Answers

4. (Its shape gives it a large) surface area; (so it can

Chapter 1 Photosynthesis and plant growth absorb) water (more efficiently.)
5. The plant has not had enough water, so the plant
cells collapse and the plant wilts.
1.1 Photosynthesis 6. Water, minerals
1. Plants 7. Because the red dye in the pot has been taken into
the xylem in the stem and up to the flower causing
2. Carbon dioxide; water
the white petals to turn pink.
3. Worked example
8. They have thick, strong walls so that they don’t
4. a) Oxygen collapse allowing water to flow easily.
b) If she put a glowing splint into oxygen, it would 9. (Fewer stomata and a thick waxy cuticle help the
relight. tree lose less) water. (This is important for survival
c) The number of gas bubbles produced by the because water is needed for) keeping cells’ shapes /
pondweed photosynthesis.
5. Carbon dioxide and water 10. Challenge a) Air temperature will affect the rate
6. a) Palisade cells of transpiration in a plant.
b) Spongy cells b) Amount of air movement/wind speed or the
humidity
c) Stoma/stomata
c) Take each measurement more than once
7. a) That plants produce starch when they
photosynthesise End-of-chapter questions –
b) (The ethanol removes the) chlorophyll (which
makes the leaf green. Removing the green makes
Chapter 1
it easier to see the colour change when the leaf is 1. Challenge Because transpiration is faster on a hot
tested with) iodine. day than a cool day. This is because diffusion and
c) It catches fire very easily or it can irritate eyes. evaporation happen faster on a hot day.
d) One of: do not use ethanol near flames; wear eye 2. a) Carbon dioxide; water
protection when using ethanol. b) Photosynthesis
8. Challenge c) D, C, A, B
d) Not enough light reaches under the water lily;
Green part of White part of
plants cannot survive because there is not enough
variegated variegated leaf
light to grow / photosynthesise.
leaf
e) Plants make their own food through
Result of Iodine turns Iodine stays the photosynthesis. Humans cannot photosynthesise,
starch test blue-black same colour they have to eat food.
using iodine 3. a) The coloured water has been taken in by the celery
Explanation Starch is Starch is not stalk causing parts of the stalk to be coloured blue.
present present because b) Xylem cells / tubes
because this this part of the leaf c) Because the xylem cells have transported the
part of the does not contain coloured water to the leaves so the celery leaves
leaf contains chlorophyll so have been coloured blue by the water.
chlorophyll so photosynthesis
photosynthesis does not occur d) Take two celery stalks. Cut the leaves off one celery
occurs stalk, keep leaves on the other celery stalk. Place
both in a solution of dyed/coloured water for a
set amount of time. Measure/observe how far
1.2 Transport of water and the coloured water has been transported by the
mineral salts in plants stalks (by cutting the stem if necessary). Compare
how far the water is transported in the celery stalk
1. For photosynthesis / to give the cells shape without leaves with the stalk with leaves.
2. To absorb water; to absorb mineral salts
3. Nitrates – to make protein for growth and repair
Magnesium – to make chlorophyll
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4. a) Root hair cell 3. The renal system

b) Xylem 4. a) Stores urine
c) Nitrates are needed for healthy growth and repair b) Removes waste substances from the blood
so without them the plants will not grow properly. 5. From the kidney to the bladder
d) The plant will wilt and eventually die because the 6. Urea, carbon dioxide
roots are needed to absorb water and minerals to
7. Plasma
keep the plant alive and healthy.

Chapter 2 The excretory system Chapter 3 Variation and inheritance

2.1 Producing urine 3.1 Variation within a species

1. Continuous; discontinuous
1. a) Bladder C, kidney A, ureter B, urethra D
2. Height – continuous; Able to roll tongue –
b) C
discontinuous; Arm span – continuous; Foot size –
c) To carry urine out of the body discontinuous
2. Getting rid of waste substances from an organism 3.
Example of Example of
3. (The kidneys filter the) blood (and remove wastes such Description of
inherited environmental
as) urea. feature
variation variation
4. Carbon dioxide
Flat, pointed leaves ✓
5.
The kidney filters urea and water from the (1) Leaves that have
blood to form urine turned yellow
Urine travels to the outside of the body in the 4 due to lack of
✓
urethra magnesium in soil
Urine travels in the ureter 2 Blue flowers due to
acidic soil
✓
Urine is stored in the bladder 3
4. a) 5
6. Challenge Because oxygen is a waste product from
photosynthesis and, therefore, its release is a form of b) Group O
excretion. c) (Because blood groups are a type of )
7. Having too much urea in your blood can damage discontinuous (variation and this type of data
important organs. should always be presented with) gaps between
8. a) Wash exposed skin thoroughly after handling / the bars.
wear eye or hand protection 5. Humans inherit a certain skin colour from their
b) B and C parents, so it is an example of inherited variation,
but the skin colour can be changed by sunlight /
c) Investigate how much protein was in each sample using beauty products, so it is also an example of
using Biuret solution. environmental variation.
9. Challenge Strength: The kidneys and the swimming 6. a) Continuous b) 34.8 kg to 46.7 kg
pool both use filters to remove unwanted substances
from a liquid. Limitation: The kidneys remove urea 7. a)
whereas the pool filter removes dirt or the kidneys
filter blood whereas the swimming pool filters pool Grouped lengths of Total
water. leaves (mm)
41–50 4
End-of-chapter questions – 51–60 10
Chapter 2 61–70 16
1. (The excretory system gets rid of ) waste (substances 71–80 20
the body has made inside its) cells. 81–90 9
2. Two of: bladder, kidneys, ureter or urethra
91–100 1
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b) Bar chart drawn with ranges of leaf length on the
x-axis and number of leaves on the y-axis. Both
axes labelled. Bars drawn accurately to correct
value. No gaps between bars.
c) Because it is much larger/bigger than the other
leaves that she measured from the tree
d) Challenge Because the results are recorded as
a tally so we can’t tell which was the smallest or
biggest leaf in the sample
3.2 Chromosomes, genes and DNA
1. A molecule that carries genetic information
6. The cells have 23 pairs of chromosomes. One copy in
each pair comes from the egg cell and one copy in
each pair comes from the sperm cell.
7. Female = XX
Male = XY
8. Half of a man’s sperm cells will contain an X and half
will contain a Y chromosome. If a sperm cell carrying
an X sex chromosome fertilises an egg cell, the
baby will be female. If a sperm cell carrying a Y sex
chromosome fertilises an egg cell, the baby will be
male.
9. Challenge Every sperm cell contains a random

2. The nucleus mix of the father’s genetic material and every egg
contains a random mix of the mother’s genetic
3. Genetic material: A substance found in a cell that information. Therefore, the zygotes that form the
controls how the cell develops sisters both contain a different mix of genetic
Gene: A section of DNA that controls the development material. so the sisters look different.
of a particular characteristic
Chromosome: A structure made from a molecule of 3.4 Fetal growth and development
DNA folded around proteins
1. Cell division; increases
4. a) A
2. A tiny ball of cells that grows from a fertilised egg
b) B
3. Fertilisation – a sperm and an egg cell join together.
c) A gene Specialisation – cells become specialised forming
d) Worked example different parts of the body.
5. a) ‘What is the structure of DNA?’ 4. a) Graph points plotted correctly/accurately; time
b) The X-ray photograph produced by Franklin in months on x-axis and length on y-axis; both
axes labelled; units on both axes.
c) Without Franklin and Wilkins producing an X-ray
(photograph) of DNA, Watson and Crick would not b) (Between) 16 and 20 weeks; (because the line of
have had the important clues about the structure the graph) is steepest (during this period)
of DNA. c) 28–32 weeks because the gradient of the graph
is least steep during this time
d) Challenge A model is a good/effective way of
describing and explaining an idea, particularly for 5. So that the fetus is provided with all of the nutrients
things that are too small to see / abstract. and energy it needs to grow and develop.
6. A lack of folic acid can cause spina bifida where the
3.3 Fertilisation and inheritance spine of the fetus doesn't form properly.
1. To produce offspring 7. The medicine may cross from the woman's blood into
the fetus, and cause harm or prevent growth.
2.
Name of gamete Number of 8. Any two from: low birth mass; stunted growth;
chromosomes under-developed lungs and heart defects; or stillborn
Males Sperm cell 23 9. carbon monoxide, nicotine
10. Challenge Because some viruses can cross from the
Females Egg cell 23
mother’s blood into the fetus’ blood in the placenta
3. Fertilisation and harm the fetus
4. (The fusion of the egg cell and sperm cell makes a) 3.5 Natural selection
zygote. (This forms a ball of cells which then develops
into an) embryo. 1. Adaptation – characteristic of an organism that allows
5. Because it means that when the egg and sperm cell it to survive in a certain ecosystem
fuse to form a zygote they will contain a full set of Variation – the differences that exist between individuals
chromosomes. Evolution – a gradual change in the characteristics of an
organism over time.
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2. 4. a) Because the giraffes are more able to reach food

Adaptation How the feature helps the Arctic
high up, so they are more likely to survive when
hare survive
food is limited or when there is less competition
Small ears To reduce loss of heat from body with other animals that are unable to reach food
Strong claws To dig hard-packed snow sources high up
White fur Provides camouflage from prey b) The giraffes that had genes for longer necks were
better adapted to the environment and were
therefore more likely to survive and reproduce.
3. Evolution; fossil
The genes for the longer neck were passed to their
4.
offspring and resulted in the increase in the length
Letter of Main food Explanation of the neck / evolution of giraffe neck over many
finch source generations.

B Nectar from The finch has

inside flowers a long slender
beak to reach Chapter 4 Population change
the nectar inside
flowers
4.1 Populations and extinction
A Seeds that need The finch has a
to be crushed strong beak so 1.
Plants Animals Both plants
it can crush the and animals
seeds
Sunlight ✓
5. (Organisms that are better) adapted to their
environment (have a better chance of surviving and Water ✓
are more likely to) produce more offspring A source of food ✓
6. Challenge The population of lemmings would have
Carbon dioxide ✓
variation in fur length; lemmings that had shorter
fur would have been better adapted to the warmer
climate; and therefore would be more likely to survive 2. Survive; reproduce; ecosystem
and reproduce. This would result in natural selection 3. Shell: provides protection from predators
occurring over time and the average fur length of the Wide feet: good for walking on sand
lemmings decreasing. Strong and muscular legs: allows it to burrow into
ground to keep cool
End-of-chapter questions –
4. a) (stores water so the cactus) can survive longer
Chapter 3 periods without rain
1. a) 150–154 cm b) Either: reduce the surface area and so less water
is lost or: thick spines deter herbivores and
b) Continuous because the height shows variation
protect the cactus from being eaten
over a range of values. (Accept there are no gaps
between bars as explanation.) 5. Water availability, temperature; competition,
predation
c) The genes for height can come in slightly different
forms, therefore people inherit different forms of 6. The amount of sunlight
genes controlling height, which results in inherited 7. Challenge The drier and warmer new climate could
variation. have made it difficult for the toads to survive and
2. A section of DNA that has instructions for a reproduce, due to wet areas drying up / increased
characteristic competition for food / accept other plausible
suggestions.
3. a) Gamete
8. a) Points plotted accurately and lines between
b) The sperm cell and egg cell fuse together during
points correct
fertilisation to form a zygote. The zygote divides to
form a ball of cells, which develops into an embryo. b) They increased until 1915 then decreased.
c) What a woman eats and drinks during pregnancy c) The more snowshoe hares there are, the more
is the fetus’ main source of nourishment. Her diet hares/prey/food the lynx have to eat, so the
needs to provide all the nutrients a fetus needs for population of lynx begins to increase/go up.
normal growth and development.
d) XX
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9. Extinction occurs when all members of a species
die out.
10. Two from: new disease; new competition; new
predator; catastrophic event; changes to the
environment over time (due to pollution, climate
change, urbanisation)
11. a) March–April
b)  Challenge The invasive plant species may have
been in competition with the Cabomba for light,
space or mineral ions, therefore the Cabomba
was less likely to survive and reproduce.
c) Any two from: less light; pollution; change in
temperature of lake; increase in number of
consumers; disease
End-of-chapter questions –
Chapter 4
1. a) Large flat feet: have a large surface area so the feet
do not sink into the sand. Two rows of long eye
lashes: prevent sand blowing into the camel’s eyes.
b) Competition
c) Temperature and water availability. Also accept
mineral salt availability.
d) Large fleshy stems – store water; spikes – deter
predators; shallow roots that spread out a long
way – soak up water quickly when it rains
2. a) Wolf
b) Because the wolves have plenty of food available
and so are more likely to survive and reproduce,
causing the wolf population to increase
c) It would decrease.
d) Because the wolves would have less food if the
hares became extinct
3. a) Hunting; pollution
b) The adaptations of the Camelops may have meant
it was unable to survive and reproduce in the
new climate in North America. If the Camelops
was unable to evolve fast enough to adapt to the
change in the climate, the population would have
decreased until it became extinct.
Chapter 5 The Periodic Table
5.1 Atomic structure and the
Periodic Table
1. Box 2 to box 1
Box 3 to box 5
Box 4 to box 2
Box 5 to box 3
If all correct; if 3 correct; if 2 correct; if 1 correct
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2. a) Atomic atom
b) Mass protons neutrons – last two words can be in
either order
3. a) It contains a small central nucleus surrounded by
shells of electrons.
b) Atoms are too small to see so models are
used to try and explain their properties and
behaviour.
c) As new evidence is found, the model is changed to
fit the new evidence.
4. Atom showing 16 protons and 16 neutrons in the
nucleus and three electron shells, with two electrons
in the first shell, eight in the second shell and six in the
third shell.
5. Worked example
6. There are two electron shells, so the atom is found in
Period 2. There are four electrons in the outer shell, so
the atom is found in Group 4.
7. a) Challenge Atom showing 19 protons and 20
neutrons in the nucleus. 4 electron shells with 2
electrons in 1st; 8 in 2nd; 8 in 3rd and 1 in 4th shell
b) 1 electron in the outer shell indicates Group 1 and
4 electron shells indicate period 4.
c) Strength – any one of: it shows the position in the
Periodic Table can explain reactivity
Limitation – any one of: no indication of scale,
looks like electrons are in fixed positions when
they are moving around
8. a) In the Rutherford model the electrons are
dispersed through the atoms whereas in today’s
model they are in shells.
In Rutherford’s model there was a small positively
charged nucleus whereas in today’s model the
nucleus is made up of protons and neutrons.
b) New evidence from scientific experiments and
mathematical calculations no longer fitted the
Rutherford model so a new model was developed
to explain the new evidence.
5.2 Trends in the Periodic Table
1. Neon is an inert gas.
2. a) Any column to the right of the grey line
b) Second column from the left
c) Second row from top (the row with X and Y in)
d) X
e) Z
3. Hydrogen; below; faster
4. Chemical properties are observed when a substance
takes part in a chemical reaction.
Physical properties can be observed or measured
without the substance having to be changed in a
chemical reaction.
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 Answers
5. Chemical properties – any two from: reactivity with
oxygen; reactivity with water; flammability
Physical properties – any two from: melting point;
boiling point; hardness; colour; state
6. Challenge They have the same number of electrons;
in their outer shell (orbit).
7. Mendeleev arranged the elements in order of
increasing atomic mass / by those with similar
properties; when an element did not fit the pattern he
left a gap.
8. a) Helium, neon, argon, krypton, xenon, radon –
accept symbols or names.
b) All points correctly plotted on graph; four or five
correctly plotted points; two or three correctly
plotted points; line of best fit accurately drawn
c) As the atomic number increases; the density
increases; by a similar (proportionate) amount.
d) (i) Accept values around 3.0 g/dm3
(ii) Accept values around 5.0 g/dm3
e) Groups of elements have similar properties / show
trends in properties.
Gallium and indium are in the same group / are
metals / are in Group 3, but the elements plotted
on the graph are not in the same group so would
not expect them to fit the pattern.
End-of-chapter questions –
Chapter 5
1. a) 7
b) 7
c) 7
d) N
e) P has more neutrons and protons in its nucleus
than N.
P has electrons in three shells but N has electrons
in only two shells.
2. a) Helium
b) Sodium
c) Fluorine
d) Aluminium
3. a) Atomic mass
b) Chemical, physical (either order)
c) Elements could be entered when discovered
d) Laid the foundation of today’s Periodic Table
Allowed scientists to look for undiscovered
elements
4. a) Z
b) (i) Bubbles
(ii) Y; it is lower down the group
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64366_P002_021.indd 7
(iii) They both have one / the same number of
electrons in their outer shell.
They both have similar electronic structures
they are in the same group.
Chapter 6 Structure, bonding and the
properties of matter
6.1 Chemical bonds
1. Box 1
2. Atoms; covalent; attraction; positively; negatively
3. a) T rue. They have the same number of positively
charged protons and negatively charged electrons
so that charges cancel each other out.
b) False. They give away negatively charged electrons
leaving more positively charged protons in the
nucleus, forming a positively charged ion.
c) False. This is how the bond is formed. The actual
bond is the electrostatic attraction between the
ions.
4. Diagram labelled as shown below.
attraction
–
+ +
–
nucleus
shared
electrons
5. a) Worked example
b) Draw in correct dot-and-cross diagram:
1 electron on each H atom
6 electrons on S atom
Correctly overlapped hydrogen and sulfur atoms
Correctly shown electrons in overlaps
H S H
c) S trength – one of: shows electrons are shared
between atoms; full outer shells
Limitation – one of: electrons are in constant
motion but here they look static; implies electrons
from different atoms are different
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 Answers
6. 4 electrons on the C atom
6 electrons on each O atom
Correctly overlapped oxygen and carbon atoms
Correctly shown electrons in overlaps
O C O
7. a) Sodium chloride
b) The electron in the outer shell of Na is transferred
to the outer shell on Cl forming an Na+ ion and a
Cl− ion. The ions are held together by electrostatic
attraction.
8. Challenge The electrons from the outer shells of
two Na atoms are transferred to the outer shell on
O forming Na+ ions and an O2− ion. The ions are held
together by electrostatic attraction.
6.2 Simple and giant structures
1. From left to right: copper metal salt crystal water
diamond
2. Link 2 to 1
Link 3 to 4
Link 4 to 2
Link 5 to 3
3. Words in this order: molecule; covalent; forces of
attraction; weak
4. a) B. It has high melting and boiling points and
conducts electricity.
b) D. It has low melting and boiling points and does
not conduct electricity.
c) A. It has high melting and boiling points and only
conducts electricity when it has melted.
6.3 Density
1. Density (kg/m3) = mass (kg) divided by volume (m3)
2. g/cm3
3. a) (Each side is) 10 (cm, so the volume is) 10 (cm ×) 10
(cm ×) 10 (cm =) 1000 cm3.
b) Density = mass ÷ volume = 7900 g ÷ 1000 cm3; =
7.9 g/cm3
c) Aluminium is much less dense than iron; this
means it is much easier / requires less energy to lift
it into the air.
4. The particles in a liquid are closer together than in a
gas but further apart than in a solid. Therefore, the
mass of particles in the same volume in the liquid state
will be less than that of a solid and more than that of a
gas.
64366_P002_021.indd 8
5. a) A fishing weight keeps the fishing line taut/stiff/
straight; using a very dense metal means only a
small volume of lead is needed.
b) Steel
c) Steel is highest density (after lead); and is non-
toxic.
d) Nylon has a low density; also accept any valid
reason such as can be drawn into threads; and is
strong.
e) Each material is strong so is unlikely to break; and
can bend, such as when a fish is caught and tries
to swim away; but also has a low density and can
make rods easier to carry.
6. a) A balance
b) Put some water in a measuring cylinder and record
the volume.
Put the pawn in the same measuring cylinder and
record the same volume.
Work out the volume by subtracting the second
volume from the first.
Repeat for the other pawn.
c) Mass (g); Volume (cm3); Density (g/cm3)
d) Left 68/25 = 2.72 g/cm3
= right 32/25 = 1.28 g /cm3
e) Yes. The pawn on the right has a higher density
than the pawn on the left.
7. Challenge a) Water and ice both contain the same
types of particles. The density of a substance in the
liquid state is usually lower than the density in the
solid state.
b) The particles in ice are further apart than those in
water.
End-of-chapter questions –
Chapter 6
1. a) Magnesium atom – 2 electrons on the first shell,
8 on the second shell, 2 on the third shell
Oxygen atoms – 2 electrons on the first shell, 6
electrons on the second shell
b) Two outer shell electrons transfer from the
magnesium atom to the outer shell of the oxygen
atom. Also accept a diagram showing this.
c) A giant crystal structure
Each positive ion is surround by negative ions
and the electrostatic attraction forms a big 3D
structure.
2. a) Electrostatic; positive
b) It is a good conductor of electricity because
electrons can move freely through the structure.
c) Ca2+ also accept calcium + ion; Cl− also accept
chloride – ion
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 Answers

d) A ny property with reason linked to structure e.g. 7.2 Word and symbol equations
High melting/boiling point; solid doesn’t conduct
electricity. Strong electrostatic attraction requires 1. a) Sodium carbonate
lots of energy to break; no electrons free to move. b) Sodium oxide carbon dioxide
3. For example, use an accurate measuring device. c) sodium carbonate → sodium oxide + carbon
a) Ruler/micrometer to measure each edge, then use dioxide
the correct formula to calculate the volume 2. a) Ring around magnesium chloride and
b) It is not easy to measure the different lengths of hydrogen
an irregular object; there will not be a formula for b) Hydrochloric acid reacts with magnesium to
working out the volume. produce magnesium chloride plus hydrogen
c) Before: 31.0 cm3; after: 76.0 cm3 gas.
d) Volume = volume of water displaced; 76.0 − 31.0; = 3. Tick H2SO4 box
45.0 cm3 4 Tick KBr box
e) 750.0 g 5. An ion is an atom that has gained an electron to
f) Density = mass ÷ volume; = 750.0 g ÷ 45.0 cm3; = become negatively charged or lost an electron to
16.7 g/cm3 become positively charged.
6. a) Hydrochloric acid
Chapter 7 Chemical changes b) Sulfuric acid
c) Magnesium chloride
7. a) Na+
7.1 Changes in chemical reactions b) NO3−
1. Conservation; atoms; destroyed; atoms; mass c) CO32−
2. 85 g d) Ca2+
3. a) The atoms rearrange. 8. a) NaNO3
b) There is the same number of atoms at the start and b) Mg(NO3)2
end of the reaction. c) Na2O
4. (The left-hand side of the balance will) go down. (This d) CaBr2
is because as the iron wool is heated it) reacts with
oxygen from the air (to form iron oxide, which is) 9. CaCO3 → CaO + CO2
heavier (than iron). 10. a) sulfuric acid + zinc oxide → zinc sulfate + water
5. a) Mass loss = 15.2 – 14.4 = 0.8 g; so rate = 0.8/5 b) H2SO4 + ZnO → ZnSO4 + H2O
= 0.16 g/min.
b) Both products are gases, which escape from the
7.3 Methods for making salts
candle as they form. 1. acid + carbonate → salt + water + carbon dioxide
6. a) That no energy is created or destroyed during a 2. Magnesium chloride
chemical reaction 3. (At the start of the reaction the pH is) 1/2/very low
Challenge b) Energy stored in the chemical (because there is only sulfuric acid in the beaker.
bonds of zinc and copper sulfate is transferred to the When all the sulfuric acid has reacted, the pH is)
chemical bonds of copper and zinc sulfate during the 7/higher (because the) salt/salt solution/sodium
reaction. chloride/sodium chloride solution (and water are
7. a) It is more dense/heavier than air. neutral. If more sodium carbonate is added the pH
b) The same amount of CO2 is being produced. will) increase/rise (until it reaches 10 or 11.)
c) To make it a fair test 4. Worked example
d) 20.7; 21.7 5. (Keep it away from naked flames because one of the
substances involved) is flammable. (Wear) safety
e) There is not a clear conclusion or pattern in the glasses/goggles/eye protection; (to protect your
results. eyes from splashes, which are) irritants. (Do not
f) Weigh each candle at the start of the reaction, and touch calcium with your hands – wear) gloves/hand
weigh them again once they have gone out. protection
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6. Challenge The potassium carbonate stopped fizzing
because the acid had been neutralised; so no more
carbon dioxide was given off; the excess potassium
carbonate dissolved to form an alkaline solution with a
pH of 10.5.
7. a) Magnesium metal; sulfuric acid
b) 25 cm3 measuring cylinder, A; it is the most
accurate for this volume of liquid.
c) Too much / more than is needed
d) If heated too much you could be left with a dry
powder / the salt might start to decompose. Slow
cooling leads to large crystals.
e) (i) In the funnel
(ii) To remove excess/unreacted metal but allow
the solution to pass through
f) magnesium + sulfuric acid → magnesium sulfate +
hydrogen
8. a) sodium carbonate + hydrochloric acid → sodium
chloride + water + carbon dioxide
b) Wear safety glasses in case something splashes in
their eyes. Also allow mop up spill immediately.
c) (i)   Bubbles of gas/fizzing/effervescing
(ii) The bubbles of gas/fizzing/effervescing stops.
d) Add an indicator; if it goes to the acid colour there
is unreacted acid present.
e) First pour some acid into a beaker and add a
few drops of indicator; use a pipette to add the
carbonate solution, a drop at a time, swirling the
beaker to mix between additions; stop adding the
carbonate when the solution is neutral (pH is 7).
f) Filter the mixture.
Evaporate off the water.
Leave the crystals to form.
7.4 Displacement reactions
1. Displacement; more; metal; compounds
2. a) Calcium
b) Magnesium
3. a) Green (During the chemical reaction the blue
copper sulfate solution has become) paler. (Part of
the silver-coloured nail has become covered with)
a brown solid.
b) Copper; iron sulfate
4. The more reactive metal (zinc) will change in colour/
temperature/react more quickly.
5. Challenge Barium, nickel, tin; barium must be more
reactive than nickel because it can displace nickel;
nickel must be more reactive than tin because it can
displace tin.
10
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6. a) T o show that no possible reaction can take place
because there is only one metal present
b) Magnesium, unknown, zinc, iron, copper.
c) Aluminium; it is found between magnesium
and zinc in the reactivity series (or magnesium;
because magnesium metal will not displace
magnesium from a solution
7.5 Rates of reaction
1. Potatoes chopped into lots of small pieces
2. Heat the pan
3. Box 1 = low concentration; box 2 = medium
concentration; box 3 = high concentration.
4. Large; faster; more; reactant
5. Single, large chip with 8.4 min; Powder with 1.0 min;
Small chips with 4.2 min; Medium chips with 6.5 min.
6. Worked example
7. (For a reaction to occur particles must) collide.
(Increasing the concentration means the particles are)
closer together. (This means that particles will collide
with other particles) more frequently/often
8. B; it is the palest orange colour; so fewer particles of
orange present.
9. a) All points correctly plotted; five or six points
correctly plotted; three or four points correctly
plotted. Plus smooth curve through the points
b) Decreases the time taken to finish reacting /
increases the rate of reaction
c) Should be correct according to the student’s line
on their graph. (Approximately) 16 s
d) Particles are closer together in a concentrated
solution leading to more frequent collisions and
a faster reaction
10. Challenge Small pieces of wood have more surface
area; for the oxygen molecules to collide with; so
there is more chance of the wood burning.
11. a) Calcium carbonate + hydrochloric acid →
calcium chloride + water + carbon dioxide
b) Use a water bath or Bunsen burner to heat the
hydrochloric acid before adding it to the conical
flask.
c) (i) Time taken to produce 100 cm3 of carbon
dioxide
(ii) Temperature of the reactants
d) Concentration of the hydrochloric acid; surface
area of the calcium carbonate
✂
09/06/21 12:50 PM
 Answers

End-of-chapter questions – c) W
 ater molecules will have more kinetic energy in
hot water, they collide with the solid sugar more
Chapter 7 often in a given time, so more sugar will dissolve
more quickly.
1. a) calcium + zinc nitrate = calcium nitrate + zinc
b) magnesium and iron sulfate
c) magnesium + iron sulfate = magnesium sulfate + Chapter 8 Energy
iron
d) 2Na + ZnCl2 → 2NaCl + Zn
8.1 Energy conservation
2. a) (i) Hydrogen
(ii) Neutralisation 1. Position; potential; movement; kinetic
b) Sulfuric acid 2. Increases
c) sodium carbonate + sulfuric acid → sodium sulfate 3. a) Minimum; maximum; maximum; minimum; about
+ water + carbon dioxide the same
3. a) Splashing chemicals in eyes / burning hands / heat b) kinetic energy + potential energy = constant
produced during the reaction. 4. Energy
b) Wear safety glasses / use tongs or leave apparatus 5. Created; destroyed; transferred
to cool before moving.
6. Challenge The temperature of the refrigerator goes
c) No more bubbles given off / zinc staying in the down because thermal energy is transferred from the
beaker inside to the outside. The principle of conservation of
d) energy tells us that the thermal energy transferred out,
filter funnel filter paper plus the electrical energy used, must all be transferred
outside the refrigerator. This is transferred to thermal
zinc energy outside the refrigerator, so the temperature
outside must increase.
7. a) 1500 J
b) 1800 kJ
conical flask c) 1.8 MJ (not mJ)
d) Student’s own answers, should refer to the idea
zinc chloride
that if the answer is written as joules, it would be
a very large number (7 digits, 1 800 000) which it
e) z inc + hydrochloric acid → zinc chloride + would be easy to write down wrongly and may be
hydrogen harder to work with.
4. a) (i) calcium chloride + water + carbon dioxide 8.2 Heating and cooling
(ii) It increases.
b) (i) Measuring cylinder 1. (Thermal energy is the total amount) of energy stored
in an object due to its temperature.
(ii) So they would know when the acid had been
(Temperature is the) average amount of thermal
neutralised
energy in a substance.
(iii) t o separate the crystals from any remaining
(The quantity ... that can be measured directly is)
water/solution
temperature.
(iv) Pour the solution into an evaporation dish.
(You can measure this by) using a thermometer.
Gently heat over a water bath/low heat.
2. Thermal energy always moves from objects with high
Stop heating when some crystals/solid starts temperatures to objects with lower temperatures.
to form. Thermal energy has left Maria’s hand and transferred
5. a) Mia’s – small sugar granules have a larger surface into the block of ice. Her hand has less thermal energy
area than sugar lumps so granules dissolve quicker than before so it feels colder.
b) Any one from: Heat up the lemonade/water/stir. 3. a) Student’s own answers, but could include (from
the Student’s Book): Benjamin Thompson/Count
Rumford, Mayer and Joule. Helmholtz is also an
important scientist involved.
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 Answers

b) S tudent’s own answers, but could include (from c) water

the Student’s Book) the link between friction and
increase in temperature. Students may find other
examples.
4. Challenge
a) (Energy is always) conserved.
(Blessy has forgotten that) some energy is
dissipated.
b) Into the surroundings
5. Some of the thermal energy will be dissipated into the
surroundings and will be too spread out to be able to
get it back.
8.3 Conduction, convection,
radiation and evaporation
1. Conduction – Thermal energy passes through a
substance from particle to particle
Convection – Thermal energy causes a liquid or gas
to expand so that hotter parts of the liquid or gas rise,
and cooler parts sink
Radiation – Thermal energy is transferred but does not
require matter to travel through
2. a) Solid, liquid, gas
b) Gas, liquid, solid
3. a) Metal It needs to be a good conductor of
electricity and thermal energy.
b) Convection
cable to
power supply
electric
element
Arrow(s) rising from electric element; arrow(s)
curving over at top of liquid; arrows pointing
downwards at edges.
4. a) Radiation
b) The Sun
c) The shiny coating reflects (thermal energy) infra-
red radiation from the sun while letting visible
light through. This means less energy is transferred
to the inside of the building/rooms
5. Thick copper metal base is a good conductor so heat
from the heat source reaches the inside of the pan
quickly.
The glass lid is an insulator and keeps the contents
inside to reduce heat losses due to radiation and
evaporation.
The lid handle is an insulator so it does not get much heat
transferred to it, meaning the handle is safe to touch.

6. Experiment (a) Process (b) Safety

1 Conduction
2 Convection
3 Radiation
Any one from:
Use a stand and clamps to hold rods still
Heat protection (e.g. gloves, lab coat, goggles)
Carefully set up and use heat source
Leave apparatus to cool before packing away
Any one from:
Heat protection (e.g. gloves, lab coat, goggles)
Carefully set up and use heat source
Mop up spillages quickly
Leave apparatus to cool before packing away
Chemical precautions concerning the crystal
Any one from:
Heat protection (e.g. gloves, lab coat, goggles)
Carefully set up heat lamp before switching on
Use a stand and clamp to hold lamp/samples steady
Leave apparatus to cool before packing away

Ensure the answer is a table.

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7. Challenge Boiling increases the energies of the particles whereas

evaporation does not.
a) Thermal energy is transferred from inside the body
to the water in sweat; sweat on the surface of the
skin evaporates; water vapour carries heat away
reducing the total thermal energy of the body. Chapter 9 Forces
b) Moving air helps evaporation; moving air particles
carry away some thermal energy; this further
reduces the total thermal energy of the body. 9.1 Floating and sinking
8. A false; B true; C false; D true 1. Upthrust; pressure; deeper; upwards; greater
2. The upthrust is smaller than the weight of the wood.
End-of-chapter questions –
3. Challenge
Chapter 8
1. a) and b)
(a) thick plastic weight upthrust
stopper
(b) to reduce
conduction/
convection/ Two equal length arrows, labelled Weight (down) and
(a) gap (vacuum) radiation Upthrust (up). Note saying forces are balanced or that
between resultant force = 0
(a) shiny metal
surfaces
(b) to reduce
wall 4. A and E
(b) to reduce
conduction
radiation 5. Density = mass
Volume

6. Challenge Mass = density × volume

(a) plastic 7. kg/m3; g/cm3

supports
(b) to reduce
conduction
c) Y  es it could keep a cold drink cool. All the features
of the flask reduce energy transfers in both
directions; so they can slow down the increase in
the energy of the liquid
2. Heat dissipation is the movement of thermal energy
from a hotter region to a colder region.
3. The particles in a solid are arranged so that they are
close to one another. When the thermal energy is
supplied to one end of the metal spoon, the particles
vibrate, in turn causes the neighbouring particles to
vibrate. These vibrations continue with the particles
transferring the energy to neighbouring particles up
to the end of the spoon.
4. Evaporation occurs when particles in a liquid escape
from the liquid into the surrounding air.
All particles in a liquid have some energy and are
moving around. Some particles have more energy
than others and can move faster. When the particles
that are moving at the greatest speed reach the
liquid’s surface they can escape from the surface and
move out of the container into the air.
5. Any two from: Evaporation happens much more
slowly than boiling; Evaporation happens at cooler
temperatures, whereas boiling only happens at the
boiling point; Boiling needs an external source of
thermal energy whereas evaporation does not;
✂
8. Ice cube; polystyrene ball
9. a) The wood is denser than water.
b) The overall density of the wooden boat is less
than the density of wood because there is air
trapped in the hollowed-out section. Its overall
density is less than the density of water.
10. The water would float on top of the mercury because
water is less dense than mercury.
11. a) One method would be:
Place the wood in a beaker of fresh water. Keep
adding the small masses, one by one, until the
wood no longer floats. Note how many masses
need to be added to achieve this.
Repeat the experiment but this time using
salt water. By comparing which form of water
supports the heavier weights you can determine
which has the greater density.
b) The wood would float with more weights added
in the salt water.
12. a)  Challenge Cold water is denser than warm
water.
b) The particles in warm water are further apart
than the particles in cold water.

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End-of-chapter question – 3. Voltage across lamp 1 in circuit c < voltage across lamp
1 in circuit b
Chapter 9 4. a) 
1 a) It will be less (than 2.4 N) because the upthrust
from the water acts in the opposite direction to the
force of gravity/weight so the resultant force is less
1
than the weight alone.
b) Density = mass/volume OR density = 240/100 = 2.4
c) No the plastic cube is denser than water.
d) Its overall density is less than the density of water 2
because it contains air.
e) Salt water is denser than fresh water.
Two lamps in parallel; cell also in parallel; Labelling
lamps
Chapter 10 Electricity b) V across cell = V lamp 1 = V lamp 2
5. Connect the voltmeter across each component, first
10.1 Voltage and resistance across the cell, then across each lamp separately;
record each measurement.
1. a) Energy b) Voltage c) Voltmeter 6. Challenge
2. a) 6 V
b) The voltage would be less than 6 V / would be 3 V. Circuit Current (A) Voltage (V)
3. Current; voltage; ohms; Ω Cell Lamp 1 Lamp 2 Cell Lamp 1 Lamp 2
4. A False B 3.0 3.0 3.0 1.5 0.75 0.75
B True
D 3.0 1.5 1.5 1.5 1.5 1.5
C False
D True
E True 7. a) C
 ircuit similar to below, one lamp labelled X and
F True the other labelled Y, correct symbols used
G False
H True
5. B
6. Current = voltage/resistance OR current = 2/10 =
0.2 A
7. Current = voltage/resistance OR current = 6/20 =
0.3 A
8. Voltage = current × resistance OR voltage = 0.2 × 40
=8V
9. Resistance = voltage/current OR resistance = 24/0.5 =
48 Ω
10. Voltmeter; parallel; ammeter; series b) VX = 3V; VY = 3V
c) Lamp X: I = V/R or 3/10 = 0.3
10.2 Measuring current and d) Challenge 0.6
voltage in series and parallel 8. a) Position 2: 0.1 A; Position 3: 0.2 A; Position 4: 0.3 A
circuits b) Lamp X: Vx = 1.5 V; Lamp Y: VY = 1.5 V; Lamp Z:
VZ = 3.0 V
1. Voltage is a measure of energy stored; the cells are c) Voltmeter correct symbol in parallel around lamp Y
identical so each cell stores the same amount of only
energy.
d) Switch anywhere in the bottom loop of the circuit
2. In circuit a all the energy is transferred to light energy
and heat energy in one lamp. In circuit b the energy e) No any switch that would operate lamp X would
is transferred to light energy and heat energy in two also operate lamp Y OR lamp X and lamp Y are in
lamps. series with each other.
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 Answers

End-of-chapter questions – 4. a) Circuit similar to that below.

Chapter 10
1. a) b
b) (i) voltmeter; (ii) ammeter
A
c) a; b
d) c; d
2. a) When the length of resistance wire is increased,
the current decreases/goes down. Also accept
when length decreases current increases.
b) These do not fit with the prediction; there is no
obvious pattern. V
c) It is difficult to see which results are wrong; so it
would be best to repeat all the measurements. Correct symbols for ammeter and voltmeter and
Angelique could also use secondary sources such resistor ammeter in series voltmeter in parallel
as textbooks, the results from other students or
b) As the voltage increases the current will increase.
scientists or internet sources to check her results.
c)  Challenge As it is a fixed resistor its resistance is
3. a) Two lamps; parallel arrangement; cell in series with
constant so V/I will always give the same number
switch
d) (i)

Voltage (V) Current (A) Resistance (Ω)
0 0 Cannot be calculated
1 0.5 2.0
2 1.0 2.0
3 1.2 2.5
4 2.0 2.0
5 2.5 2.0

b) T hree cells in series; all cells being the same way
round; resistor and switch in series
(ii) 3 V, 1.2 A. It doesn’t fit the pattern.
(iii) Even scale and plotted the right way round;
both axes labelled; all points plotted correctly;
straight line of best fit (ignoring anomalous
result)
(iv) Challenge It’s a straight line OR constant slope

Chapter 11 Sound

c) T wo lamps in parallel; light-dependent resistor

connected correctly; two cells in series with each
11.1 Loudness and pitch
other but in parallel with lamps 1.
amplitude

distance

one wavelength

2. 1D; 2A; 3B; 4C.

3. b) D
c) D
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4. 2. a)
Sound Frequency (Hz) 2

[✓] Musical note A 440 1

[] The call of a bat 45 000 0

[] The song of a blue whale 10 −1

[✓] Highest note on a piano 4186 −2

[✓] Thump of a bass drum 70

 b) 1

5. a) ( The graph shows a line that) goes up/increases

towards the right-hand side.. (As the frequency) 0
increases, the minimum loudness Ahmed can hear
increases. −1

b) 250 Hz
c) The curve would flatten out / show lower c) 2a
minimum loudness values to the right. The d) 2b
minimum loudness a younger person could hear e) Destructive interference
at higher frequencies would be lower.
3. The frequency (giving the position of the crests and
6. Ultrasound waves are sound waves we cannot hear. troughs) must match or they will not always meet to
They are just as safe as ‘normal’ sound waves we can cancel out. The amplitudes must be identical or the
hear. The way these waves reflect off tissues inside the crest of one wave and the trough of the other wave
body produces the picture we can see. will not cancel out completely.
7. (A loud sound causes the ear drum to vibrate) very
4. Challenge
strongly.
2
(Our ear drum is a piece of skin tissue that is) very thin.
(This means it is delicate. ‘Delicate’ means it is easily)
1
damaged/broken.
(A loud sound can cause this to happen, which
means we cannot hear properly until the ear drum is) 0
repaired/fixed.
8. A; C; D −1

9. Challenge a) Several songs went over the

maximum safe hearing level. −2

The concert could have damaged some people’s

hearing. Both waves must have the same frequency. One wave
must have twice the amplitude of the other. They
b)  1. Wear ear protectors (ear plugs or over-ear
must meet so that crest meets crest and trough meets
protectors).
trough (constructive interference).
2. Ask the band/the sound engineer to turn the
sound loudness down. End-of-chapter questions –
c)  The tissues/structures in the ear are very delicate. Chapter 11
Sounds that are very loud and last a long time
can damage these tissues/structures. If they are 1. Amplitude describes the volume of the sound whereas
damaged often, the ear cannot repair itself fully / frequency describes the pitch of the sound. A loud
this can result in permanent hearing loss. sound would have a high amplitude and a high
pitched sound has a high frequency.
11.2 Interference 2. a) B
1. crest b) A
c) Hertz (or Hz)
3. The drum stick hits the membrane and causes it
to vibrate. The vibrating membrane causes the air
particles around it to vibrate. The sound wave goes
outwards from the drum as the particles bump into
more particles.
amplitude trough
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 Answers

4. a) 
The highest frequency that can be heard is related Earth reverses direction from time to time so the
to the age of the person. rocks are magnetised in different directions.
The older the person, the lower the highest c) The stripes of magnetised rock match up on each
frequency that can be heard. side of the plate boundary and the distance from
b) Lily / 8000 Hz the boundary indicates the time since the rock
formed, meaning that the plates must be moving
apart.
Earth and space 10.  Challenge Very slowly / a few centimetres per
year because the continents such as South America
and Africa are about 8000 km apart and Pangaea/
the supercontinent started moving apart about 170
Chapter 12 Plate tectonics million years ago and each plate has moved about
4000 km from where it started. (Accept any value
and explanation that suggests slow movement
12.1 Evidence for plate tectonics and makes reference to how long it has taken the
1.
A continents to move large distances – accurate values
are not required.)
2.
D
3.
A, C, D 12.2 Explaining plate movement
4.
B
1. B
5.
A – 2, B – 5, C – 1 [given], D – 4, E – 3
2. Molten rock; convection current; tectonic plates
6.
B – CC, C – CC, D – OF, E – CC
3. C
7.
a) (A rift valley forms at a) boundary between two
tectonic plates. 4. A
(Two tectonic plates are) moving apart. 5. A – water
(Molten rock rises to the surface and cools, then) B – (crystal of ) potassium manganate(VII)/potassium
moves outwards from the plate boundary. permanganate
b) Any two from: volcanoes, earthquakes, basalt rocks C – stand/tripod
produced from volcanoes, stripes of magnetised D – Bunsen burner/heat source
rock with reversed magnetic fields on the ocean 6. (A coloured crystal is) placed in a beaker of water.
floor.
(Heat is applied to one corner under) the crystal.
8. (The coloured crystal) dissolves and the coloured
liquid shows the direction of the convestion current.
7. Any two from: wear safety goggles, wear lab coat/
protective clothing, use gloves or tongs to pick up the
Two separated ‘coastlines’/cliffs, showing layers of crystal, light the Bunsen burner away from the beaker,
rocks with shading to indicate that the layers of rocks carefully place the Bunsen burner under the beaker
match after it has been lit, do not touch the hot objects such
as the beaker or stand, only partly fill the beaker, when
9. a) the experiment is finished, turn the gas supply off and
mid‐Atlantic ridge leave the apparatus to cool. (Accept any other sensible
N N
safety precaution.)
N N 8. a) D
S S
b) Any sensible reasoned point such as: the rock
S S in the mantle is not liquid so the water in the
tectonic plate tectonic plate experiment moves much quicker/more easily than
the mantle; the Earth is a sphere/round with the
heat source at the centre so the experiment can
mantle
only show a simpler movement.
9. a) The plates are moving towards each other and one
 Arrows along strips of rock in alternating directions plate is being pushed downwards by the
with labels ‘N’ and ‘S’ to show field directions other.
b) Molten rock rises through the gap between the b) C
two plates and cools quickly. The magnetic field of
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 Answers
c)
10. a)  Challenge For the oceans, the gravitational
force of the Moon on the Earth causes the liquid
water to bulge on either side of the Earth. As
the Earth spins, these bulges move, causing
tides. The gravitational force of the Moon will
affect the molten rock in the mantle of Earth
by stretching it / changing amount of force in
different directions.
b) Accept any reasoned suggestion such as: the
effects of the moving mantle on tectonic plates
are slow/take millions of years so the tides model
does not work in the same way; the mantle is
not liquid / the mantle is sticky / does not move
easily so the effect of the tidal forces will be
different.
End-of-chapter questions –
Chapter 12
1. D
2. a) Pangaea
b) Convection currents in the Earth’s mantle pulled
parts of the supercontinent in different directions,
forming plates that moved apart.
c) Any three from: matching rock layers in the
coastlines of continents that are now far apart;
matching shapes/jigsaw pattern to the coastlines
of the continents; fossils of animals that lived only
on land and became extinct, found on separate
continents; stripes of rock magnetised in different
directions on each side of a plate boundary on the
ocean floor.
3. a) Technology has improved so that measuring
instruments are smaller / easier to move around /
make more precise measurements.
b) It was not very accurate because all the more
recent measurements show a spread/range of
under 10 m but the 1849 measurement is over
350 m different from the others.
c) Two tectonic plates moving towards each other
collided and both rose upwards causing large
areas of rock to rise and form mountains.
18
64366_P002_021.indd 18
d) A ny one example such as: fossils of sea creatures
found high up on mountains; earthquakes
suggesting there is a plate boundary under the
mountains; slow movements upwards of the
mountain heights showing that the plates are still
moving
e) To increase slowly because the two tectonic plates
are still pushing towards each other and pushing
rock upwards
4. (i) (ii)
A B C
oceanic plate
continental plate
mantle
convection current
a) T wo circles/loops of arrows one under each plate
the left/central loop anticlockwise and the right
loop or part loop clockwise
b) (i) Volcanoes
(ii) Mid-ocean ridge / plate boundary ridge
c) Plates A and B are moving towards each other
and plate A is pushing plate B downwards, so that
volcanoes/earthquakes form along the boundary.
5. a) Challenge Fossils form when the remains of
dead organisms fall to the sea floor/on wet ground
and over millions of years layers of sediment
build up and squeeze the remains to form fossils
inside layers of rock. Fossils of the same species of
organism found in matching layers of rock on the
coastlines of separate continents suggest that the
coastlines were once joined together and have
moved apart over time.
b) Mid-ocean ridges form at plate boundaries
where the plates are moving apart and molten
rock rises to fill the gap between the plates. This
rock is igneous and cools quickly so that fossils
of organisms do not form. Evidence for the
movement of the plates includes ‘stripes’ of rock
magnetised in different directions / opposite poles
due to the reversals of the Earth’s magnetic field
when the rocks formed.
Chapter 13 Climate change
13.1 The carbon cycle
1. D
2. B
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09/06/21 12:51 PM
 Answers
3. Respiration – plants and animals release energy
through the conversion of glucose and oxygen to
carbon dioxide and water; combustion – substances
react with oxygen and produce oxides, light and
heat; photosynthesis – plants take in carbon dioxide
and produce glucose and oxygen; decomposition –
bacteria and fungi feed on dead animals and plants
4. B
5. C
6. Amount (intensity) of light – I; Size of pondweed
sample – C; Temperature – C; Number of gas bubbles
seen – D
7. Carbon dioxide – turns limewater cloudy/milky white.
Water – will turn blue cobalt chloride pink.
8. a) C
b) Photosynthesis. Carbon dioxide is taken in through
the leaves and reacts with water in the presence of
light to produce glucose and oxygen.
9. a) Human activities such as: burning fossil fuels to
produce electricity; burning fossil fuels for use in
factories/industrial processes (accept any other
correct process) greatly increase the amount of
carbon dioxide released into the atmosphere as a
result of combustion.
b) Although some animals have been hunted and this
reduces the amount of carbon dioxide produced
by animals a much larger number of animals have
been grown for farming and this has increased the
amount of carbon dioxide produced by animals.
10.  Challenge Accept either agree or disagree,
accompanied by a reasoned argument. Examples:
Agree: When animals and plants die they decompose
so that the carbon they contain is either released
into the atmosphere or soil by the bacteria and
fungi that feed on them or squeezed under layers of
rocks to form fossil fuels that are burnt by humans,
which releases carbon dioxide into the atmosphere.
Disagree: the processes carried out by living things
(respiration, photosynthesis, human activities
involving combustion) are more central because
these directly affect the amounts of carbon dioxide
in the atmosphere and carbon compounds in the
ground, decomposition only occurs because these
other processes take place.
13.2 Impacts of climate change
1. C in carbon dioxide in the atmosphere and the
2. Water; oxygen; carbon dioxide
3. A increasing sea levels affect all countries and can
4. B only be tackled if all countries cooperate.
5. B, E
6. a) Height of seedling – D; Amount of water – I;
Amount of light – C; Size of pot each seedling is
planted in – C
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64366_P002_021.indd 19
b) 
An investigation should compare the changes in
one variable caused by changing another variable,
the other variables must be controlled otherwise
the test is not fair – if they also changed a direct
effect cannot be measured.
7. a) 
Able to stay alive when there are extended periods
without water/rainfall.
b) 
The rising average temperatures due to climate
change mean droughts are likely to be more
severe and more frequent.
8. a) C; D
b) 
The increasing amount of carbon dioxide in the
atmosphere is causing average temperatures to
rise meaning that there is more energy stored in
the atmosphere, leading to more frequent and
more severe extreme weather events.
c) Challenge Climate is a measurement of weather
conditions over a long period of time over a large
area, so that individual weather events cannot
be said to have been ‘caused’ by climate change
(although changes in the number and length of
them can be linked to climate change).
9. a) Spring tide / alignment of the gravitational pull of
the Sun and Moon and a storm surge / weather
event causing movement of sea water.
b) Global warming/climate change where the average
temperature is rising causes ice caps and glaciers to
melt meaning that sea levels rise so that high tides
are more likely to cause floods.
c) Any two from: Reduce the amount of carbon
dioxide produced due to human activities, so
limiting the effects of climate change; increase
the amount of carbon dioxide taken out of the
atmosphere e.g. by planting more trees than are
being cut down, so limiting the effects of climate
change; building sea walls/barriers to keep out
more high tides.
10. a)  Challenge Any three from: injured / killed / left
homeless / forced to move to other areas /
crops destroyed by extreme weather events;
left homeless / forced to move to other areas by
rising sea levels; forced to move to other areas
due to increased average temperatures; forced
to move to other areas due to increased average
rainfall
b) All countries contribute a part of the increase
increased average temperature affects the whole
planet meaning extreme weather events and
End-of-chapter questions –
Chapter 13
1. C; D
2. a) Increased intense rainfall
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 Answers
b) A  ny two from: restore land to natural growth
patterns to increase the amount of water stored /
released slowly by plants; build flood defences
to prevent higher water levels from causing
flooding; improve drainage; avoid building on land
that is likely to flood (accept any other sensible
suggestion).
c) Carbon dioxide is a greenhouse gas so increased
amounts cause average temperatures to rise and
more energy is stored in the atmosphere meaning
that extreme weather events are likely to be more
severe and more frequent.
3. a)  Result 4. The length of pondweed is different and
this will affect the number of bubbles produced /
this should be a controlled variable.
b)  Repeat each measurement two more times and
take an average.
c) The number of bubbles produced increases
consistently as the lamp is brought closer to the
pondweed showing that increasing the intensity of
light increases the rate of photosynthesis.
4. a) Carbon cycle
b) A photosynthesis; B combustion
c) Plants take in carbon dioxide from the atmosphere
during photosynthesis; plants produce carbon
dioxide during respiration; after plants die, they
decompose/decay and carbon dioxide is released
into the atmosphere. (Also accept some plant
remains are fossilised and the carbon is stored /
converted into fossil fuels.
d) Any two from: petrol/diesel-fuelled motor vehicles;
factories that use fossil fuels; power stations that
use fossil fuels
e) Fossil fuels. Humans burn/combust them to
produce energy but this process also releases
carbon dioxide, a greenhouse gas, into the
atmosphere.
5.  Challenge Trees take in carbon dioxide during
photosynthesis and even though they release (less)
carbon dioxide during respiration the overall effect
is to reduce the amount of carbon dioxide in the
atmosphere. Carbon dioxide is a greenhouse gas and
limiting or reducing the amount in the atmosphere
will limit or reduce the increase in average
temperature.
Chapter 14 Astronomy
14.1 Collisions
1. C
2. A
3. Collision hypothesis – the idea that a large object,
roughly the same size and mass as the planet Mars,
collided with the Earth, releasing rocks that were
pulled together to form the Moon
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Capture hypothesis – the idea that the Moon is a large
asteroid that has been pulled into orbit around the
Earth
Co-formation hypothesis – the idea that the Moon and
Earth formed together, close to each other, at the same
time
4. Asteroid; meteor; meteorite
5. The Moon has no atmosphere – A; The Moon is very
round in shape – D; The Moon follows a stable orbit
around the Earth – D; The Moon has no liquid water on
its surface – A
6. Any two from: meteorites/the remains of asteroids
found on Earth; craters left after the collision; fossils
that indicate a mass extinction took place at a
particular time.
7. a) (Melting rocks are thrown) large distances from the
point of impact.
( There are intense blasts of ) heat radiating/rushing
outwards from the impact.
( There are shock waves, in which) air is squeezed
to produce rings of very high pressure that expand
outwards from the impact.
(The Earth’s crust) shakes.
b) Clouds of dust and gas are thrown high into the
Earth’s atmosphere which can block the sunlight
from reaching the surface and cause the climate to
change.
8. a) Smaller asteroids/rocks have collided with the
surface causing impact craters.
b) People and robotic probes have landed on the
Moon’s surface and brought samples of rock back
to Earth.
c) That the Moon was probably formed when an
object, roughly the same size and mass as the
planet Mars, collided with the Earth and pieces of
rock from both were pulled together by the effects
of gravity.
9. Accept either ‘yes’ or ‘no’ for when accompanied by
a suitable explanation. Example for ‘yes’: asteroids
have collided with the Earth in the past and have
caused mass extinctions. Example for ‘no’: large
asteroids are thought to collide with the Earth only
once every 100 million years and we can track the
movements of the largest asteroids to predict if they
will collide.
10. a)  Challenge The Moon spins once on its axis in
exactly the same amount of time as the Moon
takes to orbit the Earth once.
b) D
c) Hundreds of millions of years ago OR about 100
million years after the Earth formed because it
takes that amount of time to form and stay in
such a stable orbit.
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 Answers
14.2 Observing the Universe
1. D
2. A
3. A – 4; B – 1 (given); C – 5; D – 2; E – 3
4. B; E
5. A; C; D
6. a) (Interstellar) gas and (interstellar) dust
b) Light produced by nearby stars is reflected off the
dust and gas.
7. a) A
b) The dust and gas form clumps as they are pulled
towards each other by the force due to gravity.
Eventually the atoms are squeezed so tightly
together they overlap and fuse together / join
due to nuclear fusion, releasing large amounts of
energy.
8. a)  Improvements in technology have resulted in
larger, more sensitive telescopes that can detect
fainter stars.
b) The young stars were evidence that the nebula
was forming stars and not expanding outwards
because of a supernova/exploding star.
9. a) Produced by an old star
b) Any two from: Circular cloud expanding from a
central point; central dim star that appears to have
exploded to produce the nebula; no evidence of
new stars forming
c)  It should expand outwards. Observing the
nebula over longer periods of time with sensitive
telescopes should produce evidence of outwards
movement.
10. a)  Challenge 655 light-years is the distance light
travels in 655 years, so the light we see today
was produced 655 years ago.
b) We are too far away to be able to measure the
distance precisely.
c) Inside the Milky Way. The galaxy is around 100
000 light-years across.
End-of-chapter questions –
Chapter 14
1. B
2. a) Any three from: surface water: none on the Moon,
plenty on Earth; atmosphere: none on the Moon,
present on the Earth; asteroid impact craters: many
easily seen on the Moon, fewer on Earth that can be
easily seen; life: none on the Moon, many species
on Earth; temperature: very cold on the Moon,
temperate/warm on Earth
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b) The Moon was partly formed from rocks on the
Earth and partly from other rocks which could
have been caused by an asteroid colliding with
Earth.
c) Any two from: rocks collected from the Moon are
a mixture of rocks, some similar to rocks found on
Earth and others that are not; the Moon follows
a stable orbit around Earth that suggests it was
formed many hundreds of millions of years ago
at a time asteroid collisions would have been
more frequent; the Moon is very nearly a smooth,
rounded shape, suggesting it was not formed by
Earth capturing an asteroid, which are mostly not
regular shapes.
3. a) Interstellar gas and dust slowly gathers into
clumps due to the force of gravity, the forces
eventually squeeze the gas atoms so tightly
together that they fuse and release large amounts
of energy.
b) Nuclear fusion
c) Hydrogen, helium
4. a) An asteroid collided with Earth causing the climate
to change quickly.
b) About 65 million years ago
c) Where all the individuals of many species of
organisms die in a relatively short space of time.
d) Clouds of dust and gas would have been thrown
high in the atmosphere blocking sunlight from
reaching the Earth’s surface and causing the
temperature to drop.
e) Fossil records show that the plants in large areas
of the Earth’s surface were destroyed by wild fires.
5. Challenge Hydrogen and helium make up most of
the gas found in nebulae. These nebulae have often
been formed when large stars explode at the end of
their lives. Eventually the nebulae starts to be drawn
together by gravity, forming clumps that squeeze
hydrogen and helium atoms together, causing nuclear
fusion to start. The largest stars that form in this way
go on to explode and create new nebulae.
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