulb to glow when the circuit is switched
on. Sugar, on the other hand, being a covalent
compound, will not.
Investigation 2 requires students to carefully heat
sugar and salt in separate test tubes. The sugar will
quickly melt and start to burn. The salt will not. If
both test tubes are heated at the same time with
106
1
2. Sounds are made when something vibrates.
3. a) Guitar b) Lightning
4. Dogs produce bark sounds by the vibration of
their vocal chords.
Page 59
1. When the drummer hits the drum, the drum skin
vibrates rapidly up and down. The vibrating drum
skin makes air molecules vibrate backwards and
forwards. These molecules affect the molecules
next to them.
The sound spreads out. Within a split second,
all the air molecules will be vibrating. We hear
the sounds when the air inside our ears stars
vibrating our eardrums.
2. a) We can hear sounds all around us.
b) Dolphins communicate by sending out high
pitched squeaks and clicks which travel
through the water.
 Answers

c) We can hear someone knocking on the door.
3. Sound can only move when there is something
to move through. It means that sound can pass
anywhere there are particles, and the more
tightly packed the particles are, the further the
sound travels.
Sound cannot travel in a vacuum because there
are no particles in it.
Page 60
1. Sound waves are stretches and squashes of the
air spread out from the source of the sound.
2. The distance between two compressions is
called a wavelength.
3. In a longitudinal wave the vibrations move
backwards and forwards.
4. The waves on a sea or the ripples on water move
up and down, not backwards and forwards like
longitudinal waves.
Page 61
1. In air, the speed of sound is about 330 metres
per second.
2. No. In general, sound travels faster in liquids than
in gases. It travels fastest of all in solids.
3. Light travels faster than sound so we see the
lightning first and hear the sound of thunder after
some time. A person standing 1600 m away will
hear the thunder after five seconds because: The
speed of sound = distance/time = 1600/5 = 320
m/s
4. An echo is the reflected sound from walls and
other hard surfaces. It is heard a short time after
the original sound.
2. The skin of the drum vibrates 20 times in a
second.
3. a) When the drum is hit hard, a loud sound is
produced (high volume). When it his hit softly
a quiet sound is produced (low volume)
b) When the drum is hit hard the skin of the
drum vibrates with a high amplitude. When
it is hit softly the amplitude of the vibrations
are smaller.
4. 330/330 = 1 m
Page 64
Exercise
1. Multiple choice questions
i. a
ii. d iii. a iv. d v. c
2. True or false
i. True ii. False iii. False iv. False
v. False
Page 65
3. i. a. Reflect at the same angle as they strike.
b. Reflect straight back.
ii. a. Slow down and bend/refract
b. Because the first waves to hit the shallows
slow down first causing them to change
direction.
iii. a. They would spread out/diffract
b. The narrow gap concentrates the energy
causing the ‘bulge’ on the other side.
4 i.
amplitudes

5. Echo time is the time for a sound to travel from

its source to a hard surface and back again.
6. Speed = distance/time = 160/0.5s = 320 m/s wavelength
Page 63
1. a) The pitch of a sound means how high or low
the sound is. It depends on how rapidly the ii. In 1/10 of a second it vibrates 4 times. In 1 second
sound producer vibrates. it vibrates 40 times. Therefore frequency of the
sound is 40 Hz .
b) The frequency of sound is the number
of vibrations set up in one second. It is 5. i. An echo is a reflected sound.
measured in Hertz (Hz) ii.

107
1

electronic
depth
finder
sound pulses transmitter
sends out
and receives
sound pulses
reflected
sound
seabed
iii. Using the formula: speed = distance/time
speed x time = distance 330 x 0.5 = 165 m
But this is the total distance travelled to and back
from the rock face. So, the rock face is 82.5 m
away.
Page 66
6. i. Sound 1 has a lower amplitude than sound 2
ii. Sound 3 has a higher frequency than sound 1.
iii. Sound 2 has the highest amplitude.
iv. Sound 3 has the highest frequency.
v. Speed = frequency x wavelength wavelength
= speed/frequency = 330/220 = 1.5m
vi. 7Hz
Ideas for investigations
In investigation 1 students study the relationship
between the amount of water in a bottle and the
sound it makes when tapped. By carefully adjusting
the amount of water in each bottle, students should
be able to make a musical scale and perhaps even
play recognizable tunes on their ‘instrument’.
Investigation 2 is all about sound insulation. Student
can develop their knowledge and understanding of
this topic by choosing from a wide range of materials
to see which material is the better absorber of sound.
Usually, the material which is softest and holds the
most air will prove to be the best insulator of sound.
Investigation 3 enables students to study the topic
of echoes. It is recommended that students do this
experiment at least three times before calculating
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1
the average of the results. The more times this
experiment is carried out the closer the average will
be to the actual speed of sound.
Investigation 4 requires students to construct and
use a simple ripple tank. The apparatus can be used
to model the behaviour of water waves as they are
reflected and diffracted. By reducing the depth of
the water in the middle of the tank, students should
be able to observe the slowing of the waves, a
shortening of wavelength and hopefully gain an
understanding of wave refraction.
Chapter 5  Human organ systems
Page 70
1. Food consists of large molecules which cannot
be dissolved. These must be broken down or
digested into smaller soluble molecules, so that
they can be easily absorbed into the blood.
2. Enzymes help to break down the large food
molecules, thereby bringing about digestion of
food.
3. A long tube called the alimentary canal that runs
from mouth to anus, plus a few other organs such
as the liver and pancreas that produce digestive
enzymes.
4. About 10 metres
5. About 24 hours.
Page 72
1. The muscles in the walls of the alimentary canal
contract and relax rhythmically in order to push
food along.
2 To break down food into smaller pieces and to
be mixed with saliva.
3. Salivary amylase is an enzyme that digests
starch.
4. A short tube connecting the mouth with the
stomach.
5. Gastric juice contains protease enzymes which
digest protein, and hydrochloric acid which kills
bacteria.
Page 74
1. The first part of the small intestine.
2. In the gall bladder.
3. Emulsifies fats and neutralizes stomach acid.
4. In the pancreas.

5. In the walls of the small intestine.
6. & 7. Amylase digests starch to maltose
Protease digests protein to amino acids
Lipase digests fats to fatty acids and glycerol
Carbohydrase digests remaining carbohydrates
to glucose.
8. Glucose, amino acids, fatty acids and glycerol.
9 The appendix is a small organ lying at the
junction of the small and large intestines. In many
herbivores such as rabbits the appendix is large
to assist in the digestion of cellulose in plant cell
walls.
Page 75
1. A biological catalyst speeds up a chemical
reaction, but is not broken down or changed by
it. It lowers the amount of energy required for a
chemical reaction to take place.
2. Starch, protein and fat.
3. Glucose, amino acid, fatty acid.
4. A starch molecule is made up of several glucose
molecules joined together like a string of beads.
5. Starch breaks down into glucose molecules.
6. Protease—acts on proteins and breaks them into
amino acids. Carbohydrase—acts on starch and
breaks it into simple sugars like glucose
Lipase—acts on fats and breaks them into fatty
acids and glycerol.
Page 76
1. Living things need energy to carry out the
different life processes in their body.
2. glucose + oxygen → carbon dioxide + water +
energy
3. We breathe in fresh air which contains the oxygen
required for respiration.When we breathe out we get
rid of the carbon dioxide and water vapour.
4. Our exhaled air contains water vapour which
condenses when it touches the cold window.
Page 79
1. Breathing is the taking in of oxygen and the
removal of carbon dioxide from the body.
2. Blood carries oxygen from the lungs to the cells
and the carbon dioxide from the cells back to the
lungs.
Answers
3. From the nose and mouth, through the wind pipe
or trachea, bronchi and bronchioles.
4. The alveoli are surrounded by blood capillaries
which enable oxygen to pass from the air in the
lungs into the blood in the capillaries.
5. Alveoli are excellent for gas exchange because:
There are millions of them which provide a large
surface area.
They have thin, moist walls for gas exchange.
They are surrounded by blood capillaries.
6. a) i) Mucus is a sticky liquid produced by cells
which line the air passages.
ii) Cilia are tiny hairs which line the air
passages.
7. More oxygen is required during exercise than
when you are asleep. An increase in breathing
rate and lung capacity gets more air into the
lungs from which oxygen can be removed.
Page 80
1. Breathing is simply a way of exchanging gases
between the lungs and the surrounding air.
Respiration is the process by which energy is
released by the chemical breakdown of glucose.
It takes place in the body cells.
2. Respiration occurs in the every living cell of the
body.
3. Mitochondria are the tiny rod-shaped structures
present inside the cells where respiration takes
place.
4. There are more mitochondria in the muscle cells
because they have to release large amounts of
energy quickly for movement.
Page 82
1. The kind of respiration in which oxygen is used
to release energy from food is called aerobic
respiration. Respiration which takes place
without oxygen is called anaerobic respiration.
2. glucose + lactic acid → carbon dioxide + water
+ energy (small amount)
3. a) walking
b) running fast
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1
 4. 8. Antibodies destroy microorganisms by dissolving
carbon them. Antitoxins break down the toxins
food
dioxide (poisons) that microorganisms produce.
9. Platelets cause tiny fibres to form a net across
the cut. Red cells get caught in the net forming
a blood clot. The surface of the clot hardens to
form a scab. This keeps the cut clean while new
energy is skin grows.
released
oxygen water Page 86
1. Tissue fluid is mainly water. It forms a continuous
Aerobic respiration in a cell link between the water in the blood plasma and
the water in the cell cytoplasm
food carbon 2. 
The walls of the smallest blood vessels
dioxide (capillaries) are very thin with tiny holes in them.
3. It is covered with tissue fluid coming from the
meat (muscle) tissue.
less energy 4. Diffusion is the movement of a substance from a
+ high concentration to a low concentration. In the
lactic acid body cells there is more urea than in the blood,
water so it moves from the cells to the blood through
the tissue fluid.
Aerobic respiration in a cell
Page 88
Page 83 1. It carries blood around the body.
1. Muscle 2. Tubes called arteries, veins, and capillaries.
2. a) Atria b) Ventricles 3. It means that blood passes through the heart
3. The left ventricle twice as it goes once around the body.
4. Arteries have thick, muscular walls, veins have
Page 85 thinner walls. Veins are wider than arteries.
1. About 5.5 litres Arteries carry blood from the heart, veins carry
2. Red cells, white cells, plasma and platelets. blood to the heart.
3. Digested food, carbon dioxide, urea (waste) and 5. Capillary walls are very thin so that tissue fluid
hormones. carrying things such as oxygen, and carbon
4. Carry oxygen from the lungs to the rest of the dioxide can pass between the blood and the
body. cells.
5. 
Red blood cells contain a chemical called 6. Arteries carry blood from the heart so they are
haemoglobin. At the lungs, haemoglobin joins closest to it. The pressure is therefore higher.
with oxygen to make oxyhaemoglobin which Page 89
is bright red. As it travels round the body, the
oxyhaemoglobin changes back to haemoglobin, 1. Valves stop blood flowing in the wrong direction
releasing the oxygen to the cells. 2. Blood travels to the heart via the coronary artery
6. White cells have a nucleus, red cells do not. 3. Blood from the body enters the right atrium
White cells can change their shape, red cells through the vena cava. Blood from the lungs
can’t. enters the left atrium through the pulmonary
7. 
Chemicals that destroy microrganisms by vein. The atria contract together pushing blood
dissolving them. into the ventricles. From the left ventricle, blood

110
1
 Answers

is pumped to the body through the aorta, and b. so that gases can easily diffuse through its
from the right ventricle to the lungs along the walls.
pulmonary artery. Both ventricles contract at the 7 i. Right ventricle into the pulmonary artery and
same time. on to the lungs.
4. There is a double beat since the atria contract From the lungs to the left atrium.
just before the ventricles.
Left atrium into the left ventricle.
Page 90 Left ventricle out the body through the aorta.
Exercise Back from the body into the right atrium via
1. Multiple choice questions the vena cava.
i. d ii. d iii. c v. b v. a Right atrium into the right ventricle.
2. True or false ii. Blood passes through the heart twice as it
goes once around the body.
i. True ii. True iii.
False
iii. 1 circulation in 30s
iv. True v. False
= 2 circulations in 1 min.
Page 91 = 120 circulations in 1 hour
3. i. fat: energy and insulation = 120 x 24 = 2880 circulations in 1 day
protein: body building
Page 93
starch: energy
8. i. Red blood cells are made in the bone marrow
sugar: energy
of large bones.
ii. a. cheese
ii a. Red blood cells are red because they
b.
meat contain haemoglobin.
c.
bread b. They only live for a few months.
d.
sweet biscuits iii. The shape of red blood cells gives a large
iii. Water is essential because all the chemical surface area to absorb oxygen. They also
reactions in the body take place in solution. contain a chemical called haemoglobin
4. i. E ii. H iii. D iv. B v. A which combines with oxygen to make
vi. F vii. J oxyhaemoglobin. In this way oxygen can be
transported efficiently around the body.
5. i. Respiration is the oxidation of food to release
energy. d. At high altitudes there is less oxygen in the
atmosphere. So, more red blood cells are
ii. It takes place in the mitochondria living cells.
needed to collect the required amount of
iii. a. glucose oxygen for everyday life.
b.
oxygen Ideas for investigations
c. carbon dioxide and water Investigation 1 is designed to enable students to find
d.
energy their own lung capacity. Despite the simplicity of the
e.
aerobic respiration apparatus, careful use will produce very worthwhile
results. An element of competition usually enters
f. Oxygen is being used.
into this investigation. It is surprising just how large
Page 92 the lung capacity of students can be.
6. i. A capillary is a tiny blood vessel having very Investigation 2 gives students the opportunity to learn
thin walls. how to take a pulse, either their own or someone
ii. oxygen else’s. It is important that only the fingers are used
iii. carbon dioxide. to find a pulse, never use the thumb since it has its
own pulse and will cause confusion. By following the
iv. a. to dissolve the gases diffusing through its instructions, students should be able to discover a
walls.

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1
 difference in pulse rate after the three contrasting 2. An oxide is produced when a fuel reacts with
activities. Starting with sitting, the pulse rate for this oxygen. Carbon dioxide is produced when carbon
activity will be lowest. Walking should show a small burns in air.
increase and running will produce the highest pulse 3. Hydrocarbons contains hydrogen and carbon.
rate. When they burn, water, carbon dioxide are
produced.
Chapter 6  Simple chemical reactions
4. To produce energy to keep the body working
Page 97 properly. Fuel comes from food.
1. 5. Tarnish means to lose a shiny surface. Metals
tarnish when exposed to water, air or acid.
Physical change Chemical change
6. Rust is iron oxide. Paint keeps water and oxygen
No new substances One or more new
(needed for rusting) away from the metal.
are made. substances are formed.
Energy not always Energy is always given Page 103
given out or taken in. out or taken in. 1. A reversible reaction can go in either direction.
It can be reversed. It is usually very difficult Reactants can be reclaimed from the products.
to reverse. An irreversible reaction is one way only.
2. Crushed can, chopped food, ice melting. No new 2. The reversible arrow indicates the reaction can
substance is made. go in two directions.
3. During a chemical reaction. 3. Hydrated copper sulphate is blue and contains
4. Fuel burning, toast burning, food cooking. Cannot water. Anhydrous copper sulphate is white and
be reversed. does not contain water.
4. Physical change because the chemicals structure
Page 98 of the substance doesn’t change.
1. As a word equation
Page 104
2. Reactants
3. Products Exercise
4. By chemical bonds 1. Multiple choice questions
5. Chemical reactions which give out heat are i. d ii. b iii. b iv. c v. a
exothermic reaction. Endothermic reactions need 2. True or false
heat to get them started. i. True ii. False iii. True
Page 100 iv. True v. True
1. a. Synthesis Page 105
b. Endothermic: It needs heat to get the 3. i. a. bending a ruler, cutting paper, melting ice
magnesium burning. Once burning it is cream
exothermic.
b. baking a cake, ripening of fruit, souring of
2. a. Endothermic milk
b. calcium carbonate → calcium oxide + carbon ii. a. souring of milk
dioxide
b. ripening of fruit, baking a cake.
3. The copper displaces the silver from the silver
4. i. A) methane + oxygen → water + carbon
nitrate solution.
dioxide
Page 102 B) iron + water + oxygen → iron oxide
1. Exothermic. Heat energy is given off. 
C) 
magnesium + copper sulphate →
magnesium sulphate + copper

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1

ii. a. iron + oxygen
b. methane + oxygen
c. magnesium + copper sulphate
5. i. To test the presence of carbon dioxide. Lime
water turns milky.
ii. Carbon dioxide is produced as a result of
respiration in our body, so there is more
carbon dioxide in exhaled air as compared
to inhaled air.
iv To carry out a fair test and get accurate
results.
Page 106
6. i. The pump pulls the gas being produced
through the apparatus, thereby ensuring that
the gas passes through the soda lime.
ii. This means that the candle contains hydrogen
and carbon.
iii. a. Water is produced from the oxidation of
hydrogen present in the hydrocarbon.
b.
It evaporates.
iv. As the hydrocarbon is burning and forming
carbon dioxide and water, the candle loses
weight.
v. The weight of the soda lime will increase due
to the formation of sodium carbonate which
is a salt.
7. i. In the tube containing water and air.
ii. iron + water → iron oxide + hydrogen
iii. It weakens the iron.
iv. By oiling and by painting.
Page 107
Ideas for investigations
Investigation 1 enables students to investigate some
displacement reactions. Students should observe
displacement reactions between the following:
magnesium and copper sulphate
magnesium and iron sulphate
magnesium and lead nitrate
iron and copper sulphate
iron and lead nitrate
All of the other combinations will have no reaction
and are therefore not displacement reactions.
Answers
SAFETY NOTE: Put on safety goggles when doing
this investigation.
Investigation 2 is an interesting and amusing example
of a decomposition reaction. When potassium iodide
is added to hydrogen peroxide, the decomposition
of hydrogen peroxide increases rapidly and lots of
oxygen gas is released in a short period of time.
By adding washing up liquid to the mixture. oxygen
bubbles are created and produce a long column of
foam which erupts from the measuring cylinder rather
like toothpaste being squeezed from a tube. Students
are advised to stand clear once the potassium iodide
has been added.
At the end of the experiment, students should feel
the outside of the measuring cylinder and not that it
is warm. The reaction is exothermic.
SAFETY NOTE: Put on safety goggles when doing
this investigation.
Chapter 7  Light waves
Page 109
1. a. Radio waves
b. X-rays and Gamma rays
2. 2 300,000 km/s in air
3. Rays of light can pass through transparent
materials. Translucent materials allow only some
light to pass through.
4. a) Transparent materials: acetate, paper and
glass
b) Translucent materials: frosted glass and
greaseproof paper
c) Opaque materials: wood and metal
Page 110
1. A plane mirror is a flat mirror.
2. A piece of paper has a rough surface so reflected
light is diffused in all directions.
3. The incident ray is the incoming ray which strikes
the mirror. The reflected ray is the outgoing ray
which is reflected by the mirror.
4. A normal is a line drawn between the incident ray
and the reflected ray at 90 degrees to the mirror.
5. The angle of incidence equals the angle of
reflection.
6. a) When light rays from an object strike a plane
mirror, the image appears to be the same
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1
 distance behind the mirror as the object is in
front. This is a virtual image because no rays
of light actually pass through it.
b) The image of an object in a plane mirror
seems to be laterally inverted, which means
it appears changed from left to right.
Page 112
1. a) When a ray of light passes from air into a
material such as glass or water, it slows
down and bends towards the normal. This
bending of light is called refraction.
b) When light waves hit the glass surface at
an angle, the waves to hit the glass first are
slowed down first causing the wave direction
to change.
2. Diamond is denser than glass so the light is
slowed down more and therefore there is greater
refraction.
3. Since a refracted ray is parallel to a ray of light
entering the water, the object appears to be in a
different position.
Page 113
1. a) A concave lens is thinner in the middle than
at the edges.
b) A convex lens is thicker in the middle than at
the edges.
2. A convex lens.
3. a) The focal point of a lens is the point at
which all the rays passing through a lens
seem to meet.
b) The focal length is the distance between
the focal point and the middle of the lens.
4. A convex lens focuses the light rays to a point,
whereas a concave lens spreads the light rays.
To find the focal length of a concave lens the
refracted rays have to be traced back through
the lens.
Page 114
1. When a ray of white light is passed through a
triangular prism it is split into different colours.
The continuous spread of colour is called a
spectrum.
2. a) Blue light is refracted more than red light.
b) Red light has a longer wavelength than blue
light so it is refracted at a greater angle than
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1
blue light which has a smaller wavelength
and is refracted at a smaller angle.
3. a) Red, orange, yellow, green, blue, indigo,
violet.
b) These are used in the UK! ’Richard of York
gave battle in vain’ or ‘Roy G. Biv’
4. 
The different colours of the spectrum are
produced because different wavelengths of light
are refracted at slightly different angles. This is
called dispersion.
5. a) A rainbow is an example of a spectrum that
occurs naturally. It is caused when sunlight
from behind you is refracted through
raindrops in front of you. Rain drops act like
tiny prisms splitting sunlight into different
colours of the spectrum.
b) In front.
Page 115
1. The primary colours of light are red, blue and
green.
2. a) The secondary colours of light are cyan,
yellow, and magenta.
b) Red light mixed with blue gives magenta;
red light mixed with green light gives yellow;
green light mixed with blue light gives cyan.
3. If you shine a ray of light through a coloured
filter, some colours are blocked, or absorbed.
Other colours are allowed to pass through or
transmitted.
4. a) A blue filter will absorb the colours red and
green light.
b) It will transmit blue light.
5.
red
+
white light = blue
+
green
red filter green filter
 Answers

Page 116 4. i. & ii.

1. a) Pigments are chemicals which cause colours.
b) Paints, inks, coloured crayons, petals of
flowers, leaves of plants, and skins of
animals.
2. The primary pigment colours are red, blue,
and yellow.
3. a) The secondary pigment colours are magenta,
green, and orange.
b) Red mixed with blue gives magenta; blue
mixed with yellow gives green; yellow mixed
with red gives orange.
4. a) A red surface absorbs blue and green, and
reflects red light. iii. Laterally inverted means that a mirror turns
b) A green surface absorbs red and blue light, the image around from left to right and vice
and reflects green light. versa. For example when you raise your right
c) A blue surface absorbs red and green, and hand in front of the mirror you will find that
reflects blue light. the left hand of your image is raised.
5. a) White surfaces reflect all the colours of the iv. No rays of light actually pass through the
spectrum. mirror. If you look behind a mirror, you will not
be able to see the image even if it appears
b) Surfaces that absorb all the colours of the
to be there.
spectrum appear black.
5 i. a. Convex lens
Page 117
b.
Concave lens
1. Blue and yellow.
ii.
2. Magenta and orange.
3. a) Green and blue.
b) The shirt will look green; the trousers will
F
look blue.
4. They will not be able to make their food as green
light is reflected from the leaves iii. The focal point is the point upon which
Page 118 light rays passing through a convex lens are
Exercise focused.
1. Multiple choice questions iv. spectacles, microscope, hand lens etc.
i. a ii. c iii. b iv. c v. a Page 120
2. True or false 6 i. Red, orange, yellow, green, blue, indigo,
violet.
i. True ii. True iii.
True
ii. Violet light refracts at a larger angle than red
d. False e. True
because it has a shorter wavelength.
Page 119
Page 121
3. i. glass, snow, water
Ideas for investigations
ii. coal, tracing paper
Investigation 1 gives students the opportunity to
iii. glass, water make a pinhole camera. This simple device develops
iv. coal, snow students knowledge and understanding of the nature
v. tracing paper of light travelling in straight lines and the formation

115
1
 of inverted images. The addition of a convex lens
introduces the concept of focusing an image. The
pinhole camera is best used on a bright sunny day.
Investigations 2 and 3 enable students to study the
refraction of light in more detail. Accurate tracing of
the shapes of the glass block and prisms and drawing
of lines to represent the light rays is essential if
useful, meaningful results are to obtained. With care
students should obtain results that support what they
will have read earlier in this chapter
Chapter 8  The effect of force
Page 123
1. A force is a push or pull on an object in a particular
direction.
2. A contact force is a force that only acts when
two objects are in contact with each other.
3. Gravity
4. Newton (N)
5. Newton meter
Page 125
1. Machines make a job easier by enabling the
operator to apply less force or to apply force in
a more comfortable direction.
2. A pulley is a grooved wheel with a rope passing
over it.
3. Single fixed pulley, moveable pulley, compound
pulley, block and tackle
Page 127
1. Gears are wheel with teeth that slot together
2. A small gear wheel turns quickly with less force,
but the larger gear wheel turns slowly with
greater turning force.
3. Large input gear wheel and a smaller output
gearwheel. For every turn of the input gear , the
small gear has to turn more often/faster.
4. A worm gear changes the direction of motion.
5. The steering wheel rotates a gear wheel (pinion)
which is attached to a rack. As the pinion rotates,
the rack moves from side to side steering the car.
Page 128
1. a) It seems to lose weight.
b) When submerged in water, the water pushes
against the object giving an impression that
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1
the object has lost weight. In other words,
the upward push or upthrust is equal to the
weight of the water that had been displaced
by the object.
2. This means that one cubic centimetre of water
weighs one gram.
3. A floating boat displaces a large volume of
water. This water provides enough thrust on the
hull to balance the weight of the boat pushing
downwards.
4. Because of the high salt content in the Dead Sea,
the density of the water is very high. The body of
the swimmer will float because it is less dense
than the sea water.
Page 130
1. Pressure is the result of a force acting on a
certain area.
2. The blunt end.
3. a) Surface area is indirectly proportional to
pressure, the greater the surface area the
lesser the pressure.
b) Force is directly proportional to pressure, the
greater the force the greater the pressure.
4. A pointed pin with a small surface area will
produce greater pressure. However when there
are lots of pins/nails the overall surface area is
increased so there is less pressure.
5. a) P = F/A
P = 550N/1 = 550Pa
b) P = 550N/10 = 55Pa
c) A flat heel will produce less pressure because
it has a greater surface area. This is because
force is indirectly proportional to area—the
greater the area the lesser the pressure.
Page 131
1. The weight of the liquid pushes down on the
base creating a pressure. The deeper the liquid
the greater the pressure.
2. Dense liquids have a greater weight for the same
volume so they press down on the container with
greater pressure.
3. If you observe the level of tea in a teapot, it is at
the same level as the tea in the spout. Adding
more water to the pot causes the tea to rise to
the same level in each section. This shows that

the pressures in the pot and the spout are the
same.
4. Submarines need thick, strong walls because
the water exerts a pressure on its body which
may cause it to collapse. This pressure is called
hydrostatic pressure.
5. a) Pressure = Force/Area = 4500/1.5 = 3000Pa
b) 6000/1.5 = 4000Pa
Page 132
1. Gas pressure is caused when gas molecules hit
the side of their container.
2. High/increased pressure
3. The more air molecules are pumped into the tyre/
balloon, the more they collide with each other
and the wall of the tyre/balloon. This increases
pressure which cause the tyre/balloon to inflate.
4. Aircraft cabins are pressurized to keep the
pressure the same as the plane rises in the air.
The higher up you go, the air pressure gets less.
Page 133
1. The force that is produced when two surfaces
rub against each other.
2. a) Possible answers are wood, rubber, sand,
concrete
b) Possible answers are water, oil, ice
3. a) Friction can be a nuisance when the tyres rub
against the road slowing the bicycle down.
b) Friction can be very helpful when we apply
the brakes of the bicycle.
4. The molecules of the gases in air bump into
moving objects causing a force which is called
air resistance.
5. Air resistance can be overcome by using shapes
which let the air slip past more easily. This is
called streamlining.
Page 134
Exercise
1. Multiple choice questions
i. c ii. b iii. a iv. b v. b
2. True or false
i. True ii. False iii.
True iv. True
v. False
Answers
Page 135
3. i. lawn mower, digging, weight-lifting
ii. pulling the bow and arrow, dragging a sledge,
rowing
iii. 
Magnetic force such as a bar magnet
attracting iron filings. Frictional force, for
example, a bicycle wheel rubbing against
the road when brakes are applied.
iv. Gravitational force
4 i. Block and tackle
ii. Less effort required to lift a load.
iii. a. If the load is raised 1m, the effort moves
2m.
b. There are two moveable ropes (excluding
the one being pulled) so the mechanical
advantage is 2. This means the effort must
move twice as far as the load.
Page 136
5. i.
a.
b. gravitational force pushes downwards on the
boat, whereas upthrust, or the upward push
of the water, pushes against the boat from
below to keep it afloat.
ii. The boat displaces water according to its
weight. The upthrust of the water is equal
to the weight of the boat.
iii.When the boat is fully loaded, it floats lower
in the water because its weight is more than
the upthrust.
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 6. i. a Chapter 9  Investigating space
F = 600N
Page 139
1. Unlimited size
2. a) The Milky Way
4cm b) The swirling stars look like milk.
3. Clouds of dust and gas are compressed together
under the force of gravity
4. a) The fusion of atoms together
2cm
3cm b) Hydrogen atoms fuse to produce helium
atoms
b. 5. a) A massive star collapses rapidly in an explosion
F = 600N called a supernova forming a black hole
b) Gravitational pull of a black hole is so strong
2cm that not even light can escape.

Page 140
1. Galaxies appear to be moving away from each
3cm
other so cannot be in orbit around anything.
4cm
2. The big bang theory suggests that the universe
ii. P = F/A
began with an enormous explosion. Scientists
= 600/ (3 x 2) believe that all matter was contained at a very
= 600N = 600N tiny, hot and dense ‘bubble’. When the big bang
6cm2 0.0006m2 happened, the bubble burst and its contents
flew off in all directions. As everything expanded
= 600/0.0006
and took up more space, it cooled down. Tiny
= 1 000 000Pa particles came together to form stars and
P = F/A galaxies. Often these would come together to
= 600/ (4 x 3) form bigger galaxies. New stars were being born
= 600N = 600N as others were dying creating planets, asteroids,
comets and black holes.
12cm2 0.0012m2
3. Edwin Hubble studied the light that galaxies gave
= 600/0.12 off, and was able to determine how far away they
= 500000Pa were. He noticed that the light from the galaxies
iii. a. Position 2 is most stable moved, or shifted, towards the red end of the
b. The block has to be turned further in order to spectrum. This ‘red shift’ meant that the galaxies
move the centre of gravity outside its base. were, and still, are speeding away from each other
- the universe is expanding all the time.
Page 137
Page 142
Ideas for investigations
1. A galaxy is a huge collection of dust, gases, dark
Investigation 1 enables students to study the effect
matter and millions of stars.
of changing surface area on pressure. The use of
a constant mass means that all the students are 2. Galaxies are held together by gravity.
required to change is the area covered by that mass. 3. a. Sagittarius A* is massive black hole at the
The depth of the depression created by one block centre of our galaxy, the milky Way.
should be the greatest. Using the formula given, b. Sagittarius is as big as four million suns.
students will hopefully see the inverse relationship 4. Galaxies are classified according to their shape.
between surface area and pressure.

118
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5. a) Both spiral and elliptical galaxies have a bulge
at their centres, and are round in shape.
b) Elliptical galaxies don’t have a flat disc of
stars. They also have less gas and dust than
spiral galaxies so fewer stars are made.
6. A cluster of galaxies may contain only around 40
galaxies. A supercluster is a large collection of
clusters.
Page 144
1. We look at stars from Earth which is slowly
revolving, so the stars appear to move across
the night sky.
2. Modern optical telescopes use large mirrors
instead of lenses to focus light onto detectors.
3. Radio telescopes detect radio waves sent out
by objects from outer space. Optical telescopes
detect light waves.
4. The Hubble space telescope is not affected by
dust and other pollution in the Earth’s atmosphere.
5. Computers use the information from telescopes
to generate high quality images.
Page 147
1. a) Venus
b) May 1989 – August 1990
c) Discovered most of Venus is covered with
volcanoes and larva.
2. Galileo to Jupiter, Cassini to Saturn and Odyssey
to Mars
3. Galileo’s mission ended with the spacecraft
being deliberately sent into Jupiter’s atmosphere
where it vapourized.
This was to prevent any infection of Jupiter’s
moons with bacteria from Earth.
4. Odyssey was launched in 2001.
5. a) Strong evidence that Mars once had water.
b) 2001
Page 148
Exercise
1. Multiple choice questions
i. b ii. a iii. d iv. b v. b
2. True or false
i. True ii. False iii. False iv. True
v. False
Answers
Page 149
3. The Universe contains everything that exists.
Planet Earth is just a tiny part of a galaxy called
the Milky Way. Our galaxy is only one of many
star systems scattered throughout the Universe.
Each galaxy contains millions of stars together
with clouds of dust and gases. Galaxies are very
far apart.
Scientists gave estimated that the Universe
contains 100 billion galaxies. It is so big that it
is measured in light years. This measurement is
the distance light travels in one year moving at
300,000 km per second.
4. i. a. Nuclear fusion
b. Nuclear fusion has stopped. There is
a sudden fall in pressure at the centre
of the star and it will collapse causing
temperatures at its centre, to rise
above 100,000,000oC. At such high
temperatures helium atoms will fuse to
make heavier atoms. When this happens
the star will get bigger and bigger forming
a red giant,
c. Less massive stars collapse to form white
dwarf stars.
d. More massive stars collapse so quickly
they form a black hole.
ii. Stage 1
iii. Stage 4
iv. The size of the star
v. 4-5 billion years
Page 150
5. i. A galaxy is a huge collection of dust, gases,
dark matter and millions of stars.
ii. The galaxy is an elliptical galaxy.
iii. a. A spiral galaxy
b. A spiral galaxy has a flat bulge at its centre
and spiral arms radiating out from it.
iv. Edwin Hubble studied the light that galaxies
gave off, and was able to determine how far
away they were. He noticed that the light
from the galaxies moved, or shifted, towards
the red end of the spectrum. This ‘red shift’
meant that the galaxies were, and still, are
speeding away from each.
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1
 6. i. Stars can only be seen on clear night i.e. no
cloud cover.
ii. The paths of the stars appear as curved lines
because the Earth is rotating on its axis.
iii. The pole star is in line with the Earth’s axis.

Page 151
This investigation gives students the opportunity to
build a simple optical telescope and investigate how
lenses can be used together to see distant objects
more clearly.
Students will hopefully recall from Chapter 7 Light
waves, that the image they see through their
telescope will be upside down (inverted).
By changing the lengths of the tubes and using
lenses with larger focal lengths , students should
be able to bring into focus objects some considerable
distance away, even stars!

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1
Answers (Workbook)
Page 4 Mass is conserved In a change of state, only the
behaviour of the particles
Chapter 1  Heating and cooling changes. The actual particles
1. True or false remain the same.
i. True ii. False iii. False iv. True Page 7
v. False 5. i.
2. Multiple choice questions Article What is it What is its job?
i. a ii. a iii. a iv. a v. a made of?
table cork prevents heat from a hot
Page 5
mat utensil reaching the table
3. i. a. B
frying steel allows heat to get from
b.
D pan burner to food
c.
30°C handle wood stops heat reaching the
ii. 15 °C of fish hand from the heated
iii. a. Continuous line on graph below slice utensil
b. Dotted line on graph below base of aluminium allows heat to pass from
iron iron to clothes
130
125 hot copper allows heat to get from
A
120 water burner to water in boiler
105 B
90
cylinder
Temperature

75 blanket wool traps air so keeping you

60
45
C warm by retaining warm air
D
30
15
0
ii. Conductors Insulators
Time
steel cork
Page 6 copper wood
4 aluminium plastic
Melting When a solid is warmed the particles
move faster, until some break and Page 8
become part of the liquid. iii. a. To hold hot pans or hot oven tray.
Evaporation When heat is applied to a liquid, the b. An insulator.
particles move faster. At the surface, c. An insulator would not allow heat to pass
the faster particles break free to form through it.
a gas above it. 6. i. Cold water is denser than warm water so
Condensing When heat energy is removed from settles at the bottom of the tank.
a gas, its temperature falls. The gas ii. A
particles slow down and move closer
Hot water is less dense and would rise to the top
together. Eventually they will come
of the tank. Therefore, point A would be best.
close enough to form a liquid.
iii. Hot air rises pulling along with it dust particles
Freezing As a liquid cools, its particles slow
from the floor.
down. Eventually they will start to form
a framework which is typical of a solid.

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 Page 9
7. i. a. Screw top made of plastic stops heat loss
by conduction.
b. Vacuum between the inner and outer
layers of the bottle stops heat loss by
convection.
c. Silvery inside surface would prevent
heat loss by radiation as the heat rays
are reflected back.
ii. It prevents heat loss to the outside and stops
outside heat from coming in.
iii. The design will vary depending upon the
student. However answers should show an
understanding of conduction, convection and
radiation. Methods of preventing heat loss by
these processes should be suggested in the
design.
Page 11
8. i. a. White reflects heat and is a poor absorber
of heat. It helps to keep houses cool.
b. Black is a better emitter of thermal
radiations than a shiny surface.
c. Hot air rises from the bonfire causing
cool air to take its place. A convection
current is set up and the person can feel
a draught.
d. Cold air being denser than hot air settles
at the bottom of the refrigerator. This
escapes as the refrigerator door is kept
open.
e. By fluffing up, birds trap air between their
feathers forming an insulation layer.
f. A saucepan has a copper bottom (a
conductor) to absorb heat from the
cooker, but it has a plastic handle (an
insulator) so that our hands do not get
burnt.
g. Air gets trapped between the holes of the
string vest and the tight shirt preventing
heat loss.
h. Ploughed fields are dark and absorb heat from
the Sun. This warms the air above causing
convection currents which the glider pilot can
use to gain height.
i. Black is a good absorber of heat. Heat is
required for germination of seeds.
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1
Page 12
j. Convection currents of air are produced by
the heater. As the warm air rises, it makes
the paper decorations flutter.
ii. a. Saucepan with a plastic handle, fluffed
out feathers in birds, wearing a tight shirt
over a string vest.
b. Glider pilots, fluttering of paper decorations,
cold air from refrigerator door.
c. Car radiators painted black, houses painted
white, soil covered with black plastic sheet.
Pages 12/13
9. i. C ii. D iii. A iv. B
10 Temperature and heat are not the same thing.
Temperature is a measure of how hot or cold
something is. It is measured in degrees Celsius
using a thermometer.
Heat is the transfer of energy from a high
temperature to a low temperature. It is measured
in joules.
Page 14
Chapter 2  Plants and their systems
1. True or false
i. True ii. False iii. False iv. True
v. True
2. Multiple choice questions
i. c ii. c iii. b iv. c v. c
Page 15
3. i.
flower
leaf
stem
roots

ii. v. Root hairs increase the surface area for
flower: to attract insects for pollination
leaf: to make food by photosynthesis
roots: to absorb water and to anchor the plant
to the soil
stem: to hold the leaves and flowers above the
ground.
Page 16
4. i. A waxy cuticle
B leaf tissue
C stoma
D upper skin
E chloroplast
F guard cell
ii. B iii. A iv. C v. E
Page 17
5. Osmosis is a special kind of diffusion. Osmosis
is defined as the movement of water molecules
from a region of high water concentration to
a region of low water concentration across a
partially permeable membrane. This membrane
has very tiny holes in it which only allow some
molecules to pass through. Water molecules will
fit through these holes because they are very
small. Molecules such as sugar are too large to
get through the holes.
Page 18
6. i.
ii. So the only water lost is through the leaves.
iii. The volume of water in the cylinder falls.
iv. Water is absorbed by the plant through the
roots and carried to the leaves where it is lost
to the air (by transpiration).
Answers
absorption. Their thin walls help to absorb
water quickly.
Page 19
7. i.
ii. carbon dioxide + water → glucose + oxygen
8. Glucose is a type of sugar. It is the ‘food’ made
by plants during photosynthesis. A plant can do
lots of things with the glucose it makes.
Some of it will be used straight away to produce
energy during respiration.
Some glucose is changed into cellulose to make
new cell walls. It gives a strong coat to plant cells.
Some glucose will be changed into starch or oil
and stored in the roots, stem, seeds, and fruits.
Some is joined up with minerals from the soil.
Nitrogen, for example, is joined with glucose to
make protein which is needed for growth.
Page 20
9. i. a. highest 35°C
lowest 0°C and 48°C + or - 1 °C
b. As the temperature rises, the rate of
photosynthesis increases steadily up to
a maximum at 35 °C. It then falls rapidly
to zero at around 48 °C.
c. 
At temperatures above 35 °C the
chemical reaction of photosynthesis
stops completely.
d. 1. light
2. carbon dioxide
e. The factor which is in the shortest supply
is called the limiting factor because it
determines the rate of photosynthesis.
ii. a. sunlight
b. 
The part that was covered did not
receive sunlight therefore it could not
photosynthesize and make starch.
c. So the leaf gets enough water. Only one
variable is changed.
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1
 Page 22 magnesium Mg
10. i. So there is enough light for photosynthesis mercury Hg
ii. 
B ubbles of gas are produced during silver Ag
photosynthesis and are lighter (less dense) zinc Zn
than water.
iii. a. oxygen Page 26
a. Test the gas with a glowing splint, it will 6 i.
burst into flame.
iv. a. The rate of the bubbles rising in the tube
will slow down.
b. Less light means less photosynthesis
therefore less oxygen produced.
Page 23

Chapter 3  The periodic table

1 True or false ii. It is only a theoretical way of describing an
i. True ii.
False iii.
True iv False atom because an atom is so small that no
one has seen its actual form.
v. True
iii.
3 iv.
4
2 Multiple choice questions
i. c ii. b iii. b iv. c v. d Page 27
7
Page 24
(A) H2O
3. Some atoms lose or gain electrons easily to
become charged ions. Positive and negative ions (B) CH4
can be held together by electrostatic attraction. (C) CO2
Positive sodium ions are attracted to negative (D) HCl
chloride ions. They bond to produce sodium (E) NH3
chloride. This is called ionic bonding. When two
(F) N2
non-metallic elements react they do not form
ions. Instead their atoms overlap so they can i. (C)
share electrons. This is called covalent bonding. ii (D)
4. i. A iii. (A)
ii. a. D iv. (F)
b. –1
Page 28
iii. a. C
8. i. Elements are arranged in order of their atomic
b. +1 numbers.
Page 25 ii. a. left
5 b. See diagram
bromine Br
carbon C
calcium Ca
copper Cu
hydrogen H
iron Fe

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1
 Answers

iii. See diagram Page 32

iv. See diagram 4 i.
v. Hydrogen
vi. See diagram
9. Diagram must show correct number of neutron,
protons and electrons. Also, two electron shells
must be clearly shown with the inner shell
containing only two electrons.

ii. a. The waves will diffract more and produce

a larger curve as they pass through the
gap.
b The waves will diffract less and produce
smaller curves as they pass through the
gap.
iii. diffraction
Page 29 Page 33
10 5. a. The waves slow down
b. Their wavelength shortens
ii. refraction
iii. speed = 2 x 0.012 = 0.024 m/s

Page 34
Page 30 6. i. Group 1 Group 2 Group 3
mouth organ harp tambourine
Chapter 4  Water and sound waves saxophone guitar drum
1 True or false flute cello xylophone
i. False ii. True ii. True iv False trumpet tubular bells
v. True ii. a. flute - the air column vibrates
b. guitar - the strings vibrate
2 Multiple choice questions
c. drum - the skin vibrates
i. d ii. b iii. a iv. b v. b
iii. It plays a higher note by tightening the skin.
Page 31 iv. a. By tightening the strings.
3. A Wavelength b. By slackening the strings.
B Amplitude v. The sound waves produced by the piano
C Trough travel through the open lid instead of being
D Crest reflected and absorbed inside the closed
piano.

Page 35
7 C, E, A, D, B

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1
 Page 36
8. i. To get an average and therefore a more
accurate result
ii. 1.2 + 1.1 + 1.3 = 3.6
Average time = 3.6 / 3 = 1.2 seconds
Speed of sound = 400 = 333.33 m/s
iii. 
1.2
approximately.

Page 37
9. i. C Page 41
ii. D 5. i.
iii. B
iv. D
v. a. B
b. C

Page 38

Chapter 5  Human organ systems

1. True or false
ii. a. 
Food is chewed and mixed with
i. False ii. False iii. True iv. True
saliva, and then swallowed.
v. True

2 Multiple choice questions b. Food is churned and mixed with gastric

i. b. ii. a.
iii. c iv. c v. a juice.
c. The process of digestion is completed
Page 39 and digested food is absorbed through
3. The end products of digestion are glucose, amino the walls into the blood stream.
acids, fatty acids and glycerol. The molecules are
absorbed through the wall of the small intestine d. 
W ater is absorbed from the
into the bloodstream where they are carried waste leaving semi-solid faeces.
in solution in the plasma. The wall of the small
intestine is folded and covered in tiny projections
called villi which have very thin walls. Page 42
4. i. a. bread, potato, biscuit 6
b. milk, Cheddar cheese, biscuit i.
c. Cheddar cheese, bread, meat, fish, milk,
egg
d. lettuce, egg, orange , milk potato
ii. Fruit and green vegetables have no fat and
very little carbohydrate.
iii. Milk contains less fat than cheese. It also has
some carbohydrate which cheese doesn’t.
Cheese contains more protein. ii. a. Carbon dioxide and oxygen.
iv. b. The gases pass between the air in the
alveoli and the blood in the capillaries
surrounding them.

126
1
 Answers

iii. a. Thin walls allow gases to pass through Page 45

easily. 9. i.
b. Gases pass through in solution, so a
moist lining helps dissolve the gases.
c. Gases diffuse to and from the blood so
more blood vessels make this easier.

Page 43
7. i. a. 4
b. 6
ii. a. 3.4 cm3
b. 5 cm3
iii. During the race the muscles have been
respiring anaerobically and a lot of lactic
acid is produced from the glycogen which is
ii. Blood passes through the heart twice as it
stored in the muscles. This causes the feeling
goes once around the body.
of tiredness. The lungs have to breathe much
faster for a longer time so that most of the iii. It has more muscle because it has to pump
lactic acid is changed back into glycogen and blood all around the body.
stored in the muscles again.
Page 46
iv. Volume of air in 1 breaths after running =
10. i. a. artery
5 – 1.8 = 3.2 cm3
b. capillary
Volume of air in 9 breaths after running = 9
x 3.2 = 28.8 cm3 ii. a. vein
b. capillary
Page 44
iii. due to the higher pressure caused by the
8. i. It tests for the presence of carbon dioxide. stronger right ventricle. Also they are
ii. Air contains less carbon dioxide as compared narrower than veins.
to air that is breathed out. iv. To allow more time for the exchange of
iii. Water is produced as a by-product of aerobic substances between blood and the tissues.
respiration.
Page 47
iv. Carbon dioxide, water, energy.
11. i. a. 110 beats/min
v. Breathing is a mechanical process by which
air enters and leaves the lungs. Respiration b. 65 beats/min
is a chemical process by which the oxidation ii. 15 seconds
of food takes place to release energy. iii. The exercise causes the student’s pulse rate
vi. The mouse will die as oxygen will have to rise.
been used up and carbon dioxide will have iv. a. A pulse is a surge of blood produced
collected in the jar. every time the ventricles contract.
b. Place your fingers (not thumb) over the
wrist where an artery passes between
a bone and the surface of the skin.

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 Page 48 Page 51
7. i. C
Chapter 6  Simple chemical reactions
ii. B
1. True or false
iii. a. A
i. False ii.
False iii. False iv. False
b. magnesium oxide
v. True
iv. a. B
2 Multiple choice questions b. It has lost weight after heating.
i. c iii. c
iii. a iv. d v. a 8. i. 1 air/oxygen
Page 49 2 heat
3. i. Physical changes Chemical changes 3 fuel
boiling water frying an egg ii. Three things are needs for combustion
breaking a match stick acid dissolving iii. burning
limestone iv. carbon dioxide
crushing a can rusting nail v. A fire blanket prevents air/oxygen from getting
tearing clothes striking a match to the fire.
ii. Any two except acid dissolving limestone vi. Electrical fire
and rusting nail. vii. There will be little oxygen and a lot of carbon
iii. 1 Dissolving limestone dioxide.
2 Rusting iron Page 52
4. Exothermic reactions Endothermic 9. i. Test tube 1 – No change
reactions
Test tube 2 – No change
respiration in animal and plant cells frying an
Test tube 3 – Rusty nail
egg
ii. For rusting to happen both air (oxygen) and
a burning match plants using sunlight to make
water are needed.
food
iii. 1
a firework exploding sucking a mint to cool
your mouth 2 Painting, grease/oil etc.
iv.
Page 50
5. i. a. C Page 53
b. D 10. i. A reversible chemical reaction can go in both
directions. Reactants can be reclaimed from
c A
the products of the reaction.
ii. a. B
ii. a. With water
b. The atoms have not combined completely.
b. Without water
6. ii. HCl
iii. cobalt chloride cobalt chloride +
iii. MgCl2
water
iv. NH3
iv. a. 6 molecules of water
v. CH4
b. Pink
vi. CO2
c. The colour of the cobalt chloride depends
upon how much water it absorbs. So,
changes in humidity (amount of water on
the air) will cause changes in the colour
of the cobalt chloride.

128
1
 Answers

Page 54 Page 57
6. i.
Chapter 7  Light waves
1. True or false
i. True ii.
True iii.
True iv. True incoming ray
v. False angle of incidence
2 Multiple choice questions
i. c ii. b
iii. c iv. c v. a
refracted ray
Page 55
3. Rays of light are transmitted through materials
such as glass. Opaque materials such as wood
angle of refraction
absorb light. When a piece of wood is placed
emerging ray
in a beam of light, a shadow is formed. This is
because the light is absorbed by the wood. There ii. They are travelling in the same direction
are other materials, such as greaseproof paper
which let some light through. These are called Page 67
translucent. 7. i.
4. i. Light from the window reflects light from the
pages into her eyes.
ii. The pages of the book absorb light and do F
not reflect light.
iii. opaque ii. a. magnified
Page 56 b. diminished
5. i., ii., iii., and iv. iii. As a corrective lens for short-sightedness.
d) i) The image is smaller than the object.
angle of incidence iv. The image is inverted or upside down.

Page 58
incident ray 8. i. Red, orange, yellow, green, blue, indigo,
violet.
mirror
ii. a. red
b. violet
angle of reflection
9. i. A colour filter absorbs some colours and
transmits others
reflected ray
ii.

red
v. 30o. +
white light = blue
+ light appears
green

blue filter

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1
 iii. 2 Multiple choice questions
blue light i. d ii. b iii. b iv. a v. b

green light Page 61

white light
3. i. Machines make jobs easier to do.
red light
white light ii. Block and tackle
iii. a. The rope at B shortens
blue filter green filter b. The rope at C shortens
Page 59 iv. 2 = 100 input force = 100 = 50 N
2
10. i. The car appears red input force
ii. v. Any suitable example of lifting heavy loads
e.g. engine from a car.

Page 62
4. i. a. 15
b. 30
ii. a. once
b. 1.5 times
iii. a. the large wheel
b. For each turn of the large wheel, the small
ii. wheel goes round twice.
iv. Connect the gears together with a chain as
in a bicycle.

Page 63
5. i. Pressure is indirectly proportional to area.
Stiletto heels have a very pointed base which
has a small area as compared to the weight
iii.
of the person wearing it.
ii. Snow shoes have a wide base so they will
have lesser pressure as compared to shoes
with narrow bases.
iii. Football shoes have studs which have a
narrow area to give the players a better grip
on the ground when they are running.
iv. A bed of nails has a wider area than a single
nail, so the pressure of the bed of nails will
not hurt him.
Page 60 v. The handles of the heavy bags have a narrow
area as compared to the force of the things
Chapter 8  The effect of force inside so the pressure is greater.
1. True or false vi. The area of the camel’s feet produces less
i. False ii.
True iii.
True iv. True pressure as area is indirectly proportional to
v. False pressure, so a camel can easily walk on the
sand without sinking.

130
1
 Answers

Page 64 Page 67
6. i. P = F x A 10. a. large
= 120N x 0.01m = 1.2Pa b. otherwise the ladder would slip
ii. P = F x A a. l a r g e
= 120N x 0.001 = 0.12Pa
iii. It has an unstable equilibrium when it is made b. otherwise the person’s hand would slip and
to stand at its pointed end. not grip the handle
a. small
Page 65
b. otherwise it would need a lot of force to open
7. a. A life jacket is filled with air so is less dense and close the door
than water. Upthrust of the water is greater
a. small
than the weigh of the body and lifejacket.
b. otherwise it would be difficult for the ship to
b. A ship displaces much more water a block
move
of steel. The upthrust of water on the ship is
greater than that on the steel block due to the a. large
difference in the amount of water displaced. b. so the wheels grip the track
c. As the load increases, the weight of the ship a. small
becomes greater so reducing the upthrust of b. otherwise the skier would not be able to ski
the water. downhill
d. When in water, upthrust acts upon the
whale’s body making it feel relatively light. Chapter 9  Investigating space
On land, its weight pulls down on it making 1. True or false
it difficult for the whale to move.
i. True ii.
False iii. False iv. True
e. Upthrust of the sea water acts on our feet,
v. True
therefore, reducing the force being applied
on the pebbles and causing less pain. 2 Multiple choice questions
8. a. copper block i. a ii. d
iii. a iv. a v. c
b. cork, wood, magnesium, china, aluminium, 3. A star is born when massive clouds of dust and
copper gases are compressed together under the force
c. wood 6 / 8 = 0.75 g/cm3 of gravity. Temperatures rise, and hydrogen
cork 2.4 / 8 = 0.3 g / cm3 atoms fuse to become helium atoms. This
chemical reaction is called nuclear fusion.
copper 70 / 8 = 8.75 g/cm3
During this chemical reaction, energy in the form
magnesium 14 / 8 = 1. 75 g/cm3 of heat and light is released. Temperatures at the
aluminium 22 / 8 = 2.75 g/ cm3 centre of a star, such as our Sun, are estimated
china 19 / 8 = 2.38 g/cm3 to be at over 15,000,000OC.
d. i. wood and cork 4. i. A light year is the distance that light travels
ii. They have a density less than that of water. in one year.
ii. 36 million million km (36,000,000,000,000
Page 66 km)
9. a. 4 kg iii. 36,000,000,000,000 = 180,000,000 hrs
b. 10 N 200,000
c. 10 N 5. i. 1 hydrogen
d. 1 kg 2 helium
ii. gravity
iii. A Super red giant is much bigger than a Red
giant.

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1
 iv. A supernova is a massive explosion. vii. a. Evidence of volcanic activity on Jupiter’s
v. Stars emit light and heat energy moons. Also evidence of water.
vi. Gravitational field of a black hold is so strong b. There is as much helium in Jupiter’s
that not even light can escape. atmosphere as our Sun.
vii. Stars live for about 4-5 billion years viii. Probe discovered Jupiter’s rings are made of
small dust grains blasted off Jupiter’s closest
6. i. About 14,000 million years ago.
moons by meteoroids.
ii. The big bang theory suggests that the universe
ix. a. 21st September (2003)
began with an enormous explosion. Scientists
believe that all matter was contained in a very b. Mission ended when the spacecraft
tiny ‘bubble’. When the big bang happened, entered Jupiter’s atmosphere where it
the bubble burst and its contents flew off in burned up.
all directions. As everything expanded and c. This was to prevent any possible infection
took up more space, it cooled down. Tiny of Jupiter’s moons with bacteria from
particles came together to form stars and Earth.
galaxies.
iii. Edwin Hubble noticed that the light from the
galaxies moved, or shifted, towards the red
end of the spectrum. This ‘red shift’ meant
that the galaxies were, and still, are speeding
away from each other.
7. i. a. C
b. A
c. B
ii. A galaxy is a huge collection of dust, gases,
dark matter and millions of stars.
iii. Galaxy is held together by gravity from a
supermassive black hole at the centre.
iv. a. The Milky Way is a spiral galaxy.
b. The Milky Way looks ‘milky’ as the stars swirl
around.
v. Trillions
8. i. The Galilieo orbiter was the first to orbit an
outer planet.The probe was the first to enter the
atmosphere of an outer planet.
ii. The Galileo mission began with the launch
on 18th October 1989
iii. 8 years
iv. The purpose of the Galileo mission was to
study the moons of Jupiter, to investigate
Jupiter’s upper atmosphere and to study
Jupiter’s surrounding magnetic environment
v. 7th December 1995
vi. The probe only lasted for less than an hour
because it was crushed and vapourized by
Jupiter’s massive atmospheric pressure and
temperatures.

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Answers (Worksheets)
Chapter 1 b. Fahrenheit Celsius Kelvin
Worksheet 1–1 line A 212°F 100°C 373 K
Task 1 line B 32°F 0°C 273 K
a. Answers could be c. Line A is the boiling point of water. Line B is
ice the melting point of ice.
coldest spoon styrofoam tea warmest
cubes
Worksheet 1–2
temperature 0°C 15°C 35°C 50°C
Task 1
b. Answer depends on student’s response. property solid liquid Gas
c. Answer depends on the student.
shape fixed OR fixed OR fixed OR
Task 2 takes takes takes
shape of shape of shape of
freezing condensation
container container container

melting evaporation
can be yes OR no yes OR no yes OR no
solid liquid gas
compressed
space close close close
Task 3 between together together together
Temperature is a measure of how hot or cold particles OR OR OR
something is. It is measured in degrees Celsius, far apart far apart far apart
degrees Fahrenheit or Kelvin. particle random OR random OR random OR
Heat is the transfer of energy from an object arrangement regular regular regular
with a higher temperature to that of a lower
particle move move move
temperature. It is measured in joules or kilojoules.
movement around around around
Task 4 each other each other each other
a. OR vibrate OR vibrate OR vibrate
-400 K
back and back and back and
-200° F forth forth forth
-50° C particle move fast move fast move fast
-300 K speed OR OR OR
-50° F move very move very move very
-0° F fast OR fast OR fast OR
- -50° C do not do not do not
-200 K leave their leave their leave their
- -100° C place place place

- -200° F Task 2
-100 K Solid to liquid
a. melting
b. shape, particle arrangement, particle
- -400° F
- -250° C movement, speed of particles
-0 K

Fahrenheit Celsius Kelvin

133
1
 c. The heat energy will be absorbed by the
particles, which start to move faster. They will
break away from their fixed positions and move
around each other at a reasonably fast speed
but still remain close to each other.
Liquid to gas
d. evaporating
e. can be compressed, space between particles,
particle speed
f. The heat energy will be absorbed by the
particles which start to move faster and farther
apart, with large empty spaces in between.
Under pressure, they can be pushed into these
empty spaces which compresses the gas.
g. gas → liquid: condensation
liquid → solid: freezing
Worksheet 1–3
d. This makes the warmer liquid denser/less
dense than the colder liquid.
e. As a result, the warmer liquid goes down/up.
Task 2
The ice cubes are melting and the coloured water
they are in is becoming very cold, colder than the
water in which the ice cubes float. So this coloured
water sinks straight to the bottom.
Task 3
a. The colour would slowly sink and spread to
both sides.

Task 1
1. conduction
2. convection
3. radiation
Task 2
Conduction is the movement of heat through a
solid such as a metal.
Poor conductors of heat are called insulators.
Task 3
a. The metal rod will become warmer; the end
near the flame will become warmer first.
b. Candle wax melts when it becomes warm so
the pins will no longer be held on the metal
rod.
c. The pin closest to the Bunsen burner will drop
first because the heat will reach that wax first.
d. Plastic is an insulator so conducts heat poorly.
The wax might not melt or it would take a long
time. (Do not try this experiment; it is likely
that the plastic will burn.)
Worksheet 1–4
b. The temperature would go up (become
warmer).
c. It would not change much initially and only
become warmer after some time.
d. The water on the left side would rise because
it would be less dense.
e. (The water in the top horizontal tube would
move to the right because it would be pushed
by the warm water rising in the left vertical
tube.
The water in the bottom horizontal tube would
move to the left because it would take the
place of the water that had risen. The colour
would move to the right because it would be
carried by the convection current in the water.

Task 1
a. 
Conduction takes place in solids/liquids/gases
and convection takes place in solids/liquids/
Task 4
gases.
b. 
When a liquid is warmed , the particles move Answers depend on how students respond.
more slowly/faster.
c. 
This causes the particles to move farther apart/
closer together.

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 Answers (Worksheets)

Worksheet 1–5 Worksheet 1–6

Task 1 Task 1
a. Conduction: If you stir the hot coals with a
i. No
metal spoon, you will burn your hands as the
ii. Molecules in liquid change into vapours
handle of the spoon will become hot through
conduction. Task 2
b. Hot air will rise from the coals and cook your 1. i. 100 °C
meat. ii. 0 °C
c. Radiation from the hot coals will be in all iii. No change in temperature
directions but the heat you feel below or to 2. 37 °C
the side of the barbecue will be transferred by 3. Boiling takes place at a definite temperature.
radiation. Evaporation takes place at all temperatures.
d. On the barbecue, the meat will be cooked by Task 3
heat transferred by convection and radiation; 1. No it did not.
meat under the grill will only be cooked by heat 2. No, nothing was added or removed. This is
transferred by radiation. confirmed by the fact that the bottle/balloon did
Task 2 not change its mass.
a. infrared waves 3. It became smaller.
b. Emitters are good at giving off thermal
4. Due to the colder temperature, the particles that
radiation. They are often black.
make up air move more slowly so they come
Task 3 closer together. This is called thermal contraction
a. The particles in the glass will conduct the heat and is the opposite of thermal expansion.
through the glass.
b. Since the particles in a solid (glass) do not Chapter 2
move, there is no convection. Worksheet 2–1
c. Most of the radiation will go through the glass. Task 1
d. The first pane of glass will conduct heat to the 1.
space between the panes. Since this is filled Name of the Structure of Function of
with air, which is a poor conductor, the heat tissue the tissue the tissue
will not travel farther and conduction across
carries out
double glazing is very small.
photosynthetic contains a lot of photosynthesis
e. There will be some convection by the air 1
tissue chloroplasts (to make food
between the glass panes.
for the plant)
f. Radiation occurs through glass and air so it will
remain the same (unless one or both panes of carries water
glass are coated to reduce radiation). tube with and minerals
2 xylem
g. Conduction through the first pane of glass strong walls from the roots
would remain unchanged. to the leaves
h. Convection would be almost zero since there thin, protects the
are no particles to transfer heat in this way. protective transparent, no plant from
3
i. Radiation would remain unchanged. tissue gaps between damage or
j. Yes, double glazing is effective in reducing heat cells infection
transfer both ways. tube with carries food
k. Both reduce the transfer of heat, both have partitions with from the leaves
two layers, both have either trapped air or a 4 phloem
many large to other parts
vacuum between the layers. The vacuum flask gaps of the plant
can have a silvery surface which would block
light so would not be suitable for windows.

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1
 2. 2. Results will vary. An example could be
Name of the Structure of Function of before the after the
organ the organ the organ experiment experiment
holds the plant length width height length width height
1 roots many branches in the ground; (cm) (cm) (cm) (cm) (cm) (cm)
takes up water bear 1.4 1.3 4.0 3.5
colour 1 2 cm cm cm
6 cm
cm cm
keeps plant 1
upright; water bear 2 cm 1.4 1.3
2 cm
1.4 1.3
2 stem upright 2 cm cm cm cm
holds the
leaves colour bear 2 cm 1.4 1.3 2.5 1.6 1.4
2 3 cm cm cm cm cm
large surface makes food by
3 leaf slightly bear 1.4 1.3 1.4 1.3
area photosynthesis 2 cm 2 cm
salty 4 cm cm cm cm
reproduction
take place colour bear 2 cm 1.4 1.3 1.8 1.3 1.3
surrounded by 3 5 cm cm cm cm cm
reproductive and seeds are
4 colourful flow- very bear 1.4 1.3 1.4 1.3
organs formed to grow 2 cm 2 cm
ers salty 6 cm cm cm cm
new plants the
following year
Worksheet 2–4
Worksheet 2–3
i. Bear 1 changed the most.
Task 1 ii. Bear 3 and bear 5 were in salt water. The
i. Diffusion is the movement of any kind of difference in the concentration of water
molecule from a region of high concentration molecules inside the bear and in the water was
to a region of low concentration. smaller, so osmosis was less too. It is possible
ii. Osmosis is the movement of water molecules that the water concentration inside bear 5 was
from a region of high water concentration to even higher than the water concentration in
a region of low water concentration across a the very salty water. In that case, bear 5 would
partially permeable membrane. shrink.
Task 2 iii. Bears 2, 4, and 6 were “control bears”. They
were not put in water but they were there to
iii. The colours of the sweets diffused out from
make sure that gummy bears do not grow for
the skittles towards the centre of the plate.
other reasons, e.g. by being left in the light.
iv. The colour particles dissolved, i.e. moved in
between the water molecules. Due to the Worksheet 2–5
random movement of particles in a liquid, the 1. Transpiration is the process by which a
colours spread out towards the centre of the plant loses water from its leaves into the
plate. surrounding air.
2. Transpiration would be highest when it is:
i. warm
ii. windy
iii. dry
iv. daytime
3. roots (absorbing water), stem (transporting
water), and leaves (from which water
evaporates)

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 Answers (Worksheets)

Worksheet 2–6 v. Group I

1. Photosynthesis is a series of chemical reactions. vi. Group VII
vii. Chlorine, Fluorine or Bromine
2. Photosynthesis is the process by which plants viii. Helium (He) is used to fill balloons. Argon is
make their food. Photosynthesis takes place in used in bulb. Neon is used in advertising signs.
the leaves of plants during the daytime. ix. Because it has eight electrons in the
3. carbon dioxide , water, and sunlight outermost shell. It does not need to give or
take any electron.
4. A plant cannot photosynthesize without sunlight.
x. Hydrogen behaves differently than other non-
metals so it is placed separately.
Worksheet 2–7
Worksheet 3–3
1. i. to reproduce energy.
ii. stored in roots, stems, seeds, and fruits. 1. Hydrogen Oxygen Sodium
iii. to make new cell walls Potassium Calcium
iv. some glucose joins with minerals to make 2. Mg Mn
protein for plants growth. 3. Electron cloud, Nucleus
2. glucose + oxygen → carbon dioxide + water + 4. symbol name no. of Protons
energy Li Lithium 3
B Boron 5

Chapter 3 N Nitrogen 7
Ne Neon 10

Worksheet 3–1 Mg Magnesium 12

1. a. protons (p) and neutrons (n) 5. symbol name no. of electrons

b. proton (p) Li Lithium 3
c. in the electron cloud C Carbon 6
d. no charge/neutral O Oxygen 8
e. They keep the nucleus together; if there were F Fluorine 9
only positive particles, they would repel each Na Sodium 11
other and the nucleus would fall apart.
2. name of the sub charge of the mass (in a.m.u.) Worksheet 3–4
atomic particle particle Question 1
proton (p) +1 1
a. A total of 17 electrons
(n) 0 1
b. 7
(e) –1 0.0005
c. Gain one electron.
3. a. Lithium has 3 electrons. d. A total of 11 electrons
b. No. e. 1
4. f. Lose one electron.
Question 2
Be Ne Na
a. lose / 2
b. 2
c. 1 calcium with 2 chorine
Worksheet 3–2 d. CaCl2.
i. Na and Cl are atoms, Na+ and Cl– are ions.
ii. An atom has no charge whereas ions are Chapter 4
charged particles.
iii. When an atom loses electrons it forms positive Worksheet 4–1
ion called cation whereas when an atom gains 1. Waves carry energy from one place to another
electrons it forms negative ion called anion. without any matter being transferred.
iv. Group I

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1
 2. A water wave a. give us energy
b. give us building materials
3. They move up and down, at right angles of the
c. help control chemical reactions
direction in which the wave moves.
d. give us dietary fibre
4. To move up and down
anaemia tired, not enough iron
5. kwashiorkor swollen belly not enough protein
scurvey sores around mouth, loss not enough vitamin C
crest wavelength
of teeth
rickets stunted growth, bowed legs not enough calcium and/
or vitamin D

trough amplitude starvation or very thin not enough food

anorexia
6. Seconds (s)
anaemia tired, not enough calcium
7. Seconds-1 (s-1) and/or vitamin D
kwashiorkor swollen belly not enough food
Worksheet 4–2
obesity too heavy not enough iron
Task 1 scurvey sores around not enough protein
mouth, loss of teeth
1. j 2. g
rickets stunted growth, not enough vitamin
3. a 4. h
bowed legs C
5. b 6. e
starvation or very thin too much energy
7. c 8. f anorexia rich food
9. d 10. i
Task 2
Worksheet 5–2
i. false ii. true
parts of the digestive
iii. true iv. true digestive juice substrate enzyme product
v. false system produced
amylase
Task 3 mouth saliva
starch → maltose
i. The waves of sound A are higher (amplitude)
oesophagus no digestion; moves food through peristalsis
and shorter (frequency) than those of sound B.
protease
ii. dB = decibel. It is a measure of the amplitude stomach gastric juice
proteins → amino acids
(loudness) of the sound.
bile produced by liver; stored in gall bladder
iii. dB wavelength dB
emulsifies fats
wavelength amylase
starch → maltose
time time
protease
protein → amino acids
small intes- pancreatic
tine lipase
iv. sound A has a shorter wavelength juice and
intestinal fatty acid +
v. A because the amplitude (measured in dB) is juice fat →
glycerol
bigger.
carbohy-
vi. A because the frequency (number of waves drase
per unit time) is higher. carbohy- glucose
→
vii. frequency, Hertz (Hz) drates
appendix stores good bacteria
Chapter 5 large intes- absorption of water
tine storage and egestion of faeces
Worksheet 5–1
1. A balanced diet are foods that

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 Answers (Worksheets)

Worksheet 5–3 Task 2

1. a. Inhaled air Exhaled air
raw egg boiled egg
colour egg white is egg white is white,
transparent, yolk is yolk is yellow
yellow
what it feels like feels like jelly rubbery

b. No, it becomes a cold boiled egg. It remains

rubbery and the egg white remains white.
c. Protein oxygen oxygen
2. a. Protein in egg changes (denatures) when carbon dioxide carbon dioxide
nitrogen nitrogen
exposed to high temperature.
b. Protein in fish changes (denatures) when
Worksheet 5–5
exposed to acid.
c. Enzymes in an apple change when exposed 1. as labelled in student book
to high temperature because they no longer 2. It is a process by which energy is released
work. If they had worked, they would have during chemical breakdown of glucose.
turned the apple brown. 3. air → trachea → bronchus → lungs
d. Enzymes in an apple change when exposed 4. The function of cilia is to filter out dust
to acid because they no longer work. If they particles that enter the nose when we breathe
had worked, they would have turned the air and to keep the lungs healthy.
apple brown. 5. Smoking damages cilia.
e. Proteins, high, acid 6.
Breathing Respiration
Worksheet 5–4
Breathing is a simple It is the process in
Task 1 way of taking in oxygen which glucose is broken
1. Breathing is simply a way of exchanging gases and giving out carbon down to release energy.
between the lungs and the surrounding air, dioxide
i.e. taking in oxygen and getting rid of carbon It is a physical process It is a chemical process
dioxide. Aerobic respiration Anaerobic respiration
2. oxygen and carbon dioxide
3. Cellular respiration is the chemical reaction Respiration with oxygen Respiration without
taking place in all cells by which they release oxygen
energy required for life processes. Give out more energy Less energy is produced
4. Oxygen and glucose are needed; glucose No lactic acid Lactic acid is produced
comes from food and oxygen is taken in via Glucose is completely Glucose is not
the lungs during breathing. broken down completely broken down
5. Cellular respiration produces carbon dioxide
and water. Inhaled air Exhaled air
6. Breathing is the process of taking air into the has more oxygen Has less oxygen
lungs. Some of the oxygen in this air is taken Has less carbon dioxide Has more carbon dioxide
up by the body and will be used in cellular
Has less temperature Has more temperature
respiration. Respiration also produces carbon
dioxide which leaves the body with the air that Contains less water Contains more water
is exhaled. vapours vapours
7. mitochondria

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 Worksheet 5–6 The left size of the heart, the pulmonary veins and the
aorta all carry oxygenated blood and have diagonal
Task 1 shading. Students should colour this pale red.
i. student A The black arrows show the path of deoxygenated
ii. student B blood. Students should draw them in blue.
Task 2 The dashed arrows show the path of oxygenated
blood. Students should draw them in red.
1. Walking is an aerobic exercise because the
body gets enough oxygen. Running is an HEART ANATOMY
anaerobic exercise because the body does not
get enough oxygen. Superior Vena Aorta
Cava
2. glucose+ oxygen → carbon dioxide + water +
Pulmonary
energy Artery
Broken down
3. glucose → ethanol + carbon dioxide
No oxygen

Task 3
Left Atrium
i. the weight did not change (or a very small
amount)
Right Atrium
ii. the ball became significantly bigger Left Ventricle
iii. anaerobic respiration (glucose → ethanol and
carbon dioxide) Right
iv. the carbon dioxide gas produced created Ventricle

bubbles in the dough and made it bigger (but

not really heavier)
Worksheet 5–7 Interventricular Septum

Task 1 Task 2
i. Answers will vary but will most likely be i. the left and right atrium receive and collect the
between 20 and 30. Eg. 25 beats blood
ii. Use the answer given in i e.g. 25 x 3 = 75 ii. the left and right ventricles pump the blood so
beats per minute it has enough speed to go round and return to
iii. 75 x 60 = 4500 beats per hour the heart
iv. 4500 x 24 = 10,800 beats per day iii.
v. 10,800 x 39,420,000 beats per year
vi. 39,429,000 x 70 = 2,759,400,000 beats in 70 blood blood oxygenated or
years. vessel pressure: deoxygenated
vii. they should expect the pulse to go up high or low blood
viii. Answers will vary depending on size, fitness
and the vigour and length of the exercise. E.g. vena cava low pressure deoxygenated
40 beats.
ix. use the answer given in i. e.g. 40 x 3 = 120 pulmonary high deoxygenated
beats per minute artery pressure
x. it increased
pulmonary low pressure oxygenated
Worksheet 5–8 vein
Task 1
aorta high oxygenated
The right side of the heart, the vena cava and the pressure
pulmonary arteries all carry deoxygenated blood and
have horizontal or vertical shading. Student should iv. Blood in all arteries is oxygenated except in
colour this light blue. the pulmonary artery where it is deoxygenated

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 Answers (Worksheets)

(because it is on its way to the lungs). 4.

v. Blood in all veins is deoxygenated except in
the pulmonary vein where it is oxygenated veins
Different parts
because it comes from the lungs. of the body

Task 3 Right Atrium

1. i.
Aorta
valves
arteries
veins
Right Ventricle
Left ventricle

Pulmonary Artery
valves

blood Lungs
carrying Left Atrium

carbon blood
dioxide carrying oxygen
Pulmonary Veins
ii. Aorta carries oxygenated blood to the
body. Worksheet 5–9
iii. left ventricle i. red blood cells
iv. Heart pumps the blood to the whole body ii. platelets
as well as blood goes to the lungs also iii. arteries
therefore it is called double circulation. iv. white blood cells
v. pulmonary artery v. veins
2. vi. capillary
Arteries Veins Capillaries vii. valves
Thick walled and ü viii. plasma
muscular ix. heart
x. ventricle
Have valves ü
Are in close ü Chapter 6
contact with cells
Blood flows Worksheet 6–1
ü
under high 1. i. using a magnet
pressure ii. physical change
Pick up oxygen ü 2. i. iron sulfide
from the lungs ii. chemical
iii. no, because it is a chemical change
3. i. true ii. true
iv. endothermic and exothermic
iii. false iv. false
v. true 3. i. iron + oxygen → iron oxide
ii. Iron and oxygen are reactants whereas
iron oxide is the product.
Worksheet 6–2
Task 1
i. magnesium oxide
ii. yes
iii. magnesium + oxygen → magnesium oxide
iv. Magnesium and oxygen are reactants whereas

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1
 magnesium oxide is the product. iv. carbon dioxide and water
v. oxidation v. combustion
vi. fuel + oxygen → carbon dioxide + water
Task 2
vii. Exothermic because heat is given off.
i. carbon and water
heat
ii. sugar → carbon + water Respiration Combustion
iii. chemical reaction
viii. Oxygen is used up oxygen is used up
Task 3
heat
i. calcium carbonate → calcium oxide + carbon Carbon dioxide, CO2 , water and
dioxide water and energy are energy are given
ii. lime water turns milky with carbon dioxide. given off off
iii. decomposition
ix. energy
Worksheet 6–3
x. Cut down supply of oxygen by putting a
Task 1 blanket or sand or spraying CO2 with the help
i. Yes because bubbles are formed. of fire extinguisher.
Task 2 Task 2
i. No, because copper is less reactive than iron. i. Endothermic
ii. Only a more reactive metal can displace a less
reactive metal from its compound.
Chapter 7
Task 3 Worksheet 7–1
i. Chemical reaction 1. a. No because the light would go through
ii. Carbon dioxide and water them and you would not see a shadow.
iii. Exothermic reaction because heat is given off. b. The hand stops the light so the area
iv. Yes, because like combustion food is burnt behind them is dark (shadow). If light was
with oxygen to give out carbon dioxide and able to go round corners, there would not
water. be such a precise shadow.
c. The lamp gives out light so it is luminous.
Task 4
Our hands blocked the light. If they had
i. It will stop burning after sometime and water been luminous, they would not have cast a
level rises. shadow.
ii. Because oxygen ended inside the jar. d. A luminous light source emits light in all
iii. 1/5th directions. Some of the light falls on the
iv. 1/5th of air is oxygen opaque object (the table) which reflects
v. Bring a lighted splinter near the gas it burst light. The reflected light is detected by the
into flame. eye and the table is seen.
Task 5
i. magnesium oxide ii. oxygen
iii. sulphur iv. oxygen
v. hydrogen oxide (water) vi. water
vii. oxygen viii. copper
Worksheet 6–4
Task 1
i. Anything that burns to give energy.
ii. oil, petrol, wood, gas, diesel, coal
iii. hydro carbon

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 Answers (Worksheets)

e. objects which give out their own Task 2

luminous
light
mirror
objects which do not give out
non-luminous their own light; they may reflect
light from a luminous object
an object through which light
transparent
passes
an object which lets some but
translucent
not all light through
an object which does not let
light through; when placed
opaque mirror
near a source of light, it casts a
shadow
when light bounces off an
reflection Worksheet 7–3
object
when light passes through an Task 1
refraction object but the path of the beam
is changed
the separation of visible light
dispersion into its different colors as it
goes through a prism
incident ray the incoming light ray
the light ray which leaves the
reflected ray Task 2
object as it has been reflected
lens which is thicker at the
concave lens
edges than in the middle
lens which is thicker in the
convex lens
middle than near the edges
the continuous spread of colour
spectrum produced when white light
passes through a prism

Worksheet 7–2 Task 3

Task 1 i. dispersion ii. spectrum
iii. towards iv. away
i. incident ray
v. refraction vi. yellow
ii. reflected ray
vii. red viii. green
iii. normal
ix. blue x. absorbs
iv. answer depends on student
v. both are equal
vi. yes
vii. Angle of incidence is equal to angle of
reflection. Incident ray reflected ray and
normal all lie in the same place.

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 Worksheet 7–4 Worksheet 8–2
1. pressure 60 kg/2 cm2 = 30 kg/cm2 4000 kg/8000 cm2 =
0.5 kg/cm2

So although the elephant is much heavier,

the pressure of the lady on the floor is higher
because the area of her heel is much smaller
than that of the elephant’s feet.

Worksheet 8–3
i. Because rays after passing through this
lens converge 1. a. The tyres of the racing bikes are very narrow.
b. The tyres of the cross country bike are much
2. wider.
c. Yes. A wider tyre means more friction. This
will slow down the competitor but also
reduce his chances of slipping and falling.
2. a. The friction increases.
b. The speed of the car would reduce because
the driver is no longer pushing the accelerator
(so no more force to make the car move) and
at the same time, the friction (of the brakes
on the wheels) increases a lot.
c. It is easy to do and students may feel their
hands becoming a little warm.
i. Because the rays diverge after passing d. It is much more difficult and hands become
through the lens. very warm.
ii. convex lens e. It would be easier and less warm since the
iii. on the retina oil reduces the friction.
iv. image is formed before retina and people f. Because oiling the brakes would reduce
can’t see distant images clearly the friction and the brakes would not work
v. wear concave lenses anymore.
vi. image is formed after retina and people 3. a. Thinking time and braking time or thinking
can’t see nearby images clearly distance and braking distance.
vii. wear convex lenses b. 50 km = 50000 m
1 h = 60 x 60 seconds = 3,600 s
Chapter 8 50 km/h = 50,000 m/3,600 s = 13.9 m/s
c. 100 km/h is twice 50 km/h so it is 2 × 13.9 m/s
Worksheet 8–1 = 27.8 m/s. In 2 s, the car will cover 2 x 27.8
m = 55.6 m.
1. a. ball sank
d. 50 km/h = 13.9 m/s. Thinking time is 1.5 sec
b. boat floated so average thinking distance is 1.5 x 13.9 m
2. a. big = 20.85 m
b. small e. Answers for factors affecting braking
c. sink distance would include: the brakes (type and
d. small maintenance), tyres (pressure and tread or
e. big profile), the car’s mass, the road surface, etc
f. float
3. volume of stone = 21.75 – 20.50 = 1.25 ml.
density = 3.1 g/1.25 ml = 2.48 g/ml
No because a sapphire has a density of 3.98 g/ml.

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 Answers (Worksheets)

Chapter 9
Worksheet 9–1
Task 1
1. The big bang theory suggests that the universe
began with an enormous explosion.
2. 14 000 million years ago OR 14 billion years ago.

Task 2
1. In 1929,an astronomer named Edwin Hubble
noticed that other galaxies were moving away
from us. The farthest galaxies were moving
faster than the ones close to us.

2. When the universe began, it was just hot, tiny

particles mixed with light and energy.
3. As everything expanded and took up more space,
it cooled down.

Worksheet 9–2
Task 1
You would find that the fastest moving
fragements travel the furthest.

Task 2
The light waves would become longer so the
light would be red.

Worksheet 9–3
1. A galaxy is a huge collection of dust, gases, dark
matter and millions of stars, all held together by
gravity.
2. Spiral, eliptical and irregular galaxies.
3. Spiral galaxy
4. It has many new bright stars.
5. Large concentration of older stars and black hole.
6. They have large amounts of dark matter.
7. A cluster is a group of galaxies.

Worksheet 9–4
Answer depends on the students.

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 NOTES

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