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S TUDE N T HOM E WORK BOOK L E T

N A M E : CL A S S : TE A CHE R:

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Smithdon High School

9A Word Sheet9Aa – Inherited characteristics/How variation occurs

Word Pronunciation Meaningcharacteristics The features of an organism.DNA A large molecule that contains genes.gamete gam-meet Scientific word for sex cell.gene jeen A length of DNA that controls one inherited

characteristic of an organism.genetic information

The instructions that control your characteristics. These instructions are found on genes.

inherited Passed on to an organism from its parents.variation The differences between things or organisms.

9Ab – Different varieties/Environmental effect

Word Pronunciation Meaningenvironment The surroundings of an organism.environmental factors

Things in an environment that can change something about an organism.

resistant Something that is not affected by disease is said to be resistant to it.

species spee-shees A group of organisms that can reproduce with each other to produce offspring that will also be able to reproduce.

variety A set of plants that are in some way different from other members of the same species.

9Ac – Animal breeding

Word Pronunciation Meaningbreed A set of animals that are in some way different from

other members of the same species.breeding To mate two organisms of the same species to

produce offspring.cross-breeding When different varieties or breeds are mated with

one another.selective breeding When humans choose certain animals and plants

that have useful characteristics and breed more of these organisms.

yield How much of something useful to humans that an organism produces.

Smithdon High School 2

9Ad – Plant breeding

Word Pronunciation Meaningfertilisation fert-ill-eyes-ay-shun Fusing of a male sex cell with a female sex cell.ovary o-very Part of the female reproductive organs in a plant. It

contains ovules, each of which contains an egg cell.ovule ov-you’ll Contains egg cells in plants. Found in the ovary.pollen The male sex cell (gamete) in plants.pollen tube Tube that grows from a pollen grain down through

the stigma and style and into the ovary.pollination poll-in-ay-shun Transfer of pollen from an anther to a stigma.seed Grows into a new plant. Made by conifers and

flowering plants.stigma Part of the female reproductive organs in a plant. It

is where pollen lands.


QUESTION 1

Gareth was writing to a pen-friend. This is how he described himself:

I am a boy. I weigh 600 N.

I am 16 years old. I speak French.

I have brown eyes. I have a scar on my chin.

I am 1.8 m tall.

(a) From the list, choose two features which he must have inherited and which will not have been affected by his environment.

1. ..................................................................................................

2. ..................................................................................................2 marks

(b) From the list, choose two features which will have been affected by both inherited and environmental factors.

1. ..................................................................................................

2. ..................................................................................................2 marks

(c) Gareth measured the heights of the 16-year-old pupils at his school. He recorded the distribution in a bar chart.

num ber of pupils ineach he igh t range

he igh t

He also collected data about the features in the list below.


Which two features would show a similarly shaped distribution to Gareth’s bar chart?

Tick the two correct boxes.

Ability to roll the tongue.

Presence of ear lobes.

Mass of the pupil.

Circumference of the head.

Sex of the pupil.

2 marks

Maximum 6 marksQUESTION 2

The photograph below shows a team of dogs called huskies pulling a sledge

across the ice.

Huskies need to survive in a cold climate. They must be able to pull a heavy sledge for a long time each day.


Which two features would a dog breeder look for when choosing huskies to breed from?Choose from the list of features below and give the reason for each choice.

blue eyes fierce nature long tail

thick fur short legs strong muscles

1. feature .........................................................................................................1 mark

reason .........................................................................................................

............................................................................................................1 mark

2. feature .........................................................................................................1 mark

reason .........................................................................................................

............................................................................................................1 mark

(b) The drawings below show three dogs. They all look different.

(i) Which word describes the differences between these dogs?Tick the correct box.

adaptation reproduction

vaccination variation

1 mark


(ii) The drawing below shows a puppy. Dog C is the puppy's mother.

Why does the puppy look like his mother?Tick the correct box.

Information passed from the mother in an egg.

Information passed from the mother in a sperm.

Information passed from the mother in milk.

Information passed from the mother in blood.

1 mark


The drawings below show a stoat in summer and in winter.

stoat in summer stoat in winter

(a) In winter the ground is often covered by snow or frost. During this part of the year a stoat’s fur is white.Suggest two ways its white coat helps a stoat to survive in the winter.

............................................................................................................

............................................................................................................2 marks


(b) The diagram shows the family tree for a family of rabbits.

Use words from the list below to complete the sentences.

adapt cytoplasm genes grow

inherit letters membrane mutate nuclei

Rabbits have the same fur colour all year round.

Young rabbits ...................................... fur colour from their parents.

Information about fur colour is passed on from one generation to

the next in the form of .......................... in the ................................... of an egg and sperm.

3 marks

Maximum 5 marks


QUESTION 4

Uganda is a country close to the equator in Africa. Most Ugandan bred cows produce only 1 litre of milk each day. In Britain, some cows can produce nearly 30 litres of milk each day. The milk yield of British cows exported to Uganda drops dramatically, even though they get sufficient food.

(a) Suggest why a British cow exported to Uganda would be less likely to produce 30 litres of milk each day.

............................................................................................................

............................................................................................................1 mark

By selectively breeding British and Ugandan cattle, it is possible to breed cows which produce 10 litres of milk each day.

(b) A Ugandan farmer wishes to continue the breeding programme to improve his herd of cows further. When he is choosing which cows to use for breeding, milk production is an important quality. Give two other important qualities he could consider.

1. ..................................................................................................

2. ..................................................................................................2 marks


A group of pupils recorded some different characteristics of pupils in their class.


The table below shows their results.

name gender height,in cm

mass,in kg

hand span,in cm

arm span,in cm

eye colour

Julie girl 152 48 17.2 160 blue

Laura girl 157 54 15.0 141 green

Aftab boy 159 49 18.4 172 brown

Jenna girl 144 46 17.4 161 hazel

Barry boy 148 49 17.4 162 blue

Oliver boy 172 57 21.5 204 brown

Safina girl 155 48 16.8 158 brown

Maria girl 154 50 17.9 166 green

Amanat girl 162 46 16.2 150 brown

Thomas boy 157 49 19.9 186 blue

(a) Oliver concluded that boys do not have green eyes.

Explain why his conclusion is not justified.

............................................................................................................1 mark

(b) Name two continuous variables in their table.

1. .....................................................

2. .....................................................1 mark


(c) Look at the scatter graphs below.

210200190180170160150140

222120191817161514

220210200190180170160150140

210200190180170160150140

140

140

15 16 17 18 19 20 21 22150

150

160

160

170

170

180

180

he ight, in cm

he ight, in cm m ass, in kg

hand span , in cm

graph A

graph C graph D

graph B

armspan,in cm

handspan,in cm

armspan,in cm

armspan,in cm

× × × ××

×

×

××

× × ×××

×

×

××

××

× × ××

×

×

×

××

×

×

×××

×

×

××

×

×

46 48 50 52 54 56 58 60

Use the data in the scatter graphs to show whether each of the conclusions below is true, false or you cannot tell.

conclusions true or false or cannot tell

Graph C shows that the shortest pupil has the smallest hand span. ........................

Graph B shows the strongest correlation between two variables. ........................

Graph A looks similar to graph C because of the high correlation of arm span to hand span. ........................

Boys are generally taller than girls. ........................2 marks


Maximum 4 marks

QUESTION 6

Herefords and Friesians are two breeds of cattle.Herefords produce high quality meat. Friesians produce lots of milk.

The drawings below show a Hereford cow and a Friesian cow.

Hereford cow Friesian cow

(a) (i) The two breeds of cattle are different in appearance from each other.What causes the variation between the two breeds of cattle?

..................................................................................................

..................................................................................................1 mark

(ii) Suggest two environmental factors which can affect the amount of meat or milk cattle produce.

1. .........................................................................................

2. .........................................................................................2 marks

(b) The drawing shows a calf produced by mating a Hereford bull with a Friesian cow. Cattle bred in this way will produce both high quality meat and a high milk yield.

(i) What term is used to describe this deliberate mating of two different breeds of animals to produce offspring with particular characteristics?

..................................................................................................1 mark


(ii) Farmers want their cattle to produce high quality meat and a high milk yield. Suggest one other characteristic which farmers might want their cattle to have.

..................................................................................................

..................................................................................................1 mark


The quagga is an extinct animal that lived in Africa. Quaggas belonged to the same group as zebras. The drawings below show a zebra and a quagga.

(a) Zebras and quaggas used to breed with each other. The offspring contained a combination of both zebra and quagga genes (genetic information). How were zebra and quagga genes passed on from the parents to their offspring?

............................................................................................................

............................................................................................................1 mark

(b) These days there are some zebras that still show some quagga features. Scientists are using zebras to try to produce quaggas by selective breeding. Describe the steps in this selective breeding process.

............................................................................................................

............................................................................................................

............................................................................................................3 marks

Maximum 4 marks


9A Summary SheetsInheritance and selection

Inherited variationThe features of organisms are called their characteristics (e.g. blue eyes). Offspring normally share some characteristics with their parents and brothers and/or sisters. Offspring can inherit characteristics from their parents. Characteristics can be different and this is known as variation (e.g. brown eyes and blue eyes). Variation occurs in both plants and animals.

An organism’s characteristics are controlled by genetic information which is found inside the nucleus of almost all of its cells. Genetic information is passed from parents to offspring during reproduction. In sexual reproduction, a male sex cell or gamete (e.g. a sperm cell) and a female gamete (e.g. an egg cell) fuse. This fusing (joining together) produces a fertilised egg cell which grows into the new organism. Each gamete contains half the amount of genetic information that a normal body cell has. So the fertilised egg cell gets half its genetic information from the male and half from the female.

In many animals, when two egg cells are each fertilised by a sperm cell, non-identical twins are born. Sometimes a fertilised egg cell splits into two and identical twins form.

Species, breeds and varietiesA species is a group of organisms that are able to produce offspring that are also able to reproduce. Members of the same species have very similar characteristics but there is some variation in these characteristics.

A group of animals may have special differences in their inherited characteristics from the rest of their species. A group like this is called breed (e.g. different breeds of dog). There are also breeds of plants and these are called varieties.

All tigers have stripes but there is variation in the stripes between each tiger.


Selective breedingFarmers and plant breeders may choose or ‘select’ an animal or plant with certain characteristics (e.g. good milk production in cows). This animal or plant is then used to breed from. The offspring that have the best of these characteristics are then bred from again. This is called selective breeding and is how many new breeds and varieties are created. Sometimes two different breeds or varieties are bred together to produce offspring with characteristics from both breeds or varieties. This is called cross-breeding.

Plant breedingIn nature, pollen grains (the male gametes) are carried by the wind or insects to the stigma of another flower. This is called pollination. Plant breeders transfer the pollen that they want to the stigma that they choose, sometimes using a paintbrush.

A pollen grain grows a tube down through the style until it meets an ovule. It grows into the ovule and meets an egg cell. The nucleus from the pollen grain goes into the egg cell and fuses with the egg cell nucleus. This is fertilisation.

Many of the characteristics that plant breeders choose are visible (e.g. fruit size, yield) but some are not visible (e.g. disease resistance).

Variation caused by the environmentSome characteristics vary due to an organism’s surroundings (environment). For example, plants growing in different areas of a field may be different heights depending on the amount of light, water and mineral salts that they get. These things are all physical environmental factors.


9B Word Sheets9Ba – Fighting fit

Word Pronunciation Meaningaerobic respiration air-rO-bick Process that releases energy from food. Needs

oxygen from the air. Carbon dioxide is produced as a waste gas.

breathing rate The number of times that you breathe in and out in one minute.

circulatory system System containing the heart and blood vessels.digestive system The group of organs that carries out digestion.fitness If you are able to do all the things that your lifestyle

needs you to do, you are fit.heart beat rate The number of times your heart beats in one

minute.organ systems Collection of organs working together to do an

important job.respiratory system Made up of the trachea, bronchi and lungs. Gets

oxygen into the blood and takes carbon dioxide out of the body.

S-factors Four factors that describe how fit you are: suppleness, strength, stamina and speed.

speed How quickly your body can do an activity.stamina How long your body can exercise for.strength How strong your body is.suppleness How easily your body can bend and twist.

9Bb – A breath of fresh air/A smoking problem/Food to go

Word Pronunciation Meaningaddictive If something makes you feel that you need to have

it, it is said to be addictive.air sacs Pockets in the lungs where oxygen diffuses out of

the air and goes into the blood. Carbon dioxide also diffuses from the blood to the air in these.

alveoli Pockets in the lungs where oxygen comes out of the air and goes into the blood. Carbon dioxide is also transferred from the blood to the air in alveoli. (Singular = alveolus.)

balanced diet Eating a variety of foods to provide all the things the body needs.

breathing Moving muscles to make air flow into and out of the lungs.


cilia sil-lee-a Small hairs growing from some cells. They wave to move mucus up and out of the trachea to be swallowed.

ciliated epithelial cells

sil-lee-ay-ted eppy-theel-ee-al

Cells in the trachea which have microscopic hairs (cilia) growing from them.

deficiency disease Disease caused by not having enough of something in your diet.

diaphragm dye-a-fram Sheet of muscle underneath the lungs. It helps to work the lungs during breathing.

exhalation Breathing out.gas exchange Process where oxygen diffuses into the blood and

carbon dioxide diffuses out of the blood. It happens in the alveoli.

heart disease Disease caused by narrowing of the arteries carrying blood to the muscles of the heart. The heart does not receive enough oxygen and some of the cells die.

high blood pressure

When the pressure of blood in the blood vessels gets too high.

inhalation Breathing in.

9Bb – A breath of fresh air/A smoking problem/Food to go (continued)

Word Pronunciation Meaningkwashiorkor kwa-she-or-ker Deficiency disease caused by a lack of protein.mucus Slimy substance moved out of the lungs by cilia or

found in the digestive system.nicotine nick-O-teen Poisonous, addictive drug found in cigarettes.nutrient Substance needed in your diet to keep you healthy.obese Someone who is very heavy for their size is said to

be obese.obesity The condition when someone is obese.premature baby A small baby born early.tar A poisonous, black, sticky substance found in

cigarette smoke.ventilation The movement of air into and out of the lungs.

9Bc – Mixing your drinks/Healthy choices

Word Pronunciation Meaningantagonistic pair ant-tag-on-iss-tick Two muscles that work a joint by pulling in

opposite directions, e.g. biceps and triceps.arteriosclerosis are-tir-ee-O-skluh-

rO-sisThickening and hardning of artery walls. May be due to a build up of a fatty substance inside the arteries.

contract Get smaller.


depressant Drug that decreases the speed at which nerves carry impulses, e.g. alcohol.

drug Substance that affects the way your body works.heart attack When the heart stops pumping.heart disease Disease caused by narrowing of the arteries carrying

blood to the muscles of the heart. The heart does not receive enough oxygen and some of the cells die.

impulse Electrical signal carried by a nerve cell.relax When a muscle stops contracting it relaxes.tendon Tissue connecting a bone to a muscle.

9Bd – Drugs and the body

Word Pronunciation Meaningcaffeine caff-een A stimulant that increases the speed at which nerves

carry impulses. Found in coffee, tea and cola drinks.cocaine cO-cane Very powerful and harmful stimulant that causes

blocked arteries and mental problems.depressant Drug that decreases the speed at which nerves carry

impulses, e.g. alcohol.drug Substance that affects the way your body works.ecstasy A stimulant that can cause depression, mental

illness and even death.heroin A very dangerous depressant drug. Causes vomiting

and severe headaches.marijuana ma-roo-arn-a A depressant which can cause memory loss.medicine med-iss-in A drug that helps the body to ease the symptoms of

a disease or cure the disease.recreational drug reck-ree-ay-shun-al A drug that is legal. Caffeine, nicotine and alcohol

are all recreational drugs.side-effect Harmful or unpleasant effects caused by drugs.solvent abuse Sniffing solvents used in glue and other things.stimulant stim-you-lant Drug that increases the speed at which nerves carry

messages, e.g. caffeine.


QUESTION 1

This is Jamie having an X-ray of his arm.

photograph icpla te

The drawing below shows the X-ray photograph.

(a) Complete the sentence.

The parts of Jamie’s arm which show up on the X-ray are made of

................................................................... . 1 mark

(b) What did the X-ray photograph show had happened to Jamie’s arm?

............................................................................................................

............................................................................................................1 mark

(c) Jamie drew the following diagram of parts of his arm.


J

(i) On the diagram, draw a line from the letter J to a joint in the arm.1 mark

(ii) Why are joints needed in the arm?

..................................................................................................

..................................................................................................1 mark

(iii) The parts which contract to move the arm do not show up on an X-ray.What are these parts called? Tick the correct box.

blood vessels glands

muscles skin

1 mark

Maximum 5 marks

QUESTION 2


Drawings A, B, C, D and E show the positions of five organ systems in the human body.

(a) The names of the five organ systems are given in the table. By each name, write the letter of the drawing which shows the organ system.

nam e of organ system

circulatory system

digestive system

reproductive system

respira tory system

skele ton

letter of the drawing ofthe organ system

5 marks

(b) Which one of these organ systems is completely different in a man and a woman?

............................................................................................................1 mark

Maximum 6 marks

QUESTION 3


(a) Sally measures her pulse rate before swimming ten lengths of a swimming pool. She measures it again afterwards.

What effect will swimming 10 lengths have on her pulse rate?

............................................................................................................1 mark

(b) What is the name of the liquid in the circulatory system?

..................................................................…1 mark

(c) The list shows three useful substances and one waste product.They are all in the liquid in the circulatory system.

oxygen carbon dioxide glucose vitamins

Which one of these is a waste product that is produced by the body?

..................................................................….1 mark

Maximum 3 marks

QUESTION 4

The diagram below shows the human skeleton


upper jaw

lower jaw

humerus

ribs

backbone

femur

J

(a) (i) Draw a line from the letter J to one joint in the leg.1 mark

(ii) Why do we need joints in our skeleton?

..................................................................................................

..................................................................................................1 mark

(b) (i) Which part of our skeleton, labelled in the diagram, moves so that we can breathe?

..................................................................................................1 mark

(ii) Which part of our skeleton, labelled in the diagram, moves so that we can chew food?

..................................................................................................1 mark

(c) Which one of the following is needed in the diet for strong bones and teeth?Tick the correct box.


alum in ium

calc ium

copper

iron

1 mark

(d) The diagram below shows part of the arm.

(i) Parts A and B are attached to bones. What name is given to parts of the body like parts A and B?

..................................................................................................1 mark

(ii) Part A gets shorter. In which direction does the lower arm move?

..................................................................................................1 mark

Maximum 7 marks

QUESTION 5


The information below shows the recommended daily amounts of nutrients and energy for four different people.

person

15–yea r–o ld g irl

15–year–o ld boy

com pute r operator

b rick layer

protein

45 g

55 g

56 g

56 g

calcium

800 m g

1000 m g

700 m g

700 m g

iron

15 m g

11 m g

9 m g

9 m g

energy

8 830 kJ

11 510 kJ

10 700 kJ

13 000 kJ

Information taken from Report 41 of the Department of Health - Dietary Reference Values for Food Energy and Nutrients for the United Kingdom 1991.

(a) Suggest one reason why the bricklayer needs a higher energy diet than the computer operator.

............................................................................................................

............................................................................................................1 mark

(b) Explain why the 15-year-olds need more calcium than the adults.

............................................................................................................

............................................................................................................

............................................................................................................2 marks

(c) Iron is needed to make red blood cells. Why do 15-year-old girls need more iron than 15-year-old boys?

............................................................................................................

............................................................................................................1 mark

(d) A balanced diet contains a variety of foods which provide nutrients and energy.


The drawings show four different foods. Choose from these to answer the questions which follow.

Which of these foods is the best source of:

fibre? ...........................................

calcium? ...........................................

protein? ...........................................3 marks

Maximum 7 marks

QUESTION 6


(a) When tobacco is burned in cigarettes, carbon monoxide is formed.A device called a 'Smokerlyzer' measures the percentage of carbon monoxide in a person's breath. This indicates the percentage of carbon monoxide in the person's blood.

Four people tested their breath using a 'Smokerlyzer' as shown below. They repeated the test every two hours during one day at work.

Smokerlyzer™ Bedfont Scientific Ltd

The results are shown in the table.

name percentage of carbon monoxide in the blood

9 am 11 am 1 pm 3 pm

Amy 3.6 2.9 3.4 2.8

Don 1.8 1.3 1.2 1.2

Kisham 6.3 5.0 4.3 3.8

Pat 0.5 0.3 0.3 0.3

(i) Look at the table above. Which two people are most likely to have smoked tobacco before 9 am?

................................................ and .........................................1 mark

(ii) Don says he is a non-smoker. Suggest one other way carbon monoxide could have got into Don's blood before he came to work that day.


..................................................................................................

..................................................................................................1 mark

(b) Red blood cells transport oxygen from the lungs to the muscles.If the air we breathe in contains carbon monoxide, the red blood cells will take up carbon monoxide instead of oxygen.

Use this information to explain why, when they are running, many smokers become out of breath sooner than non-smokers do.

............................................................................................................

............................................................................................................2 marks


People who have emphysema have damaged air sacs in their lungs. The diagrams show a section through a normal air sac and a section through a damaged air sac.

gasin

gasin

gasou t

gasout

no rm a l air sac dam aged a ir sac

(a) Gas exchange takes place at the inside surface of the air sac when a person breathes.

(i) Which two gases are exchanged at this surface of the air sac?

................................................ and ..........................................1 mark

(ii) The amount of gas exchanged is smaller in a damaged air sac. Explain why.

..................................................................................................

..................................................................................................1 mark

(b) The list shows four substances present in cigarette smoke.


carbon particles carbon monoxide nicotine tar

Choose from the list the substance which:

(i) causes addiction to smoking cigarettes;

..................................................................................................1 mark

(ii) may cause lung cancer;

..................................................................................................1 mark

(iii) is carried instead of oxygen in the red blood cells.

..................................................................................................1 mark


(a) Jasmine was trying to find out how much air she breathed out in one breath.She poured water into a bell-jar and placed it upside down in a trough of water. The bell-jar had a scale marked in cm3.

before Jasmine breathed into the bell-jar

after Jasmine breathed into the bell-jar


(i) How much air did Jasmine breathe out?

……………………… cm3

1 mark

(ii) Air contains carbon dioxide, nitrogen, noble gases, oxygen and water vapour.

Give three differences between the composition of the air Jasmine breathed in and the air she breathed out.

Compared to the air she breathed in, the air she breathed out contained:

1. .........................................................................................

2. .........................................................................................

3. .........................................................................................3 marks

(b) In the diagram below, tube A connects the lungs to the mouth. Part B is a part of the lung where gas exchange takes place.


(i) On the diagram, write the names of tube A and part B.

2 marks

(ii) In the wall of tube A there are'rings'of a stiff material called cartilage. Suggest one function of the 'rings' of cartilage.

..................................................................................................

..................................................................................................1 mark

Maximum 7 marks

QUESTION 9

(a) Drinking large amounts of alcohol every day can damage the liver. The type of damage is called cirrhosis, and it can kill a person quickly. The graph below


shows the number of people dying from cirrhosis of the liver, in Paris, between 1935 and 1965.

50

40

30

20

10

01935 1940 1945 1950 1955 1960 1965

year

num ber ofpeop le per100 000dy ing fromcirrhosis o fthe liver

P Q R S T

Data obtained from Key Science – Biology, D. Applin

During which period of time, P, Q, R, S or T, was it difficult to get alcohol?

........................1 mark

(b) Alcohol is a drug. Which property makes alcohol a drug? Tick the correct box.

It is soluble in water.

It is a chemical.

It can provide energy.

It affects the nervous system.

1 mark

(c) Look at the graph below.


15 tim es

10 tim es

5 tim es

1 tim e0 40 80 120 160

increased chanceo f accident

am ount of a lcoho l in the bloodin m g/100 cm 3

(i) Using the graph, describe how increasing the amount of alcohol in the blood affects the chance of having an accident.

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................2 marks

(ii) Which of the following statements could be used to explain why alcohol in the blood could cause accidents?Tick the correct box.

Alcohol cools the body.

Alcohol increases the time a person takes to react.

Alcohol is a stimulant.

Alcohol makes a person happy.

1 mark

Maximum 5 marks

QUESTION 10


The drawing shows what happens to most of the energy in the food that a hen eats in one day.

(a) In the cells of the hen's body, energy is released from food by respirationComplete the word equation for this process.

Glucose + …………….……… ……….…………… +…………………..1 mark

(b) (i) Calculate the total energy which remains in the body of the hen

..................................................................................................

.............................................................................................. kJ1 mark

(ii) What is this energy used for?

..................................................................................................

..................................................................................................1 mark

(c) Suggest how farmers might reduce the amount of energy which hens lose each day by thermal transfer.


............................................................................................................

............................................................................................................1 mark

(d) Farmers can reduce the amount of energy which is transferred by movement and thermal transfer from hens. Suggest two reasons why this is cost-effective.

1. ..................................................................................................

............................................................................................................

2. ..................................................................................................

............................................................................................................2 marks

Maximum 6 marks

9B Summary SheetsFit and healthy


Being fit means that your body can cope with the activities that you need to do. To stay fit you should eat a balanced diet, exercise regularly, avoid smoking and avoid alcohol and drug abuse. If you follow these rules your heart will stay healthy and you will be less likely to suffer from high blood pressure and other circulatory problems like heart disease (when heart muscle cells start to die).

During exercise muscle cells need more energy. This is obtained from a sugar called glucose by the process of aerobic respiration. This is the word equation:

oxygen + glucose carbon dioxide + water (+ energy)

There are several organ systems involved to allow respiration to occur in muscle cells.

• The respiratory (or breathing) system supplies the oxygen and removes the carbon dioxide.• The digestive system provides the glucose.• The circulatory system carries the glucose and oxygen to the muscle cells, and carries the

carbon dioxide away to the lungs.

When you exercise your breathing rate (number of breaths in one minute) and your pulse rate (number of times your heart beats in one minute) increase. This is because your cells need more oxygen and glucose for respiration.

Breathing is carried out by two sets of muscles, the diaphragm and the rib muscles (found between the ribs). These change the volume of the chest. Breathing ventilates (moves air into and out of) the lungs.

Breathing in (inhalation). Breathing out (exhalation).• Diaphragm contracts and moves

downwards.• Rib muscles contract and lift ribs up and

outwards.• The volume of the chest increases.• Air flows into the lungs.

• Diaphragm relaxes and moves upwards.• Rib muscles relax and move ribs down and

inwards.• The volume of the chest decreases.• Air flows out of the lungs.

Drugs are chemicals that affect how the body works. Cigarettes contain a drug called nicotine which is addictive (you feel that you cannot do without it). The chemicals in cigarette smoke can cause diseases.

Poison in cigarette smoke

Harm it causes


nicotine Makes arteries narrower, causes heart disease.tar Clogs up the lungs and stops the cilia working, causes cancer and bronchitis.carbon monoxide Stops red blood cells carrying so much oxygen.

Medicines are drugs that can help people who are suffering from diseases, e.g. antibiotics. Recreational drugs are legal drugs that people take because they like the effect that they have on their body, e.g. caffeine in coffee and alcohol. Illegal drugs include heroin and Ecstasy.

Drugs that slow down the nervous system are called depressants. Alcohol is a depressant. It alters behaviour and slows reaction time. Drugs that speed up the nervous system are called stimulants, e.g. caffeine. Misuse of any drug can be harmful especially to the liver.

A balanced diet is essential to health. It is made up of the correct amounts of the following seven food substances: carbohydrates, fats, proteins, vitamins, minerals, water and fibre.

A shortage of a particular substance can cause a specific deficiency disease.

Eating too much of a particular substance can also cause problems. Too much fat can cause obesity and heart disease.

Muscles move bones at joints. Muscles cannot push and so joints need pairs of muscles (antagonistic pairs) to pull in opposite directions. One muscle contracts and gets shorter and fatter, to pull a bone. At the same time the other muscle in the pair relaxes and gets longer and thinner.

Exercise strengthens bones and muscles. Too much exercise can damage muscles and joints.

The elbow joint.


9C Word Sheets9Ca – A light reaction/Plants respire too

Word Pronunciation Meaningaerobic respiration air-O-bick Chemical reaction that releases energy from

glucose. It uses up oxygen and produces res-per-ay-shun carbon dioxide and water.

biomass The mass of material (except water) that makes up an organism.

chlorophyll klor-O-fill Green substance found inside chloroplasts. It absorbs light.

glucose Type of sugar made during photosynthesis. photosynthesis foto-sinth-e-sis Chemical reaction that plants use to make their own

food. It needs light to work. Carbon dioxide and water are the reactants and glucose and oxygen are the products.

raw material Something used up in a chemical reaction. Also called a reactant.

reactant Something used up in a chemical reaction. Also called a raw material.

phloem tube flow-em Tube made from chains of living phloem cells. Carries glucose and other soluble substances up and down the plant.

product Something made in a chemical reaction. starch Insoluble carbohydrate made from glucose and used

as a storage material in plants. word equation Simple way of showing what happens in a chemical

reaction.

9Cb – Leafy adaptations/Sugary food

Word Pronunciation Meaningadapted When something has a particular shape to help it do

a function (job). A root hair cell has a shape that helps it absorb water and is said to be ‘adapted to its function’.

amino acids am-mee-no ass-ids The building blocks of proteins.biomass The mass of material (except water) that makes up

an organism. cellulose A substance used to make cell walls.chlorophyll klor-O-fill Green substance found inside chloroplasts. It

absorbs light. chloroplast klor-O-plast Green disc containing chlorophyll. Found in plant

cells. Where glucose is made by photosynthesis. diffusion dif-few-shun The random movement of particles from where


there are a lot of them to where there are fewer of them.

fat Substance needed by living things to make cell membranes. Our bodies also use fats as a store of energy and to keep warm.

function Something’s job. guard cells Cells which open and close the stomata. mineral salt Chemical found in soil that plants need to grow

healthily. nitrate night-rate Mineral salt that plants need to make proteins. oil Liquid fat, often found in nuts and seeds.palisade cells pall-iss-aid Cells found in leaves, containing many chloroplasts.protein A substance made from amino acids. Proteins are

needed for growth and repair.starch Insoluble carbohydrate made from glucose and used

as a storage material in plants. stoma stO-ma Singular of stomata.stomata stom-mart-a Small holes on the underside of leaves which let

gases into and out of the leaf.

9Cc – The root of the matterWord Pronunciation Meaningabsorb Soak up.function Something’s job.mineral salt Chemical found in soil that plants need for healthy

growth.nitrate night-rate Mineral salt that plants need to make proteins.phloem tube flow-em Tube made from chains of living phloem cells.

Carries glucose and other soluble substances up and down the plant.

root hair cell Cell found in roots. The root hair has a large surface area to help the cell absorb water quickly.

wilting When a plant does not have enough water and droops.

xylem tubes zy-lem Tube made from chains of dead, hollow xylem cells. Carries water and dissolved mineral salts up a plant.

global warming The process of the Earth’s atmosphere warming up. It is partly caused by an increase in carbon dioxide in the air.

methane The gas that is ‘natural gas’. Also formed in large amounts in the digestive systems of cows. Methane absorbs heat and so helps global warming.


QUESTION 1

The drawing shows a fish tank. It has some waterweed and some fish in it.

During the day waterweed gives off bubbles of oxygen.

(a) Give two ways in which the waterweed helps the fish to stay alive.

1 ..................................................................................................

2 ..................................................................................................2 marks

(b) Tick the boxes by three things which both fish and waterweed do.

T hey both use energy. T hey both m ake the irown food .

T hey both rep roduce. T hey both ea t.

T hey both m ove fromp lace to p lace

T hey both grow.

3 marks

Maximum 5 marks

QUESTION 2


Andrew put his rabbit’s cage on the grass.

A week later, the grass under the cage had turned yellow.

(a) Give one reason why the grass had turned yellow.

..........................................................................................................

...........................................................................................................

(b) Andrew wanted to test why the grass had turned yellow. He put two sheets of plastic just above another patch of grass. One sheet was black and the other sheet was clear.

black plastic shee t c lear p lastic sheet

A week later, the grass under the black sheet was yellow. The grass under the clear sheet was green.

(i) Explain why he used the clear plastic sheet as well as the black sheet.

..................................................................................................

..................................................................................................1 mark

(ii) Andrew left the black sheet there for several more weeks. What happened to the grass under it?

..................................................................................................1 mark

(c) Tick the boxes by two things which both rabbits and grass plants can do.


they eat

they grow

they move from place to place

they reproduce

they breathe in and out

2 marks


Two pupils planted lettuce seeds at three different temperatures.They planted the same number of seeds at each temperature.

Their results are shown in the table.

total number of lettuce seeds germinated

temperature, in °C day 1 day 2 day 3 day 4 day 5 day 6

5 0 0 ---------- 0 1 1

15 0 0 0 1 5 9

25 0 2 8 13 17 19

(a) Complete the table to show how many seeds had germinated at 5°C by day 3.1 mark

(b) The pupils were trying to find out something about seeds.

Write down the question the pupils were investigating.

............................................................................................................

............................................................................................................1 mark

(c) The pupils discussed their results and made the conclusions listed below.


Look at their results in the table and decide whether each conclusion below is true, false or you cannot tell.

Tick the correct box for each conclusion.

conclusions true false cannot tell

The earliest germination

was at 25C.

At 25C all the seeds

germinated by day 6.

5C was too cold for

seeds to germinate.

The best temperature for

germination was 15C.

2 marks

Maximum 4 marks

QUESTION 4

The drawing shows a plant called Tillandsia.


(a) (i) The leaves of this plant absorb light.Why do plants need light?

..................................................................................................1 mark

(ii) Tillandsia plants grow on the high branches of trees in rain forests.

not to scale

These plants cannot grow well on the lowest branches.Explain why.

..................................................................................................

..................................................................................................1 mark

(b) Tillandsia plants do not have root hairs on their roots.

What two substances do most plants absorb through their root hairs?


1. ..................................................................................................

2. ..................................................................................................2 marks

(c) Which diagram below shows a root hair?Tick the correct box.

A B

C Dnot to scale

1 mark

Maximum 5 marks

QUESTION 5

(a) The diagram shows a section through a flower from a cherry tree.


(i) Which part becomes the seed? ...........................................................1 mark

(ii) Which part becomes the fruit? .............................................................1 mark

(iii) What is the function of the anther? .......................................................1 mark

(b) The drawings below show the fruits of two different plants.

For each fruit, suggest how its structure helps the seeds to be scattered away from the parent plant.

Goosegrass:.......................................................................................

............................................................................................................

Goat’sbeard........................................................................................

............................................................................................................2 marks

(c) Explain why it is an advantage to plants that their seeds are scattered far apart.

............................................................................................................


............................................................................................................1 mark


The drawing shows an experiment to investigate photosynthesis in weed from a pond.

test-tube gas

water

pond weedplasticine

funnel

beaker

Bubbles of gas produced during photosynthesis were given off from the pond weed and collected in the test tube.

(a) Name the gas given off in photosynthesis

............................................................................................................1 mark

(b) What two substances are taken in by the plant and used for photosynthesis?

1. ..................................................................................................

2. ..................................................................................................2 marks

Light of different intensities was shone onto the pond weed. The number of gas bubbles given off in one minute at each light intensity was counted. The results are shown in the graph.


num ber ofbubb les perm inu te

light intensity

A B C D E

(c) Which letter on the horizontal axis shows the light intensity at which the rate of photosynthesis first reaches its maximum?

............................................................1 mark

Blue, green and red light were then shone, in turn, onto the pond weed. The number of bubbles of the gas given off in one minute was counted. The results are shown in the table.

colour of light num ber ofbubbles in one

m inuteb lue 85

green 10

red 68

The leaves of the pond weed contain a green pigment which absorbs light for photosynthesis

(d) (i) Name this pigment.

..................................................................................................1 mark

(ii) Using the information in the table, tick a box by one colour of light which is strongly absorbed by the pigment.


blue

green

red

1 mark

(e) Sugar is also produced during photosynthesis.

Give two ways in which the plant uses sugar.

1. ..................................................................................................

..................................................................................................

2. ..................................................................................................

..................................................................................................2 marks


The diagram below shows a bee visiting a flower.

(a) (i) Draw a line from the letter X to the part of the flower where the seeds are produced.

1 mark

(ii) Draw a line from the letter Y to a part of the flower where pollen is produced.

1 mark


(iii) Draw a line from the letter Z to the stigma. 1 mark

(b) Complete the sentences below by choosing words from the list:3 marks

anthers fertilisation germination ovule

pollination seed production sepal stigma

When a bee with pollen on it visits a flower, pollen rubs off the bee

onto the ................................................ of the flower. This process

is called .......................................... . A tube grows from each

pollen grain until it reaches an ovule. A nucleus of the pollen grain

joins with a nucleus in the ovule. This process is called

.............................................. .maximum 6 marks

QUESTION 8

Most pollen grains are transferred from one flower to another either by wind or by insects.

Look at the drawings below which show pollen grains from three different plants.

Using your observations:

1. State the method by which each of these pollen grains is transferred.

2. Give a careful explanation for the method you have chosen each time.

Write your answers in the table.


name ofplant

m ethod byw hich pollenis transferred

explanation for method chosen

pine

sun flowe r

lup in

3 marks


The drawing shows a ‘bottle garden’ which is kept in a brightly lit room. The cork in the neck of the bottle is not taken out.

(a) The plants in the bottle use oxygen for respiration.

Explain why, over a week, the amounts of oxygen and carbon dioxide in the bottle stay about the same.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................3 marks


(b) Cross-pollination is the transfer of pollen from one plant to another.

Give two reasons why cross-pollination is less likely to happen in this bottle garden than in an outdoor garden.

1. ..................................................................................................

............................................................................................................

2 ..................................................................................................

............................................................................................................2 marks

(c) Micro-organisms in the soil break down the dead parts of plants.This releases minerals such as nitrates. Nitrates are a source of nitrogen for living plants.

Why does a plant need nitrogen to grow?

............................................................................................................1 mark


The drawing shows a bluebell plant. The plant grows from an underground stem called a bulb.Each year new leaves and flowers grow from the bulb.


(a) Describe the process by which glucose is made in the leaves.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................3 marks

(b) Many plants make starch from glucose.What group of nutrients do both glucose and starch belong to?

.............................................................1 mark

(c) In the sixteenth century bluebell bulbs were dug up to obtain a starch-like substance that was used to make collars stiff.

(i) Digging up bluebell bulbs has caused a decrease in the number of bluebells growing in Britain. It is now against the law to dig up bluebells.

Suggest one other environmental reason why the number of bluebell plants has decreased in Britain.

..................................................................................................

..................................................................................................1 mark

(ii) Every 10 years the trees and bushes in some bluebell woods are cut down to ground level.

What effect does this have on the number of bluebells in the woods?Explain your answer.

..................................................................................................

..................................................................................................1 mark

Maximum 6 marks


QUESTION 11

(a) Alex poured some pond water into three beakers. She then put waterweed into each beaker. She put the beakers in different places.

b lackbox

beaker Ain no rm a l dayligh t

beaker Bin the da rk

beaker Cin b right ligh t

(i) In which beaker did the waterweed grow best? Give the correct letter.

…………1 mark

(ii) The waterweed in the box changed from dark green to pale yellow.Why did this happen?

……………………………………….………………………………1 mark

(b) In the school pond there were lots of water lilies with large leaves covering the surface.There were not many plants growing below the surface.Suggest a reason for this.

……………..……………………………….………………………………

……………..……………………………….………………………………1 mark

(c) In another experiment, Alex put similar pieces of waterweed into two more beakers of pond water.She added fertiliser to one of them.She kept them both by a window.


beake r Dcontain ing

w a terw eed andpond w a te r

beaker Econ ta in ing

w ate rw eed andpond w ater

plus fe rtilise r

(i) Alex added fertiliser to beaker E. Suggest the results of this experiment.

……………..……………………………….…………………..……

……………..……………………………….…………………..……1 mark

(ii) What do fertilisers contain to help plants grow?Tick the correct box.

fat minerals

sand sugar

1 mark

Maximum 5 marks

QUESTION 12

Seeds were sown in two dishes, A and B.

The seeds in A and B were the same type.

The soil in A and B was the same type.

The amount of water added to A and B was the same.


After six days they looked like this:

dish A dish B

the seedlings havew eak stem s and sm allerpa le yellow leaves

the seed lings havestrong stem s andlarge r brigh te r greenleaves

After sowing, the dishes were kept in different conditions.

(i) Dish A was kept in ........................................................................................1 mark

(ii) Dish B was kept in ........................................................................................1 mark

Maximum 2 marks

QUESTION 13

The drawing below shows a dandelion plant.


(a) Each labelled part of the plant has a different function.

In the table, write the name of the correct part next to its function.

function of part name of part

It takes in minerals.

It absorbs light for photosynthesis.

2 marks

(b) The drawing below shows a different type of dandelion plant growing in a lawn.


(i) Hardly any grass grows under the dandelion leaves. Give a reason for this.1 mark

(ii) Which word describes a grass plant? Tick the correct box.

herbivore

predator

prey

producer

1 mark

Maximum 4 marks

QUESTION 14

Rhododendron plants grow bigger and faster than other plants.The drawing below shows a man cutting down rhododendron plants.


(a) (i) Scientists think the rhododendron roots might produce a chemical that stops other plants growing nearby.Why does this help rhododendrons to grow?

..................................................................................................

..................................................................................................1 mark

(ii) Give another reason why hardly any other plants can grow under the rhododendron bushes.

..................................................................................................

..................................................................................................1 mark

(b) After the rhododendrons and their roots are cleared away there will not be any of the chemical in the soil.What will happen to the number of other plants growing there?

............................................................................................................1 mark

(c) The drawing shows an insect called a weevil.


Weevils feed on the leaves of rhododendrons.

Draw a line from the rhododendron box to the word that describes the rhododendron.Draw a line from the weevil box to the word that describes the weevil.

rhododendron (p lant)

w eevil (insect)

carnivo re

he rb ivore

predator

producer

2 marks

Maximum 5 marks

QUESTION 15

Some pupils put three identical trays of young plants in a greenhouse.They gave the plants a little water each morning with a sprinkler.The drawing shows the plants three weeks later.


e lectriclight

electricligh tsp rink ler

(a) (i) Why did some of the plants in trays A and C not grow as well as the plants in tray B?

..................................................................................................

..................................................................................................1 mark

(ii) How would you move tray A to find out if your answer to part (i) is correct? What result would you expect?

..................................................................................................

..................................................................................................

..................................................................................................2 marks

(b) The sprinkler adds water to the soil. What else could the pupils add to the soil to help the plants to grow well?

............................................................................................................1 mark

(c) At the same time, the pupils grew another tray of the same type of plants.They put the tray in a dark cupboard and kept the soil damp.After three weeks, how were the plants grown in the dark different from the plants grown in the greenhouse?

Tick two boxes.

The plants grown in the dark had:


larger leaves

longer stems

more leaves

paler leaves

more roots

2 marks


Anne looked at the trees on a school field. She saw that less grass grew under the trees than in the open spaces between them.

Grass grows better in the open spaces than under the trees.Give two reasons why the grass grows better in the open.

1. ............................................................................................................

2. ............................................................................................................2 marks

QUESTION 17

Plants take in water from the soil. Lisa did an experiment to find out if there is anything else in soil that plants need for growth.

The diagrams below show the results of Lisa’s experiment.


Lisa made the clear, brown solution in flask B by shaking a mixture of soil and water and then separating the solution from the soil particles.

(a) How could Lisa separate the brown solution from the soil particles?

............................................................................................................1 mark

(b) Explain why Lisa grew one plant in distilled water.

............................................................................................................

............................................................................................................1 mark

(c) (i) What type of substance, dissolved in the water in flask B, is used by the plant for growth?

..................................................................................................1 mark

(ii) How are roots adapted for taking in water?

..................................................................................................

..................................................................................................1 mark

(d) Lisa set up a second experiment using three similar plants. The solution in flasks C, D and E was the same. She put all three flasks in a sunny position. The diagrams below show the results of Lisa’s second experiment.


The plant in flask C was the only one which grew well in this experiment.Explain why.

............................................................................................................

............................................................................................................1 mark

Maximum 5 marks

QUESTION 18

Some pupils grew carrot plants for a project on plant growth. At the end of the summer they dug up the carrots. The drawings show two of their carrots.


(a) Plant A came from a part of the garden which was covered with weeds. Plant B came from a part of the garden which had been kept free of weeds.

Suggest two ways in which the weeds may have stopped plant A from growing as large and healthy as plant B.

1. ..................................................................................................

............................................................................................................

2. ..................................................................................................

............................................................................................................2 marks

(b) Explain why the pupils’ plants produced bigger roots when they received more light.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................3 marks

Maximum 5 marks

QUESTION 19

The diagrams show two plant cells.


A

B

C

D

ce ll X cell Ynot to scale

(a) In which part of a plant would these cells be found?

cell X …………………………1 mark

cell Y …………………………1 mark

(b) Give the name of part B.

……………………………………1 mark

(c) (i) Give the letter which labels the nucleus.

……………1 mark

(ii) What is the function of the nucleus?

………………………………………………………………………

………………………………………………………………………1 mark

(d) (i) How can you tell from the diagram that photosynthesis cannot take placein cell Y?

………………………………………………………………………

………………………………………………………………………1 mark

(ii) Which process takes place in both cell X and cell Y?Tick the correct box.

egestion

fertilisation


pollination

respiration

1 mark


Mango trees are grown in hot, dry countries where the soil can be hard and tightly compacted. Farmers water the mango trees by spraying water onto the soil around them.

(a) (i) Only a small amount of the water actually reaches the roots of the trees. Suggest one reason why.

..................................................................................................

..................................................................................................1 mark

(ii) Suggest one other reason why mango trees do not grow well in soil which is hard and tightly compacted.

..................................................................................................

..................................................................................................1 mark

(b) Give two reasons why mango trees and other plants need water.

1. ..................................................................................................

............................................................................................................

2. ..................................................................................................

............................................................................................................2 marks

(c) There is a new method of watering mango trees. Trenches are dug between the trees and filled with small pieces of rock. Plastic pipes with small holes in them are placed on top of the pieces of rock and water is pumped along the pipes.Mango trees watered by this method produce 15% more fruit.


(i) Suggest one reason why pieces of rock are placed in the trenches under the pipes.

..................................................................................................

..................................................................................................1 mark

(ii) With the new method, farmers can also add nitrates to the water in the pipes. Give one reason why plants need compounds which contain nitrogen.

..................................................................................................

..................................................................................................1 mark

Maximum 6 marks

QUESTION 21

Hydrogencarbonate indicator solution changes colour when the amount of carbon dioxide dissolved in it changes. This is shown in the table.

colour of indicatorsolution amount of dissolved carbon dioxide

reddish orange

yellow

purp le

sam e am ount of carbon dioxide as in the air

m ore carbon dioxide than in the air

less carbon dioxide than in the a ir

Five test tubes were set up as shown below. Air was bubbled through hydrogencarbonate indicator solution, which was then poured into each test tube.


The test tubes were left in sunlight for two hours.

(a) (i) What would be the colour of the indicator solution in tube A?

..................................................................................................1 mark

(ii) Name the process taking place in the cells of the snails which causes this colour change.

..................................................................................................1 mark

(b) (i) What would be the colour of the indicator solution in tube B?

..................................................................................................1 mark

(ii) Name the process taking place in the cells of the waterweed which causes this colour change.

..................................................................................................1 mark

(c) The colour of the indicator solution in tube C did not change. Explain why.

............................................................................................................

............................................................................................................

............................................................................................................1 mark

Tube D is wrapped to keep the light out. It contains waterweed but no snails.


(d) After twenty four hours in the dark what would be the colour of the indicator solution in tube D?

Tick the correct box.

Reddish orange

Yellow

Purple

1 mark

Maximum 6 marks

9C Summary SheetsPlants and photosynthesis

PhotosynthesisThis is a chemical reaction and so can be written as a word equation:

water + carbon dioxide (+ light energy) glucose + oxygen

reactants (light is not a substance productsand so is not a reactant)

Light energy and chlorophyll are needed for photosynthesis to happen. The light energy is changed into chemical energy which is stored in the glucose that is made.

Getting the waterWater is taken out of the soil by the roots. Roots are branched and spread out to help them absorb water from a large volume of soil. They also have root hair cells which are adapted to their function – they have a large surface area to help them absorb water quickly. The water flows up xylem tubes (made of hollow cells) to the leaf.

Water is also needed because mineral salts are dissolved in it, which are needed to keep plants healthy. Water also stops plants wilting and can keep their leaves cool.


Getting the carbon dioxideAir, containing carbon dioxide, diffuses into leaves through small holes called stomata. Leaves are thin so that the carbon dioxide does not need to go very far before reaching the cells that need it. Photosynthesis can often be speeded up by increasing the amount of carbon dioxide around a plant.

Getting the lightMany leaves are wide so that they have a big surface area to trap as much sunlight as possible. Most photosynthesis happens in the palisade cells which are found near the upper surface of leaves. Palisade cells are packed with chloroplasts. Chloroplasts contain chlorophyll which absorbs light energy. Photosynthesis can often be speeded up by increasing the amount of light.


RespirationPlant cells release the energy stored in glucose using aerobic respiration (another chemical reaction):

glucose + oxygen carbon dioxide + water (+ energy)

All living cells need energy and so all living cells respire. Respiration happens all the time but photosynthesis can only happen when there is light.

Uses of glucoseGlucose is a type of sugar. It is used for three things:

• respiration• making other substances that act as stores of energy (eg starch)• making new materials for growth.

Glucose is turned into cellulose (for cell walls), fats and proteins. To make proteins, mineral salts called nitrates are needed.

New substances made by a plant are carried around the plant in phloem tubes. New substances help to build up a plant’s biomass (the mass of all the materials in the plant except water).

9D Summary SheetsPlants as foodWhen green plants carry out photosynthesis they use carbon dioxide and water to produce glucose and oxygen. Some of the glucose is used by the plants to release energy through respiration. Plants can also convert glucose into starch to act as a store of energy. Humans can eat these stores of starch to gain energy. Plants also use glucose to make other substances such as protein and cellulose. Human food chains are short so that more of the energy originally stored by plants is available as food.

grass cow beefburger

potato chips

Improving plant growth


When growing crop plants for food, farmers want to produce the largest amount of useful material (yield) possible. They use fertilisers to add important mineral salts to the soil so that the crops have a constant supply of these important nutrients. This is necessary because the plants are removed from the soil taking the mineral salts with them. The crop plants do not decompose in the field, which would allow the mineral salts to get back into the soil. Farmers can use manufactured or natural, organic fertilisers to improve the quality of the soil.

Manufactured fertiliser. Manure is an organic fertiliser.

A problem can arise when other plants start growing in the fields as well as the crops. These are called weeds and compete with the crop plants for the resources needed for healthy growth. Weeds reduce the growth of crops so farmers use chemicals called weedkillers or herbicides to remove them from fields. Some weedkillers are selective, and only kill weeds, not crops.

Pests and pesticidesAnimals which eat crops to gain the stored energy are called pests. Farmers use chemicals called pesticides to kill them. One problem with using pesticides is that they might kill harmless wild animals as well or disrupt food webs in the environment. Specific pesticides can be used that are only harmful to particular types of pests. Another problem with pesticides is that the poison can build up in food chains and have unexpected and unwanted effects on larger predators. Modern farming techniques now often take into account the possible harmful effects on the surrounding environment.

Controlling environments to increase crop yieldsThe growth of crops in open fields is often affected by changes in the weather or season. Sometimes crops are grown in carefully controlled conditions inside greenhouses. Here the plants can be provided with the optimum temperature, light intensity, carbon dioxide concentration and supply of water and mineral salts to ensure the best possible growth despite the changing conditions outside.



STUDENT HOMEWORK BOOKLETNAME:

CLASS:

TEACHER: This homework booklet has been seen and checked by ___________________________[Parent / Guardian]

This homework booklet has been marked by ____________________________________[Teacher]

9E Word Sheets

9Ea – Spot the difference

Word Pronunciation Meaningmetals Elements that are shiny, conduct heat and electricity

well and often have high melting and boiling points.non-metals Elements that are not shiny, and do not conduct heat

and electricity well. They often have low melting and boiling points. The solid ones are brittle.


property Something that is used to describe how a material behaves and what it is like. Hardness is a property of some solids.

9Eb – Metallic fizz

Word Pronunciation Meaningsalts Compounds made in some reactions involving

acids. They have a metal part and a non-metal part. The non-metal part is usually chloride, sulphate or nitrate (e.g. potassium sulphate).

9Ec – More bubbles

Word Pronunciation Meaningweathered Broken down by chemical or physical changes.

9Ed – Metal oxides and acids/All about salts

Word Pronunciation Meaningbase A chemical which reacts with an acid to form a salt.neutralisation Mixing an acid and a base together to make a

solution with a pH of 7.

9F Word Sheets9Fa – Shine On/Stinging in the rain/Fire and water

Word Pronunciation Meaningoxidised ocks-ee-dysed When a substance reacts with oxygen to form an

oxide.reactive A substance that reacts with many other

substances, or reacts very easily.unreactive A substance that reacts with few other substances,

or reacts very slowly or not at all.

9Fb – Acid attack/League tablesWord Pronunciation Meaningcorrode When something (such as stone or metal) reacts

with chemicals in the air or water and gets worn away.

oxide ocks-eyed A compound formed when something reacts with oxygen.


Reactivity Series A list of metals which shows them in order of their reactivity, with the most reactive at the top.

sulphates Compounds containing sulphur and oxygen. They are the type of salt formed when a reaction with sulphuric acid occurs.

salt A compound made when acids react with metals or bases. Many salts are chlorides, sulphates or nitrates. Common salt is sodium chloride.

9Fc – Knowing your placeWord Pronunciation Meaningbonds Forces holding particles together.displace When one element takes the place of another in a

compound – a type of substitution.displacement reaction

A reaction where one element takes the place of another in a compound.

9Fd – Heavy metalWord Pronunciation Meaningelectrolysis A process where electricity is used to split

compounds apart, normally to produce an element.

properties Something used to describe how a material behaves and what it is like. Hardness is a property of some solids.

QUESTION 1


Ann, Joseph and Sam sorted these objects into groups.

The list shows four ways to sort the objects.

1. conducts electricity or does not conduct electricity

2. floats in water or does not float in water

3. magnetic or non-magnetic

4. metal or non-metal

Here are Ann’s groups.

(a) Which way did Ann use to sort the objects? Give the number from the list.

............................................................1 mark

Here are Joseph’s groups.


(b) Which way did Joseph use to sort the objects? Give the number from the list.

............................................................1 mark

Here are Sam’s groups.

(c) Give the numbers of two ways in which Sam could have sorted the objects.

.............................. and ..............................2 marks


(a) The table below shows the melting points of four metals.

metal melting point,in °C

gold 1064

mercury –37

sodium 98

iron 1540

(i) Which metal in the table has the highest melting point?

............................................................1 mark

(ii) Which metal in the table has the lowest melting point?


............................................................1 mark

(b) Gold can be a gas or a liquid or a solid.

Choose from these words to fill the gaps below.

When gold is heated from room temperature to 1070°C, the gold

changes from a ................................. to a ................................... .1 mark

(c) 5 g of gold is melted and all of it is poured into a mould to make a pendant as shown below.

What is the mass of the gold pendant?

........................... g1 mark

(d) The table below shows how the four metals react with oxygen when heated in air.

metal reaction whenheated in air

gold no change

mercury slowly forms ared powder

sodium bursts into flamesstraight away

iron very slowly turnsblack

(i) Which is the most reactive metal in the table?

............................................................1 mark

(ii) Which is the least reactive metal in the table?

............................................................


1 mark


(a) The table below shows the percentage of carbon in four different materials.

name of material percentage of carbonin the material

cast iron 4.5

high carbon steel 0.8

mild steel 0.3

wrought iron 0.1

Which material has the highest percentage of carbon?

................................................1 mark

(b) The graph below shows how the percentage of carbon affects the strength of the materials.

0 1 2 3 4 5

percen tage o f ca rbon

strengthof m a te ria l

(i) Use the graph to find the percentage of carbon in the material with the greatest strength.

...................... 1 mark

(ii) Use your answer to part (i) to name the strongest material in the table.

.................................................


1 mark

(c) Steel rods can be put into concrete beams before the concrete sets.

concre te beam

steel rods

(i) What could these concrete beams be used for?

..................................................................................................

..................................................................................................1 mark

(ii) Steel contains iron. Give the name of one other substance which must be present for the iron to go rusty.

.................................................1 mark

Maximum 5 marks

QUESTION 4

Four shiny iron nails are put in small sealed plastic boxes. The labels show what else is in the boxes.


box A box B

dry ingagen t

a box w ithd ry a ir in it

w ater

a box w ithdam p air in it

box C box D

concentra tedhydrocholo ricacid

a box w ith dam p ,acid ic a ir in it

a box w ithno a ir in it

(a) (i) In which two boxes will the iron not rust or corrode?

.............................. and ..............................2 marks

(ii) In which box will the iron corrode the most?

.........................................1 mark

(b) Many parts of bicycles are made from iron or steel. These parts can rust easily, even indoors. Give two ways to stop these parts rusting.

1. ..................................................................................................

2. ..................................................................................................2 marks

Maximum 5 marks

QUESTION 5

Different elements have a wide variety of properties.The list gives some of them.


brittle

good electrical conductor

good thermal conductor

insulator

magnetic

melting point above room temperature

(a) Magnesium is a metal. Give two properties of magnesium from the list above.

1. ..................................................................................................

2. ..................................................................................................2 marks

(b) (i) What is the name of the compound formed when magnesium reacts with sulphur?

..................................................................................................1 mark

(ii) Give two properties from the list above which this solid compound will not have.

1. ..............................................................................................

2. ..............................................................................................2 marks

Maximum 5 marks

QUESTION 6

(a) The table shows some of the properties of three different substances, X, Y and Z. Complete the last column by stating whether each substance is a metal, a non-metal or a compound.


substance meltingpoint

electricalconductivity

solubilityin water

effect ofheating

in air

metal ornon–metal

orcom pound

X

Y

Z

113 ºC

962 ºC

–182 ºC

very poor insoluble

insoluble loses sh inysurface

alm ostinsoluble

very good

very poor

burns toform oneproduct

w h ich is anacid ic gas

bu rns toform tw o

newsubstances

3 marks

(b) Complete the following using one of the phrases.

Closer together further apart in contact with more particles

Substance Z has a boiling point of –161°C. At room temperature the

particles of Z are ..................................... than the particles of substance X.1 mark

(c) Substance Z burns in air. What must be present in air for substance Z to burn?

............................................................................................................1 mark

Maximum 5 marks

QUESTION 7

An experiment was set up to investigate rusting. Some clean, shiny, iron nails were sealed in a glass bottle containing some tap water. The sealed bottle was then placed on a top-pan balance. The reading on the balance was 549.8 g.


The sealed bottle was left for one week. After one week the nails were rusty.

(a) (i) What would you expect the reading on the balance to be after one week?

..................................................................................................1 mark

(ii) Give a reason for your answer.

..................................................................................................1 mark

(b) (i) Rust is an oxide of iron. Another oxide of iron is iron(III) oxide.Write a word equation for the formation of iron(III) oxide from its elements.

..................................................................................................1 mark

(ii) Which one of the following words describes the formation of iron(III) oxide from its elements?

combustion condensation decomposition oxidation

.....................................................................

1 mark

Maximum 4 marks

QUESTION 8

The table shows the observations made when four metals are added to cold water and to dilute hydrochloric acid.


m etal

zinc

p la tinum

po tassium

nicke l

no reaction

no reaction

bubbles of gas form and them etal s low ly d issolves

no reaction

(canno t be done safe ly)

a few bubb les of gas fo rm ifthe acid is w arm edno reaction

the m e tal floats and thenm elts, a flam e appears, and

som etim es the re is anexp losion

observations withcold water

observations withdilute hydrochloric acid

(a) Write the names of these four metals in the order of their reactivity.

most reactive ..................................................

..................................................

least reactive .................................................

..................................................1 mark

(b) (i) Give the name of another metal, not in the table, which reacts in a similar way to potassium.

..................................................................................................1 mark

(ii) What gas is formed when zinc reacts with dilute hydrochloric acid?

..................................................................................................1 mark

(iii) The experiment with potassium and dilute hydrochloric acid should not be done in school laboratories. Suggest why it is dangerous.

..................................................................................................

..................................................................................................


1 mark

(c) A scientist set up two test-tubes as shown below.

potassiumch loridesolu tion

zinc z inc

p latinumchlo rideso lu tion

A B

In test-tube B the zinc strip was slowly covered with a grey deposit.Nothing happened in the other test-tube.

(i) What was the grey deposit in test-tube B?

..................................................................................................1 mark

(ii) Why was this grey deposit formed in test-tube B?

..................................................................................................1 mark

(iii) Explain why no reaction took place in test-tube A.

..................................................................................................

..................................................................................................1 mark

Maximum 7 marks

QUESTION 9


A reactivity series of elements is shown below.

sodium

calcium

magnesium

aluminium

carbon

zinc

iron

tin

lead

copper

The method of obtaining a metal from its oxide depends on the reactivity of the metal.

(a) What is the method of obtaining zinc, iron, tin and lead?

............................................................................................................

............................................................................................................1 mark

(b) When sodium is obtained, great care is taken to prevent air coming into contact with sodium. Give a reason for this.

............................................................................................................

............................................................................................................1 mark

(c) The diagram below shows a steel pipe which has been repaired. At the point of repair, another metal has been attached by a steel wire. This metal is more reactive than iron, from which steel is made. The block of metal corrodes instead of the steel of the pipe.

so ilground level

steel pipe

b lock o f m etalsteel w ire

(i) Name a metal from the reactivity series above which is suitable for this purpose.


..................................................1 mark

(ii) Name a metal from the reactivity series above which is unsuitable for this purpose and explain why it is unsuitable.

Name of metal ........................................................................

It is unsuitable because

..................................................................................................1 mark

(d) Jam is made from fruit which contains natural acids.

(i) Aluminium is high in the reactivity series. Suggest why aluminium saucepans should not be used for making jam.

..................................................................................................

..................................................................................................1 mark

(ii) Tin-plated steel is used for jam-making pans. Suggest why the steel is tin plated.

..................................................................................................

..................................................................................................1 mark

Maximum 6 marks

QUESTION 10

Aisha placed small samples off four different metals on a spotting tile.She added drops of copper sulphate solution to each metal.

copper iron m agnes ium zinc

spotting tile

Aisha repeated the experiment with fresh samples of the four metals and solutions of different salts. She recorded some of her results in a table.

shows that a reaction took place

X shows that no reaction took place.


coppersulphate

ironsulphate

magnesiumsulphate

zincsulphate

solutionsmetals copper iron magnesium zinc

×

×

×

× ×

×

×

×

(a) The four metals have different reactivities.

(i) Use the information in the table to put the four metals in a reactivity series.

most reactive metal ....................................

....................................

....................................

least reactive metal .....................................1 mark

(ii) Use the reactivity series to complete the table by writing in or X in the three empty boxes.

2 marks

(b) Copper reacts with silver nitrate solution.

(i) Complete the word equation for the reaction:

copper + silvernitrate ........................... + ...........................

2 marks

(ii) Platinum does not react with silver nitrate.Put the metals platinum, copper and silver in the correct order according to their reactivity.

most reactive .....................................

.....................................

least reactive .....................................


1 mark

(c) In many houses the hot water pipes are made from copper and the boiler is made from iron.Which of these metals will corrode first? Explain your answer.

............................................................................................................

............................................................................................................1 mark


(a) Neutral litmus paper is:

purple in neutral solutions;red in acids;blue in alkalis.

Use this information to answer the questions.

(i) A piece of neutral litmus paper turned red in some grapefruit juice. What does this show about the grapefruit juice?

..................................................................................................1 mark

(ii) Gwen added drops of sodium hydroxide solution to the grapefruit juice. The litmus paper soon turned blue. What does the blue colour show about the sodium hydroxide solution?

..................................................................................................1 mark

(iii) Gwen then tested some water with a new piece of neutral litmus paper. The pH of the water was 7. What colour was the litmus paper in the water.

..................................................................................................1 mark

(b) What name is given to the reaction between an acid and an alkali?


distillation

neutralisation

precipitation


separation

1 mark

Maximum 4 marks

QUESTION 12

The diagrams show two different types of apparatus for measuring volumes of liquid.Each piece of apparatus contains some dilute hydrochloric acid.

100 cm

90

80

70

60

50

40

30

20

10

3

apparatus B

dilutehydrochlo ric acid

6 5 4 3 2 1cm 3

p lunger dilute hydrochlo ric acid

apparatus A

not to scale

(a) What is the name of apparatus B?

………………………………………………………………………………1 mark

(b) What is the volume of dilute hydrochloric acid in:

(i) apparatus A? …………..….. cm3

1 mark


(ii) apparatus B? ..…………….. cm3

1 mark

(c) (i) Wayne wants to add exactly 3 cm3 of dilute hydrochloric acid to some chalk in a beaker.

How can he remove exactly 3 cm3 of the acid from apparatus A?

………………………………………………………………………2 marks

(ii) Wayne adds the acid to the chalk. He sees bubbles.Which two things does this show? Tick two boxes.

A gas is produced. Chalk is a gas.

Chalk is an acid. The acid reacts with the chalk.

The acid is boiling.

2 marks


(a) Vinegar is sometimes put on chips. It has a sharp, sour taste.

What does the taste tell you about vinegar?


It contains salt.

It contains sugar.

It is an acid.

It has turned bad.

1 mark

(b) Washing soda crystals react with acid to give off carbon dioxide.

If you added some washing soda crystals to vinegar, what would you see happening?

............................................................................................................1 mark


(c) Red cabbage can be used to test for acids and alkalis. It is bright red in acids and purple in alkalis.

(i) What colour is it in lemon juice?

..................................................................................................1 mark

(ii) Complete the sentence below.

Substances which change colour when you add acid or alkali are called ..............................

1 mark

(d) The labels have fallen off two bottles. The labels say ‘Distilled Water’ and ‘Sulphuric Acid’.

DistilledWater

SulphuricAcid

(i) Why should you not taste the liquids to see which is which?

..................................................................................................

..................................................................................................1 mark

(ii) You can use some washing soda crystals to find out what is in each bottle. Describe what you would do and what you would see in each case.

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................2 marks

Maximum 7 marks


QUESTION 14

The drawing shows a gold mask from a tomb in Egypt. The gold is still shiny after thousands of years.

(a) What is pure gold? Tick the correct box.

a compound a mixture

an element a solution

1 mark

(b) The list shows some of the properties of gold.

It conducts electricity. It melts at 1064C. It is yellow.

It is easily scratched. It stays shiny. It conducts heat.

(i) Which one of these properties shows that gold does not react with oxygen in the air?

..................................................................................................1 mark

(ii) Which two of the properties above are properties of all metals?

1. .........................................................................................

2. .........................................................................................2 marks


(c) Old iron objects from tombs in Britain are often covered with rust. Iron reacts with oxygen when it rusts.

What else is needed for iron to go rusty? Choose one substance from the list below.

lead nitrogen carbon dioxide water

...................................................................1 mark

(d) A box contains a collection of metal objects from a tomb.

What piece of equipment would you use to separate the iron objects from the other metal objects?

...............................................................1 mark


The diagram shows a key which can be used to identify different chemicals.

Is the chem ica l green?

W hen dilu tehydrochlo ric acid is

added, does thechem ica l fizz?

W hen d ilutehyd roch loric acid is

added , does thechem ical fizz?

D oes thechem ical d issolve

in cold w ate r?

D oes thechem ical d issolve

in co ld w a ter?

nicke lsulpha te

nicke lca rbona te

no

no

no no

no yes

yes

yes yes

yes

calc iumsulpha te

sodiumsulpha te

calc iumcarbonate

sod iumcarbona te


(a) Use the key to identify chemicals A, B and C.

(i) Chemical A is a white powder. It fizzes when dilute hydrochloric acid is added. It dissolves in cold water.

Chemical A is ...........................................................................1 mark

(ii) Chemical B is a green powder. It does not fizz when dilute hydrochloric acid is added

Chemical B is ...........................................................................1 mark

(iii) Chemical C is a white powder. It does not fizz when dilute hydrochloric acid is added. It is insoluble in cold water.

Chemical C is...................................................................1 mark

(b) Nickel carbonate is green. It is the nickel that makes nickel carbonate green, not the carbonate. Explain, using information from the key, how you know that this is true.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................2 marks


Marie mixed 5 g of carbon with 5 g of lead oxide.She heated the mixture strongly for 15 minutes in a fume cupboard.

m ixtu re o f ca rbonand lead oxide

After 15 minutes, Marie found some shiny beads in the mixture.


(a) (i) Marie collected all the shiny beads from this experiment.How could she test them to show they were metal?

……………..……………………………….…………………..……

……………..……………………………….…………………..……1 mark

(ii) Marie’s test showed that the tiny beads were metal.What metal were the beads likely to be?

……………..……………………………….…………………..……1 mark

(b) Marie also expected carbon dioxide to be formed in this experiment.

(i) In carbon dioxide, what element is combined with carbon?

……………..…………….……1 mark

(ii) Where, apart from the air, did this element come from in this experiment?

……………..…………….……1 mark

(c) Give one safety precaution Marie should take during this experiment.

……………..……………………………….…………………..…………

……………..……………………………….…………………..…………1 mark


G old, iron and m agnesium are elem ents w h ichconduct e lectr ic ity.

S ulphur and phosphorus are elem ents w hichdo conduct e lectric ity.

W hen iron and su lphur a re hea ted toge ther,they react to fo rm a new substance called ironsu lph ide.

not

(a) From the substances named above, give:

(i) the name of a metal;

..................................................................................................1 mark


(ii) the name of an element which is a non-metal;

..................................................................................................1 mark

(iii) the name of an element which will rust;

..................................................................................................1 mark

(iv) the name of a compound.

..................................................................................................1 mark

(b) When magnesium and sulphur are heated together, they react.Write the name of the compound which is formed when magnesium reacts with sulphur.

............................................................................................................1 mark


The diagram shows an outline of part of the Periodic Table of Elements.

H

reg ion1

reg ion 2

region 3

(a) What is the name of the element with the symbol H?

………………………………….1 mark

(b) In which regions of the Periodic Table are the following types of element found?

(i) non-metals (such as oxygen and chlorine);

region …………1 mark

(ii) very reactive metals (such as sodium and potassium);

region …………1 mark


(iii) less reactive metals (such as copper and zinc).

Region …………1 mark

(c) Why is copper sulphate not found in the Periodic Table?

………………………………………………………………………………

………………………………………………………………………………1 mark

(d) An iron nail is placed into some blue copper sulphate solution.A reaction takes place between the iron and the copper sulphate.

(i) Complete the word equation for the reaction.

iron + copper sulphate ………………… +………………1 mark

(ii) Describe one change you would see on the surface of the nail.

………………………………………………….……………………

……….………………………………………………………………1 mark


Kerry made some copper sulphate crystals. She wrote a description of what she did.

I heated some dilute sulphuric acid in a beaker and added some copper oxide to it. I stirred the mixture until it became a clear blue colour. I added more copper oxide until no more would react and then filtered the mixture into a dish. A black solid was left on the filter paper. I left the solution in the dish for a week and saw that the liquid had gone and blue crystals were left.

Use the information in Kerry’s description to answer the questions below.

(a) What colour is:

(i) copper sulphate solution?

..................................................................….1 mark

(ii) copper oxide?

..................................................................….1 mark


(b) Write down a word equation for the reaction which took place in the beaker.

................................ + ............................... ........................... + water1 mark

(c) Why did Kerry have to filter the mixture?

............................................................................................................1 mark

Maximum 4 marks

QUESTION 20

The table gives information about solutions of three different salts in water.

name of the saltin solution

pH of solution

sodium nitrate 7

am m onium chloride 4

sodium sulphite 10

(a) Which two solutions when mixed together could form a neutral solution?

........................................... and ............................................1 mark

(b) Sodium hydrogensulphate solution behaves like an acid.

(i) Magnesium is added to a solution of sodium hydrogensulphate. What would you expect to see forming on the magnesium?

..................................................................................................1 mark

(ii) Sodium carbonate is added to a solution of sodium hydrogensulphate.What gas would you expect to be formed?

..................................................................................................1 mark

(c) The formula for a different carbonate compound is K2CO3. Give the names of the three elements which make up this compound.

1. ............................................................

2. ............................................................

3. ............................................................1 mark


Maximum 4 mark

9E Summary Sheets

Reactions of metals and metal compounds

The properties of a substance are the words that we use to describe it, or measurements that we can make on it. Metals and non-metals have different properties.

Metals … Non-metals …are good conductors of heat and electricity are poor conductors of heat and electricity (except for

carbon in the form of graphite which conducts electricity)are shiny are dullare solids, often with high melting points (except for mercury)

are mostly solids or gases

are found on the left-hand side of the Periodic Table

are found on the right-hand side of the Periodic Table

are sometimes magnetic – three metals are magnetic (iron, cobalt and nickel)

are never magnetic

form basic oxides form acidic oxidesare rigid when thick and bendy when thin are brittlecan be hammered into shape cannot be hammered into shape – the solid ones break

Using metalsMetals and non-metals have different uses because of their different properties.

Aluminium is used for power lines because it is light and it is a good conductor of electricity.

Iron and steel are used for bridges because they are strong and cheap.

Gold is used for jewellery because it does not corrode and looks nice.

Metals and acidsMany metals react with acids. Some unreactive metals will only react very slowly with strong acids, some will not react at all. Some metals are more reactive and explode when added to acid.

When a metal reacts with an acid, hydrogen gas is given off. The reaction also produces a compound called a salt.

There are three main types of salt:

Chlorides are made when hydrochloric acid is used.Sulphates are made when sulphuric acid is used.Nitrates are made when nitric acid is used.


The general equation is:

acid + metal salt + hydrogen

For example:

hydrochloric acid + zinc zinc chloride + hydrogen

We can test for hydrogen by putting a burning splint into a test tube of gas. If hydrogen is present, it will explode with a squeaky ‘pop’.

BasesBases are compounds which react with acids. All metal oxides, metal hydroxides and metal carbonates are bases. Bases which dissolve in water are called alkalis (e.g. sodium hydroxide).

Metal oxides and hydroxides and acidsA metal oxide or a metal hydroxide reacts with an acid to form water and a salt. This reaction is called neutralisation.


acid + metal oxide salt + water(or hydroxide)

For example:

hydrochloric acid + potassium hydroxide potassium chloride + water

sulphuric acid + copper oxide copper sulphate + water

We can check to see if neutralisation has occurred using universal indicator. The pH of the solution gets closer to neutral (pH7).

Metal carbonates and acidsA metal carbonate will also neutralise an acid. This time the products are a salt, carbon dioxide and water.


acid + metal carbonate salt + carbon dioxide + water

For example:

sulphuric acid + copper carbonate copper sulphate + carbon dioxide + water

We can test for carbon dioxide using limewater. Limewater goes milky if carbon dioxide is bubbled through it.

Some rocks, like limestone, contain calcium carbonate. The rock fizzes when an acid is added and some of the rock is worn away. The rock is weathered.

9F Summary SheetsSmithdon High School 106

Patterns of reactivityMetals may react with substances around them in the environment such as air, water and acids.

Some metals react very easily or quickly. They are reactive. Other metals do not react very easily and are described as unreactive. The most reactive metals are found on the left-hand side of the Periodic Table. Less reactive metals are found in the centre of the Periodic Table.

Some gases are more reactive than others. In the air, oxygen is the most reactive gas. Nitrogen is not very reactive. When metals react with the oxygen in the air they form oxides.

metal + oxygen metal oxide

The metals that react quickly with air also tend to react with water. When metals react with water they form hydrogen gas and a metal hydroxide.

metal + water metal hydroxide + hydrogen

The metals that react with water also react very quickly with acids. Some metals that don’t react with water do react with acids. When metals react with acids, they produce hydrogen and a salt.

metal + acid salt + hydrogen

The name of the salt formed depends on the name of the acid:

• sulphuric acid makes sulphates• nitric acid makes nitrates• hydrochloric acid makes chlorides.

Reactivity SeriesMetals can be arranged in a Reactivity Series. The most reactive metals are placed at the top of the table.

More reactive metals can displace less reactive metals from their compounds. In a displacement reaction, the more reactive metal will form a compound, and the less reactive metal is left on its own as the pure element.

For example, iron is more reactive than copper, so it will displace copper from a compound.

iron + copper chloride iron chloride + copper

Zinc is more reactive than iron, so iron will not displace zinc from a compound.

iron + zinc chloride no reaction

You can use displacement reactions to work out the position of a metal in the Reactivity Series. For instance, zinc will displace lead from a compound, so we know that zinc is more reactive than lead.


The Reactivity Series can also be used to predict whether reactions will occur.

The reactivity of metals can be linked to their uses. Metals used for construction need to have a low reactivity, otherwise they will corrode away. Some metals, such as aluminium, have a natural protective oxide layer. Others, such as iron, have to be protected from corrosion, e.g. by painting.

Many low reactivity metals have been known for hundreds or thousands of years. They can be extracted by heating their compounds in a fire.

More reactive metals are extracted by electrolysis. This means that they have only been discovered in the last two hundred years, since the invention of the electric battery.



STUDENT HOMEWORK BOOKLET

NAME:

CLASS:



9G Word sheets9Ga – Types of soil/Rocks and buildings

Word Pronunciation Meaningacid rain Rain that is more acidic than usual (pH less then

5.6) due to high amounts of dissolved acidic gases.

biological weathering

Weathering caused by plants and animals.

chemical weathering

Weathering caused by chemicals.

clay Very fine particles of rock.erosion e-row-shun The movement of pieces of rock by the wind,

water, etc.humus hew-mus A mixture of rotting plant material and animal

remains found in soil.lime Calcium oxide (made by roasting limestone or

chalk).loam The best soil for growing plants. Mixture of

humus, clay and sand.mineral A chemical found in rocks. Rocks are mixtures of

minerals.neutralisation A reaction in which an acid cancels out an alkali.pH A scale which measures how acidic or alkaline a

solution is.


physical weathering

Weathering caused by physical processes, such as changes in temperature.

sandy soil A soil that contains larger particles than clay soils. Water passes through it easily.

sedimentation Depositing of broken up pieces of rock, sand and clay.

soil A mixture of rock fragments, humus, air, water and dissolved minerals.

universal indicator A mixture of dyes which turns different colours as the pH of a solution changes.

weathering The break up of rocks into smaller pieces by natural processes.


9Gb – Acid rain/The effects of acid rain/A cure for acid rain?

Word Pronunciation Meaningacid rain Rain that is more acidic than usual (pH less then

5.6) due to high amounts of dissolved acidic gases.

catalytic converter A device fitted to a car’s exhaust to change harmful gases into harmless gases.

carbon dioxide (CO2)

A slightly acidic gas formed when carbon reacts with oxygen (and during respiration).

combustion The scientific word for burning.corrosive A substance that is corrosive reacts with certain

substances and wears them away.nitrogen oxides Acidic gases formed when nitrogen reacts with

oxygen. Includes nitrogen dioxide (NO2).photosynthesis foto-sinth-e-sis Process in plants which takes in carbon dioxide

and water and, using the Sun’s energy, makes glucose and oxygen.

respiration res-per-ay-shun Process which occurs in all living cells that releases energy from food. Carbon dioxide is one of the products.

sulphur dioxide (SO2)

An acidic gas formed when sulphur reacts with oxygen.

sulphur precipitator

pre-sip-it-ate-or A device used in power stations to remove sulphur dioxide gas from the gases coming out of the chimney.

9Gc – Measuring air pollution

Word Pronunciation Meaningair pollution Substances released into the atmosphere which

should not be in air.

9Gd – Global warming

Word Pronunciation Meaningglobal warming The gradual increase in mean (average) global

temperatures.greenhouse effect The Sun’s energy being trapped by gases in the

atmosphere, thought to lead to global warming.


QUESTION 1

(a) Many substances burn. Some of them are used as fuels. Some fuels are burned in power stations to generate electricity.

Tick the boxes by the two fuels which are most often burned in power stations.

coal

paraffin wax

natural gas

petrol

paper

2 marks

(b) Burning fuels can pollute the air. Give two substances which pollute the environment when fuels burn.

1 ..................................................................................................

2 ..................................................................................................2 marks

(c) Some power stations do not burn fuels. They use other energy resources to generate electricity.

Give two energy resources which are not fuels and which are used to generate electricity.

1 ..................................................................................................

2 ..................................................................................................2 marks

Maximum 6 marks


QUESTION 2

Changes to the environment sometimes harm plants or animals.

Use only the words in the list below to fill the gaps in the sentences.

You may use some of the words more than once. You do not need to use all the words.

birdsfarmlandfertiliser

fishinsectssewagewood

(i) Rivers may be polluted by.................................................................

and ................................................................2 marks

River pollution harms and sometimes kills ........................................

and ....................................... 2 marks

(ii) Hedges may be dug up to make more .............................................1 mark

Digging up hedges destroys the homes of some ..............................

and ........................................... 2 marks

Maximum 7 marks

QUESTION 3

The table below gives information about three fuels that can be used in cars.


shows a substance is produced when the fuel burns.X shows a substance is not produced when the fuel burns.

fuel physicalenergy

released,some of the substances produced

when the fuel burnsstate in kJ/kg carbon

monoxidesulphur dioxide

water

petrol liquid 48 000

hydrogen gas 121 000 X X

ethanol (alcohol)

liquid 30 000 X

(a) Which fuel, in the table, releases the least energy per kilogram (kg)?

............................................................................................................1 mark

(b) Some scientists say that if hydrogen is burned as a fuel there will be less pollution.From the information in the table, give one reason why there will be less pollution.

............................................................................................................

............................................................................................................1 mark

(c) Which of the three fuels in the table can be compressed into a small container?

...................................................................1 mark

(d) Which gas in the air is needed for fuels to burn?Tick the correct box.


carbon dioxide

nitrogen

oxygen

water vapour

1 mark

(e) Petrol and ethanol are both fuels. Petrol is made from oil. Scientists say that oil could run out in 100 years.In some countries people plant sugar cane and use it to make ethanol.

Sugar cane will not run out. Explain why.

............................................................................................................

............................................................................................................1 mark

Maximum 5 marks

QUESTION 4

The following key can be used by scientists to identify plastics.


D oes the plastic m elt w henit is touched by a hot nail?

yes no

Does the p lastic burn? Does the p lastic sm ellfishy w hen it is heated?

yes

yes

yes

no

no

no

yes

yes

yes

no

no

no

D oes the p lasticdrip w henit burns?

Does theplastic sw ell

and crackw hen it isheated?

phenolformaldehyde

Does the p lastickeep burn ing

w hen the flam eis taken aw ay?

Does the p lastickeep burn ing

w hen the flam eis taken aw ay?

DTFG

flexible PVCpolystyrene

melamine

ABS rigid PVC

urea formaldehyde

(a) Use the key to identify plastics A and B.

(i) Plastic A does not melt when it is touched with a hot nail. It gives off a fishy smell when it is heated but does not crack.

Plastic A is ................................................................................1 mark

(ii) Plastic B melts when it is touched with a hot nail. It burns without dripping. It keeps burning even when the flame is taken away.

Plastic B is ................................................................................1 mark

(b) The tests in the key should always be done in a fume cupboard.

Give two reasons why burning a plastic is dangerous.


1. ..................................................................................................

............................................................................................................

2. ..................................................................................................

............................................................................................................2 marks


Copper can be obtained form its ore, copper sulphide, in two stages.

First stage heating the ore in air

Copper sulphide reacts with oxygen from the air to form copper oxide and sulphur dioxide gas.

Second stage heating the copper oxide with carbon

Copper oxide reacts with carbon to form copper and carbon dioxide gas.

(a) Give the names of three elements mentioned above.

1. ..................................................................................................

2. ..................................................................................................

3. ..................................................................................................1 mark

(b) Give the name of one compound mentioned above.

............................................................................................................1 mark

(c) Give the name of the compound, mentioned above which causes ‘acid rain’.

............................................................................................................1 mark

Maximum 3 marks

QUESTION 6

(a) Complete the word equation below for the reaction between calcium carbonate and hydrochloric acid.


water dioxidecarbon

................................... acid

ichydrochlorcarbonatecalcium

1 mark

Limestone is mainly calcium carbonate. It is weathered by acids in the air or in soil.

(b) In June 1990, a Year 9 class planned a long-term investigation into the chemical weathering of limestone by acids in soil.

They put limestone chippings of similar size in three nylon mesh bags. They buried the bags outside in soils of different pH.

(i) Chemical weathering took place in sample A, and the mass of the sample decreased.

Give the reason for the decrease in mass. Use the word equation above to help you.

..................................................................................................

..................................................................................................1 mark

(ii) The pupils predicted that chemical weathering would not take place in samples B and C.

Give the reason for their prediction.

..................................................................................................1 mark

(iii) Some chemical weathering did take place in samples B and C.What could have changed the conditions in these soils to cause weathering to take place?

..................................................................................................1 mark

(c) The table shows how the mass of each sample changed between the years 1990 and 2000.

mass, in g


year sample A, at pH 5

sample B, at pH 7

sample C, at pH 8

1990 1000 1000 1000

1995 980 992 997

2000 960 984 995

In 2000, a year 9 class buried another identical 1000 g sample of limestone chippings in soil of pH 6.

(i) Use the results in the table to predict an approximate value for the mass of this sample in 2010.

................. g1 mark

(ii) Why is it not possible to be certain what the mass of this sample will be in 2010?

..................................................................................................

..................................................................................................Maximum 6 marks

QUESTION 7

This table shows where different pollutants in the air come from.

source of pollutants

pollutantspercentagefrom power

stations

percen tagefrom road

tra ff ic

percen tagefrom o the r

sources

su lphur dioxide 72 2 26

n itrogen oxides 28 51 21

sm oke 6 46 48

carbon m onoxide 1 90 9

(a) Which two pollutants in the table above cause acid rain?

1. ..................................................................................................

2. ..................................................................................................2 marks

(b) Lichens are organisms which grow on buildings and trees. They are affected by some pollutants.


Use the information in the table to suggest why few lichens survive close to power stations but many survive alongside roads.

.......................................................................................................

.......................................................................................................

.......................................................................................................1 mark

(c) The two products of complete combustion of petrol are not shown in the table. Give the names of the two products of complete combustion of a fuel such as petrol.

1. ..............................................................................................

2. ..................................................................................................2 marks

(d) Smoke contains particles of carbon. These can burn when there is enough oxygen present. Write a word equation for the reaction of carbon with excess oxygen.

.......................................................................................................1 mark

(e) Which term best describes the combustion process?

Tick one box.

decomposition

oxidation

pollution

respiration

1 mark

Maximum 7 marks

QUESTION 8

The exhaust gases of a car with a petrol engine are analysed during its ‘MOT test’. The results are shown below.


gas % volum e

carbon m onoxide

carbon d iox ide

oxygen

other gases

3 .0

13 .0

0 .4

83 .6

(a) The air going into the engine contains about 20% of oxygen.Explain why there is only 0.4% of oxygen in the exhaust gases coming out of the car engine.

............................................................................................................

............................................................................................................1 mark

(b) (i) Petrol is a mixture of compounds which contains only carbon and hydrogen. Complete combustion of petrol produces carbon dioxide and one other substance. What is this other substance?

..................................................................................................1 mark

(ii) When petrol is burned in the car engine, carbon monoxide is produced as well as carbon dioxide.

Explain why carbon monoxide is dangerous and may kill you.

..................................................................................................

..................................................................................................1 mark

Maximum 3 marks

QUESTION 9

A headline from a newspaper is shown below.


B ritish P o w erS ta tio n s ca u seA c id R a in inS ca n d an a v ia

Some countries claim that acid rain caused by power stations in Britain damages their forests. Others argue that coal-burning power stations produce cheap electricity and that plants can stand some level of acid rain.

Imagine you are planning a laboratory investigation of the claim:

‘plants can stand some level of acid rain’.

Assume you have access to whatever laboratory equipment you need, including:

seeds

acid

seed trays

soil

Plan a laboratory investigation to test the claim that ‘plants can stand some level of acid rain’.

(a) Name a factor you would need to vary in your investigation. (This is the independent variable.)

............................................................................................................1 mark

(b) (i) What factor would you examine to see the effect? (This is the dependent variable.)

..................................................................................................1 mark

(ii) How could you measure this dependent variable?

..................................................................................................1 mark

(c) Suggest one factor you would control to ensure that your investigation is fair.

............................................................................................................1 mark

Maximum 4 marks

QUESTION 1


(a) Many substances burn. Some of them are used as fuels. Some fuels are burned in power stations to generate electricity.

Tick the boxes by the two fuels which are most often burned in power stations.

coal

paraffin wax

natural gas

petrol

paper

2 marks

(b) Burning fuels can pollute the air. Give two substances which pollute the environment when fuels burn.

1 ..................................................................................................

2 ..................................................................................................2 marks

(c) Some power stations do not burn fuels. They use other energy resources to generate electricity.

Give two energy resources which are not fuels and which are used to generate electricity.

1 ..................................................................................................

2 ..................................................................................................2 marks

Maximum 6 marks

QUESTION 2

The list below shows properties that different elements can have.

magnetic

can be compressed

very high melting point


very low melting point

good conductor of heat

poor conductor of heat

good conductor of electricity

poor conductor of electricity

(a) Which two properties from the list above make aluminium suitable for saucepans?

1. ..................................................................................................

2. ..................................................................................................2 marks

(b) Which property in the list above explains why:

(i) copper is used in the cable of a television?

..................................................................................................1 mark

(ii) a lot of oxygen gas can be pumped into a very small container?

..................................................................................................1 mark

Maximum 4 marks

QUESTION 3

(a) George used the apparatus below to find out what substances are produced when methanol burns.

As the methanol burned, two different gases were produced.

(i) One of these gases condensed in the U-tube to give a colourless liquid. Give the name of this liquid.


........................................................1 mark

(ii) The other gas turned the lime water cloudy.Give the name of this gas.

........................................................1 mark

(b) Methanol is sometimes used in antifreeze. It can be added to water in car windscreen wash-bottles to prevent the water from freezing in cold conditions.

(i) The label on the bottle of antifreeze has two hazard warning symbols. What two precautions would you need to take when using this antifreeze?

1. .........................................................................................

..................................................................................................

2. .........................................................................................

..................................................................................................1 mark

(ii) Water freezes at 0C. The label on the bottle shows how the freezing point changes when different amounts of antifreeze are added to water.

Terry put a mixture containing 10% antifreeze into the wash-bottle of his car. During the night the temperature dropped to –14°C.


The wash-bottle burst.Explain why the wash-bottle burst.

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................2 marks


Shuli investigated differences between physical and chemical changes.

She put three chemicals in separate crucibles and weighed each one. She heated each crucible as shown below. She weighed each crucible again when it had cooled down.

She recorded her observations in a table as shown below.

experiment name of chemical observations change in mass

A magnesium (a silvery solid)

The silvery magnesium burned brightly in air.A white powder was formed.

increase

B potassium permanganate

(purple crystals)

The purple crystals crackled and turned black.A colourless gas was given off.

decrease

C zinc oxide(a white powder)

The white powder turned pale yellow on heating.

no change


It turned white again on cooling.

(a) (i) In experiment A, magnesium reacts with a gas in the air.

Complete the word equation for the reaction in experiment A.

magnesium + ..................................... ..........................................2 marks

(ii) Explain the increase in mass in experiment A. Use your word equation to help you.

..................................................................................................

..................................................................................................1 mark

(b) The gas given off in experiment B re-lit a glowing splint.Give the name of this gas.

................................................................1 mark

(c) Name the white powder left at the end of experiment C.

..................................................................1 mark

(d) In each experiment, did a chemical change or a physical change take place?Tick one box for each experiment.

experiment chemical change physical change

A

B

C

1 mark


A teacher set up the following apparatus behind a safety screen.She placed 1 g of icing sugar in the end of the rubber tubing inside the tin, as shown below.


rubbertub ing

ic ing sugar

lid

tin

candle

The teacher blew through the other end of the rubber tubing.The icing sugar came into contact with the flame.There was a loud explosion and the lid was blown off the tin.

(a) Complete the following sentence describing the energy changes which took place.

........................................... energy in the icing sugar changed to

............................................. energy and ...............................energy.3 marks

(b) As a result of the explosion, the lid of the tin was pushed off.Explain what had happened to the gas molecules inside the tin to make this happen.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................2 marks

(c) When icing sugar is burned in this experiment, the gas used and the gas produced are the same as when energy is released from sugar in the cells of the body.

(i) Which gas, in the air, is used when the icing sugar burns?

.................................................1 mark

(ii) Give the name of the gas produced when the icing sugar burns.

...................................................1 mark

(d) The table below shows the energy values of four food substances.


food substance energy value, inkJ per 100 g

icing sugar 1680

curry powder 979

flour 1450

custard powder 630

The teacher repeated the experiment with 1 g of custard powder.What difference would this make to the experiment?

............................................................................................................

............................................................................................................1 mark

Maximum 8 marks

QUESTION 6

Two pupils heated some copper carbonate in a crucible. They recorded the mass of the crucible and contents before and after heating.

m ass = 50.00 g m ass = 51.24 g m ass = 50.80 g

em pty crucib le crucib le andcopper carbona te

crucib le andcopper ox ide

The word equation for this reaction is:

copper carbonate copper oxide + carbon dioxide

(i) What mass of carbon dioxide is given off in this reaction?Give the unit.

..................................................................................................1 mark

(ii) What is the name of this type of chemical reaction?Tick the correct box.


com bustion

oxidation

reduction

therm aldecom position

1 mark

(b) The pupils then heated some magnesium in another crucible. They worked carefully and did not lose any of the magnesium oxide which formed.They recorded the mass of the crucible and contents before and after heating.

m ass = 50.00 g m ass = 50.12 g m ass = 50.20 g

em pty crucib le crucib le andm agnes ium

crucib le andm agnesium ox ide

(i) Write a word equation for the reaction.

..................................................................................................1 mark

(ii) Why does the mass of the contents of the crucible increase in this reaction?

..................................................................................................

..................................................................................................1 mark

(iii) What is this type of chemical reaction called?

..................................................................................................1 mark

Maximum 5 marks

QUESTION 7

The diagrams show two Bunsen burners. One burner has the air hole closed, and the other has the air hole open.


air hole closed air ho le open

(a) Explain why opening the air hole of a Bunsen burner makes the flame hotter.

............................................................................................................

............................................................................................................1 mark

(b) Natural gas is methane, CH4. It is burned in a Bunsen burner.Complete the word equation for the chemical reaction in the clear blue flame.

methane + ......................... ........................ + ..........................2 marks


Sodium hydrogencarbonate is present in indigestion powders. It is often called bicarbonate of soda. Sodium hydrogencarbonate:

is a white solid;

does not smell;

forms a solution with a pH of about 8.5;

is very soluble in water;

is not poisonous.

(a) (i) Is sodium hydrogencarbonate solution acidic, alkaline, or neutral?

..................................................................................................1 mark

(ii) Indigestion can be caused by too much acid in the stomach.

Which two pieces of information in the list are the most important reasons why sodium hydrogencarbonate can be used as an indigestion powder?

1 .........................................................................................

2 .........................................................................................2 marks


(b) Nitric acid reacts with sodium hydrogencarbonate. The salt formed is a nitrate. Fill in the boxes to complete the word equation.

sod iumhydrogenca rbonate

carbond ioxide w ater+ ++

1 mark

(c) An indigestion powder contains sodium hydrogencarbonate and a small amount of citric acid. The powder starts to fizz when it is added to water.

What gas is given off when the mixture fizzes?

............................................................................................................Maximum 5 marks

QUESTION 9

Aluminium and tin-plated steel are used to make cans for food and soft drinks.

The table below shows the pH values of some soft drinks and cooked foods.

drinks and foods pH value

cola

lem onade

rhubarb

beef

2.0

3.0

3.0

7.0

(a) Cans were first used about 150 years ago to store food for soldiers. The cans were made from unplated steel. The soldiers found that beef kept in steel cans was still good to eat after many months. However they found that steel cans of rhubarb bulged, and when the cans of rhubarb were opened a gas escaped.

(i) Why were the steel cans not suitable for storing rhubarb?

..................................................................................................1 mark

(ii) Name the gas that formed in the cans of rhubarb.

..................................................................................................1 mark

Part of the reactivity series is given below.

magnesium

aluminium


zinc

iron (steel)

tin

copper

silver

(b) In modern ‘tin cans’ the steel is covered with a thin layer of tin.

(i) Use the reactivity series to explain why ‘tin cans’ are better than steel cans for storing food.

..................................................................................................

..................................................................................................1 mark

(ii) When ‘tin cans’ are dented, the layer of tin often cracks. What reaction might happen when the layer of tin is cracked?

..................................................................................................

..................................................................................................1 mark

(c) Many drink cans are now made of aluminium. Given the information in the reactivity series, why is this surprising?

............................................................................................................

............................................................................................................1 mark


Ammonium nitrate is used as a garden fertiliser. It is manufactured by the reaction between ammonia gas and nitric acid. The diagram below represents stages in the process for making ammonium nitrate.


stage A

A m m onia and nitric ac id react to g ive a solution ofam m onium nitra te.

stage B

W ater separated from the am m on ium n itrate so lu tionto g ive s team and m olten am m on ium nitra te.

stage C

The steam condensesto form w ater.

stage D

C old air is bubb ledth rough the m olten

am m on ium n itra te tofo rm so lid am m onium

nitra te.

(a) Ammonia is an alkaline gas. In stage A, an alkali reacts with an acid. What effect does an alkali have on an acid?

............................................................................................................1 mark

(b) The formula for ammonium nitrate is NH4NO3.

(i) How many different elements are there in ammonium nitrate?

..................1 mark

(ii) How many atoms are represented in the formula for ammonium nitrate?

..................1 mark

(c) Potassium nitrate is also a fertiliser. It can be made from the reaction between potassium hydroxide and an acid.Complete the word equation for the reaction, naming the acid used.


potassiumhydroxide + ....................... potassium

nitrate + ...........................

2 marks

Maximum 5 marks

9G Summary SheetsEnvironmental chemistryTypes of soilSoil is a mixture of:• broken up bits of rock (including sand and/or clay)• humus (the decaying remains of plants and animals)• air, water and dissolved chemicals• plants and animals.

Different soils will contain different chemicals and can be acidic, alkaline or neutral. Universal indicator can be used to test the pH of soil.

Farmers and gardeners need to know the pH of their soil so their plants will grow well. Acids can cancel out alkalis. This is called neutralisation. If a soil is too acidic then lime, an alkali, is added to neutralise the acid.

Rocks and building materialsDifferent rocks are formed in different ways. Many rocks are used as building materials. Both natural rocks and those used as building materials wear away over time. This is called weathering and can occur in different ways:• The rain and wind slowly break up the rocks (physical weathering).• Changes in temperature cause cracks in the rock (physical weathering).• Acids, and other chemicals in rain or soil, damage rocks (chemical weathering).• Plants and animals damage rocks (biological weathering).

The sand and clay that make up the soil are produced by weathering and erosion.

Acid rainThe air contains small amounts of the following gases:• carbon dioxide, produced by combustion of fuels and respiration • sulphur dioxide, formed when sulphur burns in volcanoes• nitrogen oxides, produced during lightening storms.

These gases dissolve in water to form acids, so rainwater is naturally acidic (pH between 5.6 and 5.9).

Our rainwater has become even more acidic (pH between 3 and 5.5) due to air pollution


from burning fossil fuels. This is what we call acid rain. The main sources of this pollution are power stations and cars. Both burn large amounts of fossil fuels and release more carbon dioxide, sulphur dioxide and nitrogen oxides. Sulphur dioxide and nitrogen oxides are the main contributors to acid rain.


Problems caused by acid rainAcid rain causes damage to our environment in several ways:• Metals and carbonate rocks (like limestone and marble) react faster with acid rain than with

normal rainwater.• Plants and water life are damaged and killed by acid rain.

Pollution has been reduced by several actions:• reducing the sulphur content in diesel and petrol so less sulphur dioxide is produced by

combustion• fitting catalytic converters in car exhausts, which change harmful gases into harmless gases• spraying the gases from power station chimneys with an alkaline mixture to remove sulphur

dioxide.

Measuring air pollutionA network of air quality monitoring stations provides us with information on levels of air pollution. A range of pollutants is measured, including rainwater pH. The data collected tells us that our air quality is improving but there are still serious problems.

Using less energy would help reduce pollution as we would burn less fossil fuels.


Global warmingThere has been a small, but steady increase in mean world temperatures in the last 100 years. These rising temperatures have been linked to increasing levels of carbon dioxide in the atmosphere. Carbon dioxide and other gases trap the Sun’s energy. This is sometimes called the greenhouse effect.

Some scientists believe that this will lead to global warming. This means that there will be even greater rises in mean world temperatures in the future. If global warming does happen it will cause changes in weather and rising sea levels.

The increased levels of carbon dioxide in the atmosphere are caused by burning more fossil fuels, and destroying large areas of forest. Scientists and politicians are trying to find ways to reduce the amount of carbon dioxide that is produced and so reduce the chances of global warming. The situation is complex, however, and not all scientists agree that global warming will definitely occur.

9H Summary SheetsUsing chemistryEnergy from reactionsHydrocarbon fuels are made from the elements carbon and hydrogen. Coal, oil and natural gas (methane) are all hydrocarbons. When hydrocarbons burn they form carbon dioxide and water, and release heat energy.

methane + oxygen carbon dioxide + water

If there is not enough oxygen available, carbon monoxide or even soot is produced.Other kinds of reaction can also be used as energy resources.

• Displacement reactions happen when a metal displaces a less reactive metal from a solution. The reaction gives out heat energy.

• Two different metals put into acid can produce electrical energy.


• Oxidation reactions happen when something reacts with oxygen. Most oxidation reactions give out heat energy.

New materialsChemical reactions are used to make nearly all the materials around us. Plants make glucose from carbon dioxide and water, using energy from sunlight. Plants make all the chemicals they need using this glucose, together with water and mineral salts. All the chemicals in our bodies are made from the food we eat, by chemical reactions that happen in our cells.

New materials are being developed all the time. Some new materials have better properties than older ones, or are cheaper to make. New foods and drugs are also being developed. Once a new material has been discovered, scientists have to work out how to make it in a factory, and how to make it into new products. New drugs have to be tested to make sure they work and to check that they do not have any harmful effects.

Law of conservation of massIn a chemical reaction, the mass of the reactants is always the same as the mass of the products. This is because atoms are not created or destroyed in chemical reactions; they are just rearranged into different compounds.


Sometimes the chemicals in a reaction seem to gain or lose mass. If you heat copper it reacts with oxygen from the air to form copper oxide, which has a greater mass than the original copper. However, if you could find the mass of oxygen that had reacted, you would find that the total mass of the reactants (copper and oxygen) was exactly the same as the mass of the product (copper oxide).

When you burn a piece of wood, the ashes that are left have a smaller mass than the wood you started with. This is because one of the products of the reaction is carbon dioxide gas, which has escaped into the air.

Ideas about burningOxygen was discovered in 1772, and a few years later a scientist called Antoine Lavoisier suggested that when things burnt they combined with oxygen from the atmosphere. Before then, scientists had believed that the phlogiston theory explained what happened when things burnt.

Phlogiston was a substance that was supposed to be a part of all materials that could burn. Wood, for instance, was thought to be made of ash and phlogiston. When the wood was burnt, the phlogiston escaped into the air and left the ash behind.

The phlogiston theory could explain a lot of observations about burning and other reactions, but it did not explain why some things appeared to gain mass when they reacted. Lavoisier’s idea was based on careful measurements and experiments, and explained more observations than the phlogiston theory. Eventually all scientists accepted Lavoisier’s idea.


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Expectations are high in this unit

I have been told regularly how to improve

I am clear about the progress I have made

LearningI feel confident about the end of unit test

I feel prepared for the end of unit test

AttitudesI take pride in my work

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I have enjoyed this unit


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9I Word Sheets9Ia – The energy exchange

Word Pronunciation Meaningatomic energy Another name for nuclear energy.cell sell It contains a store of chemical energy that can

produce electricity (the scientific name for a battery).

chemical energy The kind of energy stored in chemicals. Food, fuel and cells (batteries) all contain chemical energy.

electrical energy The kind of energy carried by electricity.energy flow diagram

A way of showing energy changes as a flow chart.

gravitational grav-it-ay-shon-al The kind of energy stored by anything that can fall down.

potential energyheat energy

po-ten-shall The hotter something is the more heat energy it has.

joule (J) jool The unit for measuring energy.kilojoule (kJ) kill-o-jool There are 1000 joules (J) in 1 kilojoule (kJ).kinetic energy kin-et-ick The kind of energy in moving things.light energy The kind of energy given out by light bulbs,

candles, etc.machine Something that changes energy from one form to

another.nuclear energy Energy stored inside atoms.potential energy po-ten-shall The scientific word for ‘stored’ energy.sound energy The kind of energy that is made by anything that

is making a noise.strain energy The kind of energy stored in stretched or squashed

things which can change back to their original shapes.

transfer When energy is changed from one form into another we say it is transferred.

9Ib – Pushing the current/Portable energyWord Pronunciation Meaningammeter Measures how much electricity is flowing around

a circuit.cell sell It contains a store of chemical energy that can

produce electricity (the scientific name for a battery).

current The flow of electrons around a circuit.electron Tiny particle that flows around a circuit.volt (V) The unit for voltage.


in parallel A circuit is in parallel when the current divides, a part going through each component, then joins up to complete the circuit.

model A scientific way of thinking about how things happen.

rechargeable ree-charge-ab-el Cells that can have more energy stored in them after they have been used are said to be rechargeable.

resistor A component that makes it more difficult for current to flow – resistors are used to control the size of the current in the circuit.

transfer When energy is changed from one form into another we say it is transferred.

voltage A way of saying how much energy is transferred by electricity.

voltmeter A component that measures voltage.

9Ic – The mains supply/The generation gameWord Pronunciation Meaninggenerate Make electricity by turning a magnet inside coils

of wire.generator Large coil of wire with a magnet inside. When the

magnet is turned, electricity is produced in the coil of wire.

kilowatts There are 1000 watts (W) in 1 kilowatt (kW).mains electricity Alternating current at 230 V provided to houses,

shops, etc.National Grid System of overhead and underground cables that

carry electricity around the country.power rating The number of joules of energy an appliance uses

every second.turbine A machine that is turned by a moving liquid or

gas. Turbines are used to turn generators in power stations.

watt (W) The unit for measuring power. One watt is one joule per second.

9Id – Wasted energyWord Pronunciation Meaningefficiency e-fish-en-see A way of saying how much energy something

wastes.law of conservation

The idea that energy can never be created or destroyed, only changed from one form of energy to another.

wasted energy Energy that is not useful.


QUESTION 1

(a) The photographs show ways of getting energy from three different energy resources.

On the line under each photograph write the name of the energy resource.Choose from the list below.

batteries biomass wind sunlight tides3 marks

(i)………………………… (ii)………………………………

(iii) ……………………………………..

(b) Name one fossil fuel.

………………………………………………………………………………1 mark

(c) Complete the sentence below.

The purpose of the machine in photograph (i) is to generate ………………………..

1 mark

Maximum 5 marks


QUESTION 2

A pupil makes some electrical circuits.Each circuit contains a motor and a buzzer.The motor and the buzzer can be switched on or off by three switches, A, B and C.

Symbols for an open switch and a closed switch are shown below.

open sw itch closed sw itch

By each circuit diagram, state whether:

the motor is on or off;the buzzer is on or off.

(i)

A

C

B

M

batte ry

m otor

buzzer

The motor is ................................

The buzzer is ................................1 mark

(ii)

A

C

B

M

batte ry

m otor

buzzer

The motor is ................................



(iii)

C

BA

batte ry

buzzer m o to rM

The motor is ................................


(iv)

C

BA

batte ry

buzzer m o to rM

The motor is ................................


(v)

C

BA

batte ry

buzzer m o to rM

The motor is ................................


Maximum 5 marks


QUESTION 3

The drawings below show what happens to the energy supplied to four appliances.

kettle

98% o f the energy isused to heat the w a ter

2% o f the energy is w asted

light bu lb

% o f the energyis g iven ou t as ligh t


radio

50% o f the energyis g iven ou t as sound


m ixer

% of the energy is w asted

40% o f the energy isused to m ove the w h isks

(a) (i) What percentage of energy of the light bulb is given out as light?Write your answer on the line by the light bulb.

1 mark

(ii) What percentage of energy is wasted by the mixer?Write your answer in the box by the mixer.

1 mark

(iii) Complete the sentence below.

Parts of the mixer become hot because some of the electrical

energy is changed into .......................................... energy which is

wasted.1 mark


(b) Energy is wasted as sound in many appliances.Which appliance in the drawings produces sound which is not wasted?

........................................................1 mark

(c) In which of the appliances is the highest percentage of energy wasted?

........................................................1 mark


A pupil connects a battery, an electric bell and some wires. Her circuit is shown in the diagram.

ba tte ryelectricbe ll

(a) Why does the bell not ring?

............................................................................................................1 mark

She adds a shiny steel pin as shown in the diagram below.


batteryelectricbell

sh iny steelp in

(b) Why does the bell ring now?

............................................................................................................

............................................................................................................1 mark

(c) She replaces the shiny steel pin with a wooden matchstick. Why does the bell not ring?

............................................................................................................

............................................................................................................1 mark

(d) She replaces the matchstick with a very rusty steel pin. The bell does not ring. Suggest why.

............................................................................................................

............................................................................................................1 mark

Energy is transferred from a number of parts of a car.

(e) Draw a line from each part of the car to the useful way energy is transferred from the part.


part of thecar

useful way oftransferring

energy

ba tte ry

horn

rear w indowheater

head lam p

by therm altransfe r

byelec tr ic ity

bylight

bysound

4 marks

(f) How is energy transferred to the headlamp?

............................................................................................................

............................................................................................................1 mark


Luke investigated the heating of water. He predicted that the rise in temperature would depend on the volume of water.The diagram shows the apparatus he used.


stiring rod therm om eter

100 cm beaker3

w ater

cand le

b lock

Luke recorded his results in a table as shown below.

beaker volume of water,in cm3

temperature at start, in °C

temperature after2 minutes, in °C

A 25 18 30

B 50 18 24

C 75 18 22

(a) Why did Luke need to know the temperature of the water at the beginning and at the end of the experiment?

............................................................................................................1 mark

(b) Did Luke’s results support his prediction? Explain your answer.

............................................................................................................

............................................................................................................1 mark

(c) Luke stirred the water during the experiment. How did this make his results more reliable?

............................................................................................................

............................................................................................................1 mark


(d) Which of the following statements about the energy transferred to the beakers is correct?Tick the correct box.

Much more energy went into beaker ‘A’because its temperature increased the most.

The same amount of energy went into allthree beakers.

Beaker ‘C’ received the most energybecause there was more water to heat.

1 mark

(e) After a time, all three beakers cooled down to room temperature.What happened to the thermal energy in the beakers as they cooled down?

............................................................................................................

............................................................................................................1 mark


The diagram shows a cyclist at different positions as he cycles over a humpback bridge.

(a) (i) Where does the cyclist have the most kinetic energy? Tick the correct box.

A B C D

1 mark


(ii) Where does the cyclist have the most potential energy? Tick the correct box.

A B C D

1 mark

(iii) Where does the cyclist have the least potential energy? Tick the correct box.

A B C D

1 mark

(b) The cyclist used some energy to cycle over the bridge. Where was this energy transferred to by the time the cyclist reached position D?

............................................................................................................1 mark


A bookshelf is 1 metre above the floor. As a book falls from the shelf to the floor it loses 7.5 J of potential energy.

(a) (i) Tick the box by the correct statement about the kinetic energy of the book.

W hile the book w as resting on the shelfit had 7.5 J o f k ine tic ene rgy.

W hile the book w as fa lling, its potentia lene rgy w as be ing transfo rm ed in tokine tic energy.

W hile the book w as fa lling, its k ine ticene rgy rem ained constan t.

W hile the book w as fa lling, it lostk ine tic energy.

1 mark

(ii) How much kinetic energy does the book have just before it hits the floor?

.............................................................................................. J1 mark

(b) When the book hits the floor it stops and loses all its kinetic energy.

What happens to this energy?

............................................................................................................

............................................................................................................


1 mark


The drawings show a weightlifter. The stages in weightlifting are labelled A, B, C, D and E.

A B C D E

preparing lifting

lifted

falling

h ittingfloo r

(a) (i) Complete the sentences below.

As the weights were lifted up, energy was transferred from

the man to the weights. This energy had been stored as

……………………… energy in the ………………………… of the man’s arms.

2 marks

(ii) How was energy stored in the weights at stage C?


as chemical energy as elastic energy

as kinetic energy as gravitational potentialenergy

1 mark

(b) Complete the sentences below.

(i) In stage D, as the weights were falling, the energy was transferred

from ……………………… energy to…………………… energy.1 mark

(ii) In stage E, as the weights hit the floor, the energy was transferred

from …………………… energy to …………………… energy.1 mark



Peter measured the current through each of three similar bulbs in a parallel circuit.

A3

A2

A1

He had only one ammeter and he placed it first at A1, then A2, then A3, in order to measure the currents.

The table shows his results.

position of ammeter current, in amps

A1 0.14

A2 0.16

A3 0.15

(a) He expected the current readings to be the same for each bulb but found they were different.

Suggest two reasons why the readings were different.

1. ..................................................................................................

2. ..................................................................................................2 marks

(b) Peter then measured the current at A4 and recorded it as 0.45 A. He concluded that the current at A4 could be calculated by adding together the currents through each of the bulbs at positions A1, A2 and A3.


A4

He added two more similar bulbs to his circuit, in parallel. The current through each bulb was 0.15 A.Use Peter's conclusion to predict the current at A4 with the 5 bulbs in the circuit.

................ A

A4

1 mark

(c) Peter left the circuit connected overnight. He used a datalogger to measure the current at position A4 at regular intervals of time. The next morning the bulbs were dim.


Using the axes below, sketch (do not plot) how the current at position A4 might change with time.

Indicate on the graph:

(i) The correct labels for each axis, including the correct units.

(ii) The shape of the graph you would expect to obtain.

00

2 marks


A flywheel is a rotating wheel which is used to store energy.

(a) Energy must be transferred to a flywheel to make it rotate. How is the energy in the rotating flywheel classified?Tick the correct box.


as chemical energy

as kinetic energy

as potential energy

as thermal energy

1 mark

(b) A flywheel is rotating at a high speed. No energy is being supplied to it. The flywheel is used to turn a dynamo, and the energy from the dynamo is used to light a bulb.

(i) The bulb is left connected until the flywheel stops rotating. Not all the energy stored in the flywheel is transferred to the bulb. Some of it is lost. Give two places from which it is lost, and explain how it is lost.

1. .........................................................................................

..................................................................................................

2. .........................................................................................

..................................................................................................2 marks

(ii) The experiment is repeated using a different bulb which gives out more energy each second. Compared to the first light bulb, describe how the second light bulb will affect the motion of the flywheel, and explain your answer.

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................2 marks

Maximum 5 marks

9I Summary Sheets


Energy and electricityNothing would happen without energy. Energy is needed to:

• keep our bodies working• make machines work• heat homes, schools and offices.

Energies in action• heat energy• light energy• sound energy• electrical energy• kinetic (movement) energy.

Stored energySome energy has to be stored so that it is ready for use when we need it.• Chemical energy is stored in food, fuels and cells.• Gravitational potential energy is stored in high up things.• Strain energy is stored in stretched or squashed things.• Nuclear energy is stored inside atoms.

How is energy measured?Energy is measured in joules (J) or kilojoules (kJ). A kilojoule is 1000 joules.

Energy changesEnergy needs to be changed to be useful.

in the cells in the wires in the bulband bulb

An energy flow diagram.


Many energy changes take place in everyday life. Often wasted energy is produced in the forms of heat or sound.

A car engine produces kinetic energy, which is useful. It also produces heat and sound

Energy cannot be made or destroyed, but can only be changed from one form to another. This is the law of conservation of energy.

VoltageA circuit must have a cell or power supply to provide a voltage. The voltage pushes the electrons around the circuit and gives them energy. This electrical energy is transferred to other components in the circuit, which convert it to other forms of energy. For instance, a light bulb transfers electrical energy to heat and light energy.The voltage of a cell can be measured using a voltmeter. The units for voltage are volts (V).The voltage across a component is a way of measuring how much energy the component is transferring. The voltage across all the components in a series circuit adds up to the voltage across the cell.

Electricity and cellsElectricity is supplied to homes and factories as mains electricity. This travels along cables connected to the National Grid.

Generating electricityFossil fuels are transported to power stations where they are burnt to release heat energy. This heats water, turning it to steam. The steam drives turbines which turn generators. The electricity generated flows along cables into the National Grid.

Nuclear fuel is made from a radioactive metal called uranium. The energy in nuclear fuel did not come from the Sun.


Electricity can be generated from renewable resources such as wind and moving water. These will become more important as fossil fuels run out.

Sometimes we need a source of portable electricity when we are not close to the mains. This can be supplied by cells (sometimes called batteries). These store chemical energy which can be changed to electrical energy. Cells go flat when they run out of chemical energy. Some cells can be recharged.

Wasting energyEnergy cannot be made or destroyed, but it can be changed to different forms. Not all energy is turned into a form that we want. Often it is turned into heat that we do not need. This is wasted energy. A car engine produces kinetic energy, which is useful. It also produces heat and sound which are wasted forms of energy.

The percentage of useful energy produced by something is known as its efficiency. The human body is 25% efficient.



STUDENT HOMEWORK BOOKLET

NAME:

CLASS:



9K Word Sheets9Ka – The need for speed

Word Pronunciation Meaningmean speed The total distance something travels divided by

the total time taken allows you to calculate the thing’s mean or average speed.

speed How fast something is moving. Often measured in metres per second (m/s), miles per hour (mph) or kilometres per hour (km/h).

9Kb – Faster and faster

Word Pronunciation Meaningaccelerate ack-sell-er-ate Change speed.air resistance A force that tries to slow down things that are

moving through the air. It is a type of friction.balanced forces When two forces are the same strength, but

working in opposite directions.friction A force that tries to slow things down when two

things rub against each other.unbalanced forces When two forces working in opposite directions

are not the same strength.

9Kc – Drag act

Word Pronunciation Meaning


drag Another name for air resistance or water resistance.

streamlined Giving something a smooth shape to reduce the air resistance or water resistance.

water resistance A force that tries to slow down things that are moving through water. It is a type of friction.

9Kd – Hitting the limit

Word Pronunciation Meaningdistance–time graph

A graph that shows how far something has moved in a certain time.

terminal velocity The maximum speed of an object. Usually only applies to falling objects when the downward force is balanced by drag.

QUESTION 1

(a) Megan’s dog is pulling on his lead. Which arrow, A, B, C or D, shows the direction of this force? Give the letter.

................................1 mark

(b) Megan has to pull to keep the dog still. Which arrow shows the direction of this force? Give the letter.

................................1 mark

(c) Suddenly the dog’s collar breaks.


(i) When the collar breaks, the lead moves.Draw an arrow on the diagram to show which way the lead starts to move.

1 mark

(ii) Why does the lead move when the collar breaks?

..................................................................................................

..................................................................................................1 mark


Five people take it in turns to sit on a see-saw. The table gives the weight of each person.

person weight, in N

Jack 510

Ellie 540

Rosie 490

Maggy 540

Andy 560

(a) Andy sits at one end, but there is nobody on the other end.


Andy sits on the see-saw. In which direction does his end of the see-saw move?

...................................................................1 mark

(b) Which two people in the table above could make the see-saw balance?

………………………..……...…......and………………….......………….1 mark

Use information in the table to help you answer parts (c) and (d).

(c) Rosie sits on end A, and Jack sits on end B.

They lift their feet.What happens to each end of the see-saw?Write up or down in the boxes under Rosie and Jack.

1 mark

(d) Ellie sits on end A, and another of the group sits on end B.Ellie's end stays down.


Who could be on end B?

...................................................................1 mark

Maximum 4 marks

QUESTION 3

Joe saw two types of swing in the park.

He noticed that the time for one complete swing, forward and back, was different for the two types of swing.

He did not know whether the length of the chains or the mass of the person affected the time for one complete swing.

He made model swings and measured how long it took for 10 complete swings in 4 investigations.


string

p lastic inem ass

Here are his results.

investigationA B C D

length of string, in cm 25 25 50 75

mass of plasticine, in g 100 50 100 100

time for 10 complete swings, in s 10.0 10.0 14.2 17.4

Here is Joe's conclusion:

C hanging the m ass of the p lastic inehas no effect on the tim e takenfor 10 com ple te sw ings.

(a) Which two of his investigations, A, B, C or D, provided evidence to support his conclusion?

………………….. and …………………….1 mark

(b) Look at the results table.

(i) Describe how the length of the string affects the time for 10 complete swings.

..................................................................................................


..................................................................................................1 mark

(ii) Which three of his investigations are best evidence for this?

………………….. and …………………….and …………………1 mark

(c) Use his previous table of results to predict the times for 10 complete swings in two further investigations, E and F.Write your answers in the table below.

investigationE F

length of string, in cm 25 100

mass of plasticine, in g 25 100

time for 10 complete swings, in s ................ ................

1 mark

Maximum 4 marks

QUESTION 4

pu ll o fengine

(a) A railway engine is being used to try to pull a wagon along a level track. The wagon’s brakes are on, and the wagon does not move.

(i) Draw one arrow on the diagram to show the direction of the force which prevents the wagon from moving.

1 mark

(ii) Is the force which prevents the wagon from moving greater than, equal to or less than the pull of the engine?

.................................................................................................. 1 mark


(b) (i) When the wagon’s brakes are off, the engine pulls the wagon forwards. A frictional force also acts on the wagon. In what direction does the frictional force act?

1 mark

(ii) The pull of the engine is 5000 N. When the wagon’s speed is increasing, how large is the frictional force? Tick the correct box.

zero

between 0 and 5000 N

5000 N

more than 5000 N

1 mark

(c) After a while, the wagon travels at a steady speed. The engine is still pulling with a force of 5000 N.

How large is the frictional force now?Tick the correct box.

zero

between 0 and 5000 N

5000 N

more than 5000 N

1 mark



When a car is being driven along, two horizontal forces affect its motion.One is air resistance and the other is the forward force.

(a) (i) Explain how molecules in the air cause air resistance.

..................................................................................................

..................................................................................................1 mark

(ii) Explain why air resistance is larger when the car is travelling faster.

..................................................................................................

..................................................................................................1 mark

(b) (i) Compare the sizes of the forward force and the air resistance when the car is speeding up.

The forward force is

..................................................................................................1 mark

(ii) Compare the sizes of the two forces while the car is moving at a steady 30 miles per hour.

The forward force is

..................................................................................................1 mark

(c) The forward force has to be larger when the car is travelling at a steady 60 mph than when it is travelling at a steady 30 mph. Why is this?

............................................................................................................

............................................................................................................1 mark


(d) The forward force is the result of the tyres not being able to spin on the road surface.What is the name of the force that stops the tyres spinning?

.....................................................................1 mark

Maximum 6 marks

QUESTION 6

Anil sits on a mat at the top of a helter-skelter and then slides down a chute around the outside.


chute

A

B

m at

(a) (i) Name two of the forces acting on Anil as he slides from point A to point B.

1. ....................................................................

2. ....................................................................2 marks

(ii) As Anil slides from point A to point B, the forces acting on him are balanced.

Describe Anil's speed when the forces acting on him are balanced.

..................................................................................................1 mark

(b) Anil goes back for a second go. This time he sits on a smooth cushion instead of a mat.

He goes much faster on the cushion. Give the reason for this.

............................................................................................................1 mark

(c) On his third go Anil lies back on the cushion with his arms by his side.

What happens to his speed? Give the reason for your answer.

............................................................................................................


............................................................................................................

............................................................................................................2 marks


In a storm, a small ship was blown onto a beach. Now it is calm and there is no wind. A tugboat is trying to pull the ship off the beach.

(a) The tugboat pulls the ship with a force of 25 000 N.

The ship does not move because of the force of friction acting on it.

(i) Tick one box to show the size of the frictional force acting on the ship.

zero

more than zero but less than 25 000 N

25 000 N

more than 25 000 N

1 mark

(ii) Add an arrow to the drawing to show the direction of the frictional force acting on the ship.

1 mark

(b) When the tide is higher, the tugboat again pulls the ship with a steady force of 25 000 N. The ship begins to move.


Once the ship is off the beach, the tugboat continues to pull the ship with a force of 25 000 N.A frictional force due to the water acts on the ship.

(i) At first, the speed of the ship increases.

Tick one box to describe the frictional force acting on the ship while its speed is increasing.

zero


25 000 N

more than 25 000 N

1 mark

(ii) After a short while, the ship reaches a steady speed. The tugboat continues to pull with a force of 25 000 N.

Tick one box to describe the frictional force acting on the ship while it is going at a steady speed.

zero


25 000 N

more than 25 000 N

1 mark

(iii) The ship is towed to the north. What is the direction of the frictional force acting on the ship?

..................................................................................................1 mark


(a) The ‘two second rule’ is a rule for car drivers. The rule is as follows:


‘Leave enough space between you and the vehicle in front so that you can pull up safely if it suddenly slows down or stops. . . A two second time gap may be sufficient. . . Use stationary objects (eg lamp-posts) to help you keep a two second gap.’

(The Highway Code, 1993)

(i) The traffic is moving at 20 m/s, and a driver is keeping to the ‘two second rule’.What is the distance between the driver and the car in front?

..................................................................................................1 mark

(ii) The traffic increases its speed to 25 m/s, but the driver stays the same distance from the car in front.She sees the car in front pass a lamp post.How long will it take her to reach the same lamp post?

..................................................................................................

................................................................................................s1 mark

(b) The driver decides to check her speedometer while driving along a motorway. She measures how long it takes her to travel 6 km. It takes her exactly 4 minutes.What was her speed in km/h? Show your working.

............................................................................................................

............................................................................................................

....................................................................................................km/h2 marks

Maximum 4 marks

QUESTION 9

Speed cameras are used to detect motorists who break the speed limit. A number of lines 2 m apart are painted on the road. As a speeding car crosses the painted lines, the camera takes two photographs, 0.5 s apart.


(a) (i) How far did the car move between the two photographs? Give the correct unit.

..................................................................................................

..................................................................................................1 mark

(ii) How fast is the car in the photographs moving?

..................................................................................................

........................................................................................... m/s1 mark

(b) It takes 0.0002 s to take each photograph.How far does the car move while the speed camera is taking one photograph?

............................................................................................................

........................................................................................................m1 mark

(c) The speed camera gives out bright flashes to provide enough light for the photographs.How does the light from the flash get back to the camera to produce the photographs?

............................................................................................................

............................................................................................................1 mark

Maximum 4 marks

QUESTION 10

A video recorder is loaded with a tape which plays for 180 minutes.The length of the tape is 260 m.

(a) (i) Calculate the speed of the tape, in metres per minute.


……………………………………….………………………………

……………………………………….………………………m/min1 mark

(ii) What is the speed of the tape in metres per second?

……………………………………….…………………………m/s1 mark

(b) To rewind the tape quickly, a different motor is used, which rewinds the tape at a maximum speed of 1.08 m/s.

(i) At this speed, how long would it take to rewind the tape completely?Give the units.

……………………………………….………………………………

……………………………………….………………………………1 mark

(ii) In fact, it takes slightly longer than this to rewind the tape.Explain why.

……………………………………….………………………………1 mark

Maximum 4 marks

QUESTION 11

A remote-controlled car was timed over a period of 10 seconds. A graph of distance against time is shown below.


20

16

12

8

4

00 2 4 6 8 10

tim e, in seconds

d istance , inm etres

(a) Describe the motion of the car between:

(i) 2 seconds and 6 seconds;

..................................................................................................1 mark

(ii) 9 seconds and 10 seconds.

..................................................................................................1 mark

(b) Calculate the average speed of the car between 0 and 10 seconds. Give the unit.

............................................................................................................

............................................................................................................2 marks

(c) The diagram below shows two of the forces acting on the car when it is moving.


(i) When the motor was switched off, the car slowed down and then stopped.

While the car was slowing down, which of the following was true? Tick the correct box.

Friction was zero and the forward force was greater than zero.

The forward force was zero and friction was greater than zero.

Friction was zero and the forward force was zero.

The forward force and friction were both greater than zero.

1 mark

(ii) Use the graph to find the time when the car started to slow down.

The car started to slow down after ............ s.1 mark

Maximum 6 marks

QUESTION 1

The drawing shows a very old set of scales. It can be used to check the weights of silver coins.


pivo t

pan X pan Y

(a) Rema puts a silver coin in pan X. There is nothing in pan Y.In which direction does pan X move?

…………………………………………1 mark

(b) The table shows the weights of five silver coins.

Silver coin weight in mN

A 106

B 112

C 98

D 112

E 120

Rema puts one coin in each pan of the scales. Which two coins will make the scales balance? Give the letters.

……………… and ………………1 mark

(c) Coin A is placed in pan X, and coin C is placed in pan Y.In which direction does pan X move?

……………………………...1 mark

(d) In another experiment, coin B is placed in pan X, and one of the other coins is placed in pan Y. Pan X goes up.


pan X

pan Y

BR

I

T I S H P EN

CE

BR

I

TI S H P E

N

CE

coin B

co in in pan Y

Which coin is in pan Y? Give the letter.

………….1 mark

(e) Rema knows the weights of the five silver coins in the table. She also has a gold coin.Explain how she could use the coins and the scales to find the approximate weight of the gold coin.

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………

………………………………………………………………………………2 marks

Maximum 6 marks

QUESTION 2

Five people take it in turns to sit on a see-saw. The table gives the weight of each person.

person weight, in N

Jack 510

Ellie 540


Rosie 490

Maggy 540

Andy 560

(a) Andy sits at one end, but there is nobody on the other end.

Andy sits on the see-saw. In which direction does his end of the see-saw move?

...................................................................1 mark

(b) Which two people in the table above could make the see-saw balance?

………………………..……...…......and………………….......………….1 mark

Use information in the table to help you answer parts (c) and (d).

(c) Rosie sits on end A, and Jack sits on end B.


They lift their feet.What happens to each end of the see-saw?Write up or down in the boxes under Rosie and Jack.

1 mark

(d) Ellie sits on end A, and another of the group sits on end B.Ellie's end stays down.

Who could be on end B?

...................................................................1 mark

Maximum 4 marks

QUESTION 3

Tom tries on four types of footwear in a sports shop.

ski boot trainer


ice skate walking boot

(a) (i) When Tom tries on the footwear, which one sinks into the carpet the most?

..................................................................................................1 mark

(ii) When Tom tries on the footwear, what is the same for each type of footwear? Tick the correct box.

the area of the footwear

Tom’s weight on the footwear

the material of the footwear

the weight of the footwear

1 mark

(b) The drawing below shows a snowshoe.

snow shoe

How do snowshoes help people to walk in deep snow?

............................................................................................................

............................................................................................................1 mark


(c) Choose the correct word from the list to complete the sentence below.

air resistance friction gravity magnetism

When Tom is ice skating the force of ................................................

between the skate and the ice is less than when he is walking on a

carpet.1 mark


Ruth is investigating how much a piece of wood can bend. She hangs some masses on the end of the piece of wood and measures how far the wood has bent.

bench clam p p iece of w ood

rule r to m easurehow m uch thep iece of w oodhas bent

m asses

(a) Give the name of the force which pulls the masses downwards.

....................................................................1 mark

(b) The graph below shows Ruth’s results.

1 8

1 6

1 4

1 2

1 0

8

6

4

2

00 1 0 0 2 0 0 3 0 0 4 0 0 5 0 0

d is tan c e th ep ie ce o f w o o d h asb en t in m m

m ass in g


(i) Complete the graph by drawing a straight line of best fit.1 mark

(ii) A mass of 350 g is hung on the piece of wood. How much does the wood bend?

......................….. mm1 mark

Maximum 3 marks

QUESTION 5

The drawing shows a boy with a bow and arrow. He is holding the arrow and pulling it back.

(a) Two horizontal forces act on the arrow. These are the force exerted by the boy’s hand and the force exerted by the string. The arrow is not moving.

The boy pulls the arrow with a force of 150 N. What is the size of the force exerted by the string on the arrow?

...................... N


1 mark

(b) When the boy lets go of the arrow, it starts to move forward.

Explain why it starts to move.

............................................................................................................

............................................................................................................1 mark

(c) The arrow flies across a field and hits a target.

Two forces act on the arrow while it is in the air. Air resistance acts in the opposite direction to the movement, and gravity acts downwards. These two forces cannot balance each other, even when they are the same size. Why is this?

............................................................................................................

............................................................................................................1 mark

(d) The arrow has a sharp pointed end. When the arrow hits the target, the sharp point exerts a very large pressure on the target.

Why does a sharp pointed end exert a larger pressure than a blunt end?

............................................................................................................

............................................................................................................1 mark


A drawing pin is pressed into a notice board.

area 0 .1 m m

area 100 m m

2

2

The pin is pressed into the notice board with a force of 20 N.The head of the drawing pin has an area of 100 mm2.The point of the pin has an area of 0.1 mm2.

(a) What is the size of the force exerted by the point of the pin on the notice board?

........................................................................................................ N


1 mark

(b) Calculate the pressure exerted by the point of the drawing pin. Give the unit.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................2 marks

Maximum 3 marks

QUESTION 7

(a) A ladder is hung on one hook so that it balances horizontally.

Draw an arrow on the diagram below to show the position of the

hook.

1 mark

(b) A window cleaner puts the ladder on his shoulder in the position shown.

(i) The weight of the ladder acts at its centre, as shown. Calculate the turning effect, or moment, about his shoulder due to the weight of the ladder. Give the unit.

..................................................................................................

..................................................................................................


2 marks

The window cleaner hooks his bucket onto the ladder as shown in the diagram.The bucket weighs 15 N and is 0.8 m from his shoulder.

(ii) Calculate the turning effect, or moment, about his shoulder due to the weight of the bucket only.

..................................................................................................

..................................................................................................1 mark

(iii) Calculate the size and direction (clockwise or anticlockwise) of the total turning effect, or moment, about his shoulder due to the weight of the ladder and the weight of the bucket.

..................................................................................................

..................................................................................................1 mark

(c) To keep the ladder and bucket balanced on his shoulder, the window cleaner has to pull down with his hand.

(i) How can he move the ladder on his shoulder to reduce the force his hand has to balance?


..................................................................................................

..................................................................................................1 mark

(ii) How could he change the position of the bucket to reduce the force his hand has to balance?

..................................................................................................1 mark

Maximum 7 marks

QUESTION 8

Karen wants to pump up her car tyre.Her pump has a piston with an area of 7 cm2.

a rea = 7 cm 2

175 N

Karen pushes the handle down with a force of 175 N.

(a) What pressure does she exert on the air in the pump?

............................................................................................................

.................................................................................................N/cm2

1 mark

(b) The air pressure in the tyre is 27 N/cm2.What pressure would be needed in the pump in order to pump more air into the tyre?

............................................................................................................

............................................................................................................1 mark


(c) Another of Karen’s car tyres exerts a pressure of 30 N/cm2 on the road. The area of the tyre in contact with the road is 95 cm2What is the force exerted by the tyre on the road?

.........................................................................................................N1 mark

Maximum 3 marks

QUESTION 9

A pen cap floats in a plastic lemonade bottle three-quarters full of water.If you squeeze the bottle the pen cap sinks to the bottom.If you then let go of the bottle, the pen cap floats to the surface.

p lastic bo ttle

a ir

a ir

w a te r

pen cap

tab le

(a) When the bottle is squeezed what, if anything, happens to:

(i) the distance between the air molecules inside the bottle?

..................................................................................................1 mark

(ii) the distance between the water molecules inside the bottle?

..................................................................................................1 mark

(iii) the pressure of the air trapped inside the pen cap?

..................................................................................................1 mark


(iv) the volume of the air trapped inside the pen cap?

..................................................................................................1 mark

(b) Explain why the pen cap sinks when you squeeze the bottle.

............................................................................................................

............................................................................................................

............................................................................................................

............................................................................................................2 marks


(a)

weight10 N

A vase is held at an angle as shown in the diagram above. When it is released it falls back on its base.

Explain why, in terms of moments.

…..…………………………………………………………………………………

…..…………………………………………………………………………………1 mark


(b)

force

vase tiltsaround th is point

w eight10 N

5 cm

25 cm

In the diagram above, the top of the vase is being given a push. The force is just large enough to make the vase start to tilt.

(i) Calculate the size of the force. Show your working and give the correct unit.

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................

..................................................................................................3 marks

(ii) If the base of the vase were wider, a larger force would be needed to make the vase start to tilt. Explain why, in terms of moments.

..................................................................................................

..................................................................................................1 mark

Maximum 5 marks


QUESTION 11

(a) Diagram 1 is a simplified drawing of bones and muscles in a left leg viewed from the outer side.

(i) Muscle A contracts. What effect does this have on the leg?

..................................................................................................

..................................................................................................1 mark

(ii) Muscles are found in antagonistic pairs. Write the letters of the pair of muscles which control the bending and straightening of the leg at the knee.

..................................................................................................1 mark

(iii) When one muscle of an antagonistic pair contracts the other muscle does not relax completely, but maintains some tension.

What is the advantage of maintaining tension in both muscles.

..................................................................................................

..................................................................................................1 mark


(b) Diagram 2 shows the elbow joint. Tissue X covers the ends of the bones at the joint.

(i) Give the name of tissue X. …………………………………………………….1 mark

(ii) Osteoarthritis is a very painful condition. In the joints of people with osteoarthritis small pieces of tissue X break off.Suggest two effects this could have on the joint.

..................................................................................................

..................................................................................................

..................................................................................................2 marks

(c) Tendons are shown in diagram 1 and ligaments are shown in diagram 2. Ligaments can stretch much more than tendons.

(i) Explain why ligaments at the elbow need to stretch.

..................................................................................................

..................................................................................................1 mark

(ii) Explain why it is necessary that tendons hardly stretch at all when a muscle contracts.

..................................................................................................

..................................................................................................1 mark

Maximum 8 marks


9K Summary SheetsSpeeding up

Calculating speed Speed tells us how fast something is going.

We can work out the mean (average) speed of something by using this formula:

mean speed = distance travelled ÷ time taken.

Speed can be measured in: • metres per second (m/s)• kilometres per hour (km/h)• miles per hour (mph).

We can show how things move on a distance–time graph. This graph shows Kieron walking to school.

Forces Balanced forces are forces which are the same size but work in opposite directions. Unbalanced forces make things change speed, change shape or change direction.

If forces are balanced:• a stationary object stays stationary


• a moving object continues to move at the same speed.

If forces are unbalanced:• a stationary object will start to move• a moving object will change its speed or direction.

The motorbike is accelerating because the forward force is greater than the backward force.

The motorbike is going at a steady speed. The forces are balanced.

A car or motorbike uses fuel to move at a steady speed because it needs a force from the engine to balance the forces of air resistance and friction.

The amount of air resistance on something can be reduced by giving it a smooth, streamlined shape. The air resistance increases as the speed increases, so cars use up more fuel per mile when they are travelling fast. Air resistance is caused by air particles hitting the moving object. The particles transfer energy to the object, which is why objects moving through air can get hot.

The forces on a skydiver change during a jump. Her weight is the same all the time, but her air resistance changes during the jump. We can use a speed–time graph to show what happens.


• At A she has just jumped out of the plane so she has only just started to move downwards. Her air resistance is very small.

• At B her air resistance is bigger, but not as big as her weight so she is still gaining speed.

• At C the forces on her are balanced so she falls at a steady speed.

• At D she has opened her parachute. The air resistance force is suddenly a lot bigger than her weight, so she slows down.

• At E the forces are balanced again, and she will continue to fall at a steady speed until she reaches the ground.

9L Summary SheetsPressure and moments

Pressure on solids

A The thumb is putting a force onto the head of the pin. The force is transferred to the point of the pin. This is a very small area, so there is a very large pressure on the board, and the pin goes in.

B The thumb is putting a force on the board. The area of the thumb is much larger than the area of the pin point, so there is only a small pressure on the board. The thumb does not go into the board.

Examples of a small area giving a large pressure:

Sharp knife. Ice skates.

Examples of a large area giving a small pressure:


Snow shoes. Camel on sand.

We can work out the pressure on something by using this formula:

pressure = force ÷ area

Pressure can be measured in: • newtons per square metre (N/m2)• newtons per square centimetre (N/cm2)• pascals (Pa).

1 Pa = 1 N/m2

Pressure in liquids and gasesBoth gases and liquids are fluids. Fluids can flow. Pressure in fluids acts in all directions. The particles in fluids are moving all the time and hitting the walls of containers or other things they come into contact with. The force of the collisions causes pressure which acts in all directions.

The swimmer is floating because pressure in the water provides a force called upthrust, which balances the force of gravity. As you go deeper into the sea, pressure increases because there is more water above you pressing down. Dams are made with thicker walls at the bottom to withstand the pressure.

Uses of pressure in liquids and gases


Gases can be compressed. The pressure in a compressed gas is higher because there are more molecules moving around and hitting the walls of the container. Pneumatic tyres contain compressed air and this keeps the tyre inflated and helps to soften a bumpy ride.

Liquids cannot be compressed. Liquids are used in hydraulic systems which can be used to increase the size of a force. Hydraulics are used in car braking systems.

Example

Pressure = force ÷ area

The pressure on the water is 25 N .5 cm2

This is 5 N/cm2.

The area at the end of the other syringe is 12 cm2.

Force = pressure area

The output force is 5 N/cm2 12 cm2 = 60 N.

LeversForces can be used to turn objects around pivots. A pivot is also known as a fulcrum.

Levers work by magnifying the force that is put in or the distance it moves.

The hammer is acting as a force multiplier.

Moments


A turning force is called a moment. Moments are measured in newton centimetres (N cm) or newton metres (N m).

Small moment. Big moment.

The longer the distance the greater the moment. It is easier to turn the long spanner than the short one.

When an object is balanced, the anticlockwise moment = the clockwise moment.

In the example above:

the anticlockwise moment = 300 N 2 m= 600 Nm

the clockwise moment = 400N 1.5 m= 600 Nm

The clockwise and anticlockwise moments are the same, so the seesaw is balanced or in equilibrium.

Cranes use the principle of moments. The moment from the load is balanced by the moment from the concrete blocks to stop the crane toppling over.

Smithdon High School 204The answers you give to this survey are confidential. You do not have to answer any questions if you do not want to.

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