Integrated Science For Jamaica Teachers Guide

Integrated
Science
for Jamaica
Teachers
Guide
David Sang
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the World
www.pearsoncaribbean.com
Pearson Education Limited 2011
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Patents Act, 1988.
All rights reserved. No part of this publication may be reproduced in any
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First published 2011
20 19 18 17 16 15 14 13 12 11
IMP 10987654321
ISBN: 978-0-4350-4615-6
Designed by The Pen and Ink Book Co Ltd
Original illustrations Pearson Education Limited 2011
All other images Pearson Education
Every effort has been made to trace the copyright holders and we
apologise in advance for any unintentional omissions. We would be
pleased to insert the appropriate acknowledgement in any subsequent
edition of this publication.
1 Introduction 1
2 Safety information 3
Safety icons 4
3 Lesson planning 5
Planning a field trip 5
Reference materials 6
Help from the Association for Science Education (UK) 6
4 Notes on teaching selected topics 7
Health 7
Chemistry 7
Biology 8
Teaching about energy 9
Teaching about electricity 12
5 ICT resources for teaching science 15
Using ICT 15
General ICT resources 16
6 Answers to questions 17
Workbook 1 17
Workbook 2 48
Workbook 3 80
Contents
Teachers Guide
iii
1
Observation, experimentation, interpretation and evaluation form
the basic steps of scientific and technological enquiry. The use of
these tools is therefore an integral component of the Integrated
Science for Jamaica series. These skills cannot develop in a
vacuum, and the cognitive development of the student has to go
hand in hand with scientific and technological development. The
three books in the series are arranged using themes and topics in
an integrated approach so that some measure of conceptual
development, together with analytical and evaluative skills, can
be achieved by all students. Carefully focused activities, including
those in the three accompanying workbooks, ensure that students
acquire skills in problem solving and critical thinking.
Technology is an integral part of human development. The
authors have included technology specific to the Caribbean area
and, through exercises, have set the stage for the development of
innovative thought from both teachers and students. Students are
encouraged to use new technology, computers and the Internet to
access materials and to visit places where technology is used in
everyday life and for more specialised purposes.
Students are also encouraged to be inventors and innovators.
Many secondary schools have technology departments where
students ideas can be turned into prototypes and their designs
can then be tested for suitability and practicability. Some private
companies and government departments will also give assistance
in this area of school/community collaboration.
This type of activity forms the foundation for the more advanced
work required at the higher levels, where students are expected
to plan and design based on their ideas and concepts. The
Integrated Science for Jamaica series provides a firm foundation
in science education for all lower secondary school students,
particularly those going on to study for CSEC examinations.
The social, moral and environmental effects of science and
technology have also been addressed throughout the books,
through fact-finding research, discovery items and discussions.
As students acquire knowledge, there should be a marked
positive change in attitudes and values, allowing for the growth of
the individual and thus fostering a solid foundation for the future
sustainable development of the region.
As a teacher, you are encouraged to use both the formal and non-
formal sectors as resource bases for assistance in the sourcing of
information and materials. Many groups in the non-formal sector
will willingly assist with nature walks, hikes, round table/panel
discussions, and buzz group sessions. It is important to arrange
Introduction
Teachers Guide
1
prior consultation with those giving assistance and to draw up a
relevant work plan before any exercise is undertaken.
Mathematical concepts and principles are also important to the
successful realisation of scientific and technological thoughts and
precision of presentations. Mathematics has been integrated into
appropriate areas of books 1, 2 and 3, strengthening a positive
perception of mathematics as a tool of the scientific process.
Much of the subject matter of books 1, 2 and 3 can be carried
into other subject areas. Teachers might consider team teaching
as a part of handling the curriculum. Encourage students to write
in standard English and to write about subject matter from their
science lessons in other areas of the curriculum. Some of the
information can be taught or evaluated by having the students
write poetry, make a dramatic presentation of a topic, express
themselves through dance or art, and so on. Suggestions have
been made for such activities, and of course you can prepare
similar activities in other areas.
The same framework is used in each unit of the three books. The
units are divided into topics. Each topic begins with clearly set
out objectives and finishes with a summary section, followed by
questions that help students to consolidate their knowledge and
understanding. By the end of year 1, and throughout years 2 and
3, you should see the students acquiring the following skills:
leadership
team building
organisation
research
safety awareness
communication
creativity
working with materials
critical thinking
problem solving.
Tests at the end of each book develop those skills required for
assessment.
This Teachers Guide provides additional information on safety,
suggested teaching strategies and advice on teaching particular
subjects. It also contains the answers to the questions in
workbooks 1, 2 and 3.
2
1
Introduction
2
One might expect the laboratory to be a dangerous place. After
all, teachers, technicians and students are handling potentially
dangerous materials and equipment. Fortunately, the number of
accidents is small compared with physical activities such as
football, athletics and cricket. When accidents do occur, however,
the name of the school and the teachers can be highlighted in the
local press and there may be repercussions.
The Head of Department is crucial in setting a good example and
monitoring that the other teachers are doing the same. Health
and safety issues should be discussed in all departmental
meetings, and relevant information should be given to new
teachers, student teachers and other visitors. In fact, it is good
practice to have an agreed and written departmental safety
policy.
You should carry out a risk assessment of any practical activity
before tackling it with students, and should identify any hazards
associated with procedures. This is obvious with chemicals
because the course identifies hazardous chemicals; for example
ethanol is highly flammable. A risk assessment should also look
at the type and size of the room, the number of students who will
be involved in the activity, ventilation, use of equipment with
sharp edges, badly maintained equipment, (e.g. electrical
equipment with loose wiring in the plug), your own expertise and
the behaviour of the students. You must also decide on the level
of personal protective equipment required. In schools and
colleges, eye protection is necessary. If you feel that the activity
cannot be done by the students, then you could use other
strategies such as doing a demonstration, asking a technician to
demonstrate, or showing a video.
The most effective approach seems to be to include the results of
the risk assessment in schemes of work and to highlight the
essential features in the students worksheets. In general,
students should not be left unsupervised in the laboratory. You
should ensure that students know what to do in an emergency
such as a fire. Make sure you know the escape route from the
classroom, the location of fire-fighting equipment and the nearest
first aid kit, and where to turn off the gas and electricity at the
main supply to the laboratory. Laboratories must be left safe and
all machinery, gas taps and electrical apparatus must be turned
off when not in use. If any equipment needs to be left running for
a particular experiment, then special arrangements must be
made.
At the beginning of the school year, make sure that students have
a copy of the school safety rules for working in the science lab.
Safety information
Teachers Guide
3
These should be stuck into their exercise books or placed in a
work folder for easy reference.
It might seem tempting to avoid all practical work in order to
reduce the risk of injury from an accident to zero. However,
education is training for life. Students will come into contact with
hazardous chemicals and equipment throughout their lives.
Learning to recognise and cope with such situations is a part of
their science education.
There are no practical activities included in these books which
cannot be carried out safely, providing you pay due attention to
safety while planning your teaching scheme. We hope that you
and your students will enjoy them!
Safety icons
The following symbol is a mandatory symbol, showing when eye
protection should be worn.
The following are standard hazard warning symbols that students
are likely to encounter in the laboratory (and in everyday life).
They are used in the Integrated Science student books to warn of
any hazards associated with the activities.
Corrosive
Toxic
Harmful or irritant
Highly flammable
Oxidising
Danger! Care needed!
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2
Safety information
3
Planning a field trip
All stages of the lesson planning process should be clearly
identified. The flowchart below shows the detailed planning for a
field trip. Note that in this case, managerial objectives have been
included with the instructional and behavioural objectives. By
flowcharting the activities of the lesson, you can check for:
prior knowledge required by the students
gaps and overlap in lesson content
areas where team teaching might be more effective
the need for prior preparation of equipment and materials
critical issues attendant to effective delivery.
Remember to allow sufficient time to prepare for the trip, to
arrange transport and to order any pieces of equipment that
might be required. You must always carry out a preliminary visit
to the site and research what you want to do on the trip. Set clear
objectives for the students, assign tasks and discuss instructions
with them before you leave. Make sure they have the relevant
safety information and appropriate clothing.
Figure 3.1 Planning flowchart for a fieldtrip
Lesson planning
Teachers Guide
5
During the field trip, you should work together with the students
to collect enough information to achieve the objectives of the trip.
After the field trip, you should evaluate the planning process and
the organisation of the trip. Also discuss the trip with the
students. The students should prepare their own report, saying
what their objectives were and how far they were met by the
research on the field trip.
Reference materials
It is good practice to have a list of the reference material used for
the preparation of the lesson. A list of suitable websites is
included in this Teachers Guide to get you started.
Help from the Association for Science
Education (UK)
The UKs Association for Science Education (www.ase.org.uk;
Association for Science Education, College Lane, Hatfield,
Hertfordshire, AL10 9AA UK. Tel + 44 1707 283 000,
Fax + 44 1707 266 532) produces many materials to support
science education. The following series of books give a general
overview of their subject, together with detailed teaching
approaches, ideas for activities, extension material and further
resources.
Teaching Secondary Physics ISBN 978 14441 2430 9
Teaching Secondary Biology ISBN 978 14441 2431 6
Teaching Secondary Chemistry ISBN 978 07195 7638 6
Teaching Scientific Enquiry ISBN 978 07195 8618 7
Teaching Science Using ICT ISBN 978 07195 8071 0
Teaching How Science Works ISBN 978 03409 4139 3
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Lesson planning
4
Health
Make sure you are aware of any health problems or conditions
that students may have before asking them to undertake physical
activity as part of an experiment.
Chemistry
General
Care should always be taken when heating materials; such
experiments should take place in a well-ventilated room. Eye
protection should be worn to protect against smoke and spitting.
Be aware that gases given off during heating may be toxic, so be
sure that students know the correct way to smell these gases.
For example, in Topic 14.5: Metals and non-metals (Book 3, page
59), the gases given off when iron sulfide or lead sulfide is heated
are toxic. In the electrolysis of copper(II) chloride (Book 3, page
60), toxic chlorine gas is produced.
Concentrations of solutions
Make sure you know the concentration of the solutions you are
using in chemical experiments. Use the lowest concentration that
will still ensure that the experiment produces the desired result.
For example, in Topic 11.3: Electricity in the home (Book 2, page
111), 0.1M sulfuric acid should be adequate for the activity
Making a simple cell. Similarly, in Topic 14.5: Metals and non-
metals (Book 3, page 60), in the activity Splitting up copper(II)
chloride, a 0.1M solution should work as well as the 1M solution
that is made by dissolving 10 g copper(II) chloride in 50 cm
3
water.
In Topic 14.6: Acids, bases (alkalis) and salts (Book 3, page
6465), a 0.1M concentration is a suitable concentration for the
following reagents:
ammonia
sodium carbonate
dilute sulfuric acid
dilute hydrogen peroxide.
About 1cm of each solution poured into a test tube is all that is
needed for the test on page 65 (Book 3).
For the activity Neutralising an alkali (Book 3, page 66) 0.1M
concentrations of each solution are recommended. For the
Notes on teaching selected topics
Teachers Guide
7
activity Making a salt (Book 3, page 68) solutions need to be

more concentrated so that a solid is produced 1M solutions of
sodium hydroxide and nitric acid are recommended.
In the activity Acids and metals in Topic 14.6 (Book 3, page 69), do
not use nitric acid. A 1M solution of hydrochloric acid and a 0.5M
solution of sulfuric acid are suggested. For the activity Whats the
gas? (Book 3, page 70) use a 1M solution of sulphuric acid.
In the activity How carbonates react with acids in Topic 14.6
(Book 3, page 71), use a 0.5M solution of sulfuric acid, a 1M
solution of hydrochloric acid and a 1M solution of nitric acid. For
the activity A metal oxide and an acid (Book 3, page 72) use a
0.5M solution of sulfuric acid.
What percentage of the air is used in burning a candle?
The activity What part of air is used up in burning? in Topic
12.3: Gases in the air (Book 2, page 145) does work, but the
determinant of when the candle flame is extinguished is not that
the jar has no oxygen left but rather the moment the carbon
dioxide blanket in the jar descends, putting it out. Conveniently,
this is usually when about one-fifth of the air has gone. The
experiment can be unreliable and the shape and volume of the
jar can be important.
Biology
Activity Does all the tongue detect all tastes? (Book
1, page 25)
The results of this experiment can be disappointing or
unexpected. Every part of the tongue contains receptors for the
four major tastes sweet, sour, salt and bitter but the numbers
of each receptor differ in different parts of the tongue. As people
get older the numbers of each receptor fall and so strong tastes
like curries and peppermints are easier to distinguish.
Food webs (Book 2, page 44)
The following information relates to food webs but the conceptual
approach it takes can be used to teach other areas effectively. A
concept map such as the food web shown in Figure 4.1 can be
used to introduce the lesson at the start or to summarise it at the
end. It can also be used as an effective assessment tool in which
you omit key pieces of information and ask the students to fill in
the correct information. The chart could also be used as a tool for
ongoing questioning during the lesson, for example Suggest an
animal that would eat the grass. Questions could ask students to
interpret the data, or to extrapolate from information given. For
example, What would happen to the ecosystem if coastal
development were to cause heavy silting of the sea grass beds?
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Figure 4.1 A food web in a sea grass bed. This web highlights the
importance of sea grass beds to three interacting ecosystems
Teaching about energy
Energy is covered in Unit 5 of Book 1 and Unit 11 of Book 2.
Energy is a concept that is vital to all branches of science.
However, it is also a term used in everyday conversation, so we
need to develop a more scientific view in our students. One
problem is that energy can be seen as an abstract concept it is a
quantity that can be calculated, and which remains constant even
when a change occurs in a closed system, but thats not
something to tell an
11-year-old! The following idea will help you to develop your
students ideas of energy.
Sources of energy (Topics 5.2 and 5.3)
This is a good place to start because the idea of energy is implicit
in fuels and other sources of energy. Students can develop
awareness of the energy sources that they use in their lives. Some
of these are hard to identify, however we dont all know where
and how our electricity is generated.
Energy changes (Topics 5.1 and 5.4)
Energy really only matters when something is changing. We can
picture the change in two ways:
The energy can change its form. This is an energy
transformation.
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Teachers Guide
The energy can be transferred from one place to another, or

from one object to another. This is an energy transfer.
Topic 5.4 concentrates on energy transformations. The word
conversion is also used but the advantage of the word
transformation is that it includes the word form within it. To
this end, students need to build up an understanding of different
forms of energy. It is best to do this gradually, adding forms to the
list as and when they are encountered. The forms of energy listed
in Table 4.1 can be thought of as energy on the move, travelling
from one place to another.
Table 4.1 Forms of moving energy
Now we come to forms of stored energy. An alternative term for
this is potential energy (PE).
Table 4.2 Forms of stored or potential energy
Heat energy We start with these because we can feel heat (for
Light energy example, coming from a flame) and we can see light. A
flame clearly is a source of energy, and these are the
two forms of energy we get from it.
Electrical energy We use electricity because it is a convenient way to
transfer energy from place to place. In a flashlight,
electrical energy is transferred from the battery to the
bulb.
Kinetic energy (KE) This is the energy of a moving object. Students will
appreciate that it takes energy to start something
moving. Imagine pushing a heavy car along the road.
Similarly, a moving object has energy, as you would
appreciate if you are hit by a cricket ball!
Chemical energy This is the energy stored in chemicals, which might
later react to release the energy. For example, a fuel
such as oil and the gas oxygen react and release heat
and light energy. Avoid making statements such as
the energy is stored in the bonds. This does not make
it any clearer and may lead to confusion later. After
all, it takes energy to break bonds, not to make them.
Gravitational This is the energy of a raised object, for example a ball
potential energy at the top of a slope.
Elastic potential This is the energy of a stretched or squashed object.
energy
Nuclear energy This is the energy that can be released from the
nucleus of an atom such as uranium; it is the nuclear
equivalent of chemical energy. (The term nuclear
energy is also, confusingly, used to refer to energy
produced from nuclear fuels see next page.)
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A confusion of terms
Unfortunately, we are overburdened with energy terms, not all
of which should be used to describe forms of energy. Usually, they
can be replaced by one or more of the terms listed above. For
example:
Solar energy is energy from the Sun. Sometimes this term is
used to refer to the light, heat and ultraviolet radiation that we
receive from the Sun; at other times, it is used to refer to the
electrical energy generated from solar radiation and it is also
used to refer to heating systems in which water is heated by
sunlight. Confusing! It is therefore best to avoid using the term
solar energy; instead using the term energy from the Sun.
Nuclear energy (and nuclear power) may refer to electricity
generated from nuclear fuels.
Alternative energy is a term with a rather vague meaning. It
usually refers to energy supplies, particularly electricity, that
do not come from conventional fossil-fuel sources.
Renewable energy is a way of describing energy supplies that
are never used up, for example, wind energy.
So, watch out for this confusion. Keep a strict list of correct terms
for energy. It will help your students if you gradually build up a
list, perhaps on a wall poster.
Heat energy or internal energy?
We can think of heat energy as energy travelling from place to
place (by conduction, convection or radiation). It travels because
of a temperature difference. Heat energy can also be thought of
as the energy stored by a hot object. If you heat an object with a
Bunsen flame it gets hotter it is storing the heat from the flame.
This idea is perpetuated in the term specific heat capacity,
which implies that an object has a capacity for heat. However,
this is not a very satisfactory use of the term. A better term is
internal energy. When an object is heated, the particles that it
consists of gain energy and move about more. The internal
energy of an object is the sum of the kinetic energy and potential
energy of all its particles. However, this is beyond the scope of
courses at this level the notion of internal energy can only be
grasped successfully when students have developed a kinetic
picture of matter.
Transferring energy
Once students have a grasp of forms of energy and their
transformations, they can think in more depth about how energy
is transferred from place to place. This can be:
11
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Teachers Guide
thermally as heat (see Book 2, Section 11.1)
electrically
by doing work by a force.
Conservation of energy
When an amount of energy is transformed to other forms, the
total amount of energy remains constant. This is not something
that can be proved; it is implicit in the definition of energy. We
talk about all forms of energy in joules, which implies that they
are all the same thing. In addition, by drawing Sankey (arrow)
diagrams to represent energy transformations (for example,
Figure 5.21, Book 1, page 148) we are representing the fact that
energy is conserved the width of the arrow remains constant. In
this way, students will grasp the idea of energy conservation
relatively intuitively. (It may help the students to discuss briefly
other things that are conserved. Mass is conserved (more or less):
if you react 1g of hydrogen gas with 8g of oxygen, you get 9g of
water. In this case, volume is not conserved: the water occupies
much less volume than the gases. Similarly, colour is not
conserved in a chemical reaction.)
The idea of conservation of energy can be taken further by
looking for energy that escapes or is lost in the course of a
physical or chemical change. We are usually concerned with heat
energy escaping. By looking at energy efficiency (Topic 5.4), we
can further emphasise the idea of conservation of energy.
Teaching about electricity
Unit 11 in Book 2 covers electricity and magnetism. You may wish
to divide this topic into two or three batches spread over the first
3 years of secondary school.
Electricity can appear mysterious to many students (and to many
adults!) because the flow of current in wires is invisible, and we
cannot see any change to a battery when it is used to supply a
circuit. We therefore need to give our students some physical
ideas to get hold of. We can do this by using lamps and meters to
show what is going on in a circuit. We can reinforce this by, for
example, drawing arrows on circuit diagrams to represent the
flow of current.
As is often the case in science, we need to be careful in our use of
language. The term electricity is rather vague. In everyday
speech it may refer to current, voltage or energy; it would be
more correct to use it to refer to the range of phenomena
associated with electric currents and voltages.
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Developing ideas
Here are some ideas to gradually build up your students
understanding. Topic 11.3 in Book 2 looks at sources of electricity.
This is a good place to start because it gives students a concrete
idea of where electricity comes from. (They will already know a
bit about this if you have studied Unit 5: Energy in Book 1.)
Electricity in the home (Topic 11.3 in Book 2) provides a useful
context for learning about conducting and insulating materials.
These ideas are covered here because they do not require a grasp
of what is going on inside wires or around circuits. Students will
rarely have to connect up circuits in everyday life. Appliances are
supplied with plugs fitted as standard, and the most they might
have to do is to change a fuse from time to time.
Current and voltage
Topic 11.3 in Book 2 also covers electrical circuits harder ideas
to grasp! Students are likely to confuse the concepts of current
and voltage (potential difference). The following approach will
help them with this.
Always refer to a flow of current through a component or
around a circuit. We normally think of current as flowing from
positive to negative. Your students may find it easier to think
of a current as a flow of electrons in wires, in which case the
flow is from negative to positive because electrons are
negatively charged.
When using an ammeter, emphasise that it is necessary to
break into the circuit to install the meter, so that the current
flows through the meter.
Always refer to the voltage between two points in a circuit, or
across a component. You may prefer to refer to voltage
difference or potential difference (p.d.), since the word
difference implies that we are considering two points.
When using a voltmeter, connect up a complete circuit first
and then add the meter. Emphasise that it has two leads, and
that these are connected to the two points between which you
wish to measure the voltage.
Electrical resistance
We need to be careful about the equation V = IR. Although this is
often referred to as the Ohms law equation, this is not strictly
true. If we rearrange the equation as follows:
R = V / I
We can see its true meaning: it is the definition of electrical
resistance. We can use this equation to calculate the resistance of
13
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Teachers Guide
a component, given the voltage across it and the current flowing
through it.
So what is Ohms law? We say that an object obeys Ohms law if
the current flowing through it is proportional to the voltage
across it. In the form of an equation:
I V, or
V / I = constant, or
R = constant.
This relationship applies only to certain components (usually
resistors). A filament lamp does not obey Ohms law (it is non-
ohmic), but the equation V = IR still applies if we want to
calculate the voltage, for example, at any particular value of the
current.
Series and parallel circuits
This topic (page 117, Book 2) will help to reinforce students
understanding of the difference between current and voltage as
they will have to think carefully about currents dividing up and
recombining, and the way in which voltages are divided (shared)
between components of a circuit.
Static electricity and magnetism
Historically, people imagined that static electricity and magnetism
were closely related phenomena. In the 17th and 18th centuries,
people experimented with amber and lodestone, which they
regarded as the archetypal electrical and magnetic materials,
and explored the attractive and repulsive forces that they
produced.
The two phenomena are linked at a fundamental level. However,
it is preferable to separate them in our students minds so you
may wish to teach these two topics at different points in the
curriculum. Some teachers prefer to deal with static electricity
before considering electric circuits. Although this can give
students a good idea of the nature of electric charge, some
students find this approach rather abstract because it deals with
phenomena that are largely observed in the laboratory rather
than in everyday life.
Activity Wiring a three-pin plug (Book 2, page 132)
Make sure that the practice plug has been damaged in such a
way that pupils cannot plug it into a socket. For example, bend
the pins.
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5
Using ICT
Internet and computing technology (ICT) has many uses in
science teaching. Here we give some guidelines on deciding what
to use. The main rule is to use ICT resources that add something
to your teaching in other words, resources that do something
desirable that you cannot do by some other means.
Many things, for example, dealing with individual students
misconceptions, are better dealt with by you than by using ICT.
Often, by asking a student questions, you can tease out what it is
they have in their minds, and how you can attempt to change this.
Dont forget that books and other print materials have many
advantages. It is easy to turn pages and scan text for points of
interest. Students can take books home. Many websites attempt to
reproduce textbooks, but this is not really making good use of ICT.
One note of caution check the source of the information on a
website and be alert to bias in the text and presentation of
information. It is also vital that you check each web address
before setting work based on it and before asking students to go to
that address.
ICT resources, such as websites, multimedia CD-ROMs, hardware
such as data loggers and sensors, and software such as spread -
sheet programmes, can do many things that you cannot easily do
yourself. Such resources are particularly useful for showing things
that are too small or too big, or too fast or too slow to show by
normal experimental work some examples are given in Table 5.1.
Table 5.1 Examples of situations when ICT is a useful tool in teaching
Too small Atoms are too small to see, but we can simulate them on a
computer and show how they move. This can be useful for
showing the differences between solids, liquids and gases (as
well as lots of chemical changes).
Too big The Solar System is big, but it can be modelled using software.
Too fast Falling objects move too fast for the detail of their motion to be
seen clearly. (You may have used ticker timers to enable
analysis of this motion.) Light gates and data loggers can
record a moving object, or the object can be filmed with a video
camera. Then the data collected can be analysed by computer.
Too slow You can record changes that take place over hours or days using
ICT, for example, changes in temperature and light level, which
can then be displayed graphically so that students can look for
correlations.
ICT resources for teaching science
Teachers Guide
15
ICT simulations can also be used to show underlying concepts.

For example, we cannot see forces directly, but we can represent
them by arrows and show how they change when an object
moves.
General ICT resources
www.schoolscience.co.uk is a free website produced by the UK
Association for Science Education that specialises in
developing resources linking all aspects of school science to its
applications and implications in industry. It includes links to
many other sites of interest.
These three sites provide detailed instructions for many
practical experiments and demonstrations:
www.practicalphysics.org, www.practicalchemistry.org and
www.practicalbiology.org
The Museum of Science, Art, and Human Perception has an
interesting site (www.exploratorium.edu) that covers a diverse
range of subjects including species diversity, fire and
astronomy. It also includes links to other sites.
www.howstuffworks.com covers a huge range of science
subjects and includes links to many other sites.
The National STEM Centre in the UK hosts thousands of
resources in its eLibrary; most can be freely downloaded:
http://www.nationalstemcentre.org.uk/elibrary/
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ICT resources for teaching science
6
Workbook 1
Unit 1: Introduction to Science
1.1 Science in everyday life
Whats the order?
Order = E, C, D, B, F, A
Ideas about technology
Students own ideas on any two technological applications that
are important in their own lives, e.g. from home/school/transport/
leisure time, and those of two other people interviewed.
Essay question
Points to look for:
lists some development of new products
points out their advantages compared with traditional
materials if an alternative exists
points out any disadvantages of the new product
balances arguments for and against and justifies their
conclusion.
1.2 Working like a scientist
Stages in an investigation
Order = F, B, E, H, D, A, G, C
Choosing equipment
Apparatus list: spatula (spoon), electric balance (scales),
measuring cylinder, glass rod (stirrer), timing instrument (e.g.
stopwatch, stopclock, digital timer), thermometer (to check the
water is at the same temperature for each test).
A source of heat might be included (e.g. if each test is carried out
at a set temperature above room temperature).
[NB: Water and the different types of sugar may be included but
only equipment is really asked for in the question.]
Lab report
Completed columns order as in workbook:
section of report order section of report order
precautions 6 analysis 5
aim 1 apparatus and materials 2
method 3 results 4
conclusion 7
Answers to questions
Teachers Guide
17
Recording results in a table

type of paper towel height of water (mm)
A 9
B 19
C 14
D 16
[NB: Alternatively height can be given in cm]
Choosing how to record your results
1 Investigation A: table and line graph
2 Investigation B: table and bar chart
3 Investigation C: table only
4 Results for investigation A:
length of spinners wings (cm) time to fall (s)
Results for investigation B
type of paper time to fall (s)
T
i
m
e

t
o

f
a
l
l

(
s
)
Length of spinners wings (cm) Type of paper
T
i
m
e

t
o

f
a
l
l

(
s
)
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Results for investigation C
plant how the seeds are spread
Recording your results: bar chart
Points to look for:
correct heights of each bar: tiles 12cm, carpet 20cm, wood
15cm, vinyl flooring 8cm
gap between each bar
each bar labelled correctly.
Analysis: looking for links
1 The length (distance) from the fingertips to the elbow in
different people.
2 The larger the hand span, the greater (longer) the distance
between the fingertips and elbow.
3 Carl had a smaller hand span than expected for someone with
his distance between fingertips and elbow. (or Carl had a
larger distance between fingertips and elbow than expected
for someone with his hand span.)
4 Repeat the test/measurements on a larger sample of people.
Analysis: elastic bands
1 The greater/larger/heavier the mass on the end of an elastic
band, the greater the distance/the further it stretches.
2 No, it does where the line is straight but not as the heavier
masses are used (examples of figures quoted from the graph).
3 The thicker an elastic band, the shorter the distance it
stretches.
Analysis: sugar dissolving
1 Points to look for in graph:
sensible scale chosen (even spacing up each axis; covers
most of the grid)
axes labelled, with units included, i.e.
x-axis = Temperature (C); y-axis = Time to dissolve (s)
points plotted accurately
smooth line drawn.
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Teachers Guide
2 The higher the temperature, the faster the sugar dissolves.
3
temperature (C) time to dissolve (s)
1st test 2nd test 3rd test average
20
30
40
50
60
1.3 Safety precautions
1
Corrosive
Toxic
Harmful or irritant
Highly flammable
Oxidising
Safety rules
Enter the lab as soon as you arrive.
Keep your coat and bags on top of the bench.
Tie long hair back.
Always walk in the lab and behave sensibly.
Open gas taps before using them to make sure gas is coming
out.
Do not open gas taps before you are ready to use them.
Do not touch any equipment in the lab unless a qualified
person instructs you.
Do not enter the lab unless a qualified supervisor is present.
Dos and donts
do these do not do these
Let hot objects cool down before Eat and drink in the lab.
touching them.
Ask for advice if you are unsure.
Mix together any chemical you want.
Wipe up any spills.
Point a test tube being heated away
from yourself and anyone else.
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1.4 Using our senses
Making sense of our senses
1 nose smell; nose scent
eye sight; eye light
ear hearing; ear sound
tongue sweetness; tongue taste
skin touch; skin hotness
or in sequences, e.g.
ear sound hearing; eye sight light, etc.
2 Students own sentences linking the words sensibly.
1.5 Using instruments and equipment to extend the use of
our senses
Quantities and units
length millimetre mm; length centimetre cm;
length metre m
volume cubic metre m
3
; volume litre l; volume cubic
centimetre cm
3
mass kilogram kg; mass gram g
time minute min; time hour h; time second s
temperature degrees Celsius C
Measuring instruments
1 volume
2 length
3 temperature
4 time
5 mass
The compound microscope
Answer to anagram = BIOVIEWER
eyepiece
tube focusing
knob
arm
objective
lenses
slide
clips
stage
mirror
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Teachers Guide
A look at lenses
Answers depend on lens used.
Introduction to Science crossword
Across: 1 method, 6 technology, 7 temperature, 8 meniscus,
9 tongue
Down: 1 microscope, 2 toxic, 3 a unit of mass, 4 table, 5 hearing
Unit 2: Grouping things
2.1 Why group things?
Putting things into groups
1 two screws; glue and paper clip; drawing pin, nail and staple
2 Answers will vary.
Classification
1 e.g. legs no legs; flowers no flowers; can fly cannot fly
2.2 Living and non-living things
Characteristics of living things
1
2 Across: 2 reproduction, 5 respiration, 6 sensitivity,
7 movement
Down: 1 growth, 3 excretion, 4 nutrition
A R R R R K Y S Q E W O B M E
T Q E P Y E W I B X H F E A S
I K P V T S R W Z H J P Z N X
O N R B I J Q R N G D G O G Q
N I O F V O H U F P Y I I P Y
J S D I I H T N E M E V O M F
G M U W T R W I D K X J N L T
O Y C V I A O C D Q I A I O N
U G T T S N R A H L J K Z R M
I I I L N A G I Q Z C L A J N
O O O T E Y S M P E O S M B K
N X N N S G D B T S C L L T C
I F U V X Z E I I P E U N V N
D P I C K N N O I T E R C X E
U T W H U H N N V D M F O C B
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The environment
1 Biotic: things that are alive, were alive or made from things
that were once alive
Abiotic: non-living things such as air, wind, soil or rain
Table: answers will vary for completion of the table.
2 Causes: burning fossil fuels such as coal, oil, and natural gas;
methane production from herds of cattle
Effects: more extreme weather effects, melting of polar ice
caps, rising sea levels, some species becoming extinct.
Movement
phototropism: plant shoots grow towards the light
hydrotropism: plant roots grow towards water
geotropism: plant roots grow towards gravity and shoots grow
away from it.
haptotropism: plant shoots and tendrils wrap around a solid
object such as a climber growing up another tree.
nastic movement: some flowers open during the day and close
at night
2.3 Plants and animals
Cells
1 Across: 1 micrometre, 6 chloroplast, 8 membrane,
9 deoxyribonucleic, 11 nucleus, 12 plant
Down: 2 cytoplasm, 3 vacuole, 4 chlorophyll, 5 wall, 7 Hooke,
10 cell
2 has a cell wall plant cell contains chlorophyll
has a nucleus both animal and plant cell has a nucleus
Microscopes and cells
Activity: Making a model cell from plasticine
Answers will vary.
cell wall
vacuole
chloroplast
Animal cell
cell membrane
nucleus
cytoplasm
Plant cell
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Teachers Guide
Activity: Making a model pizza cell
Answers will vary.
Why cells?
He named them after the small rooms, called cells, in which
monks lived.
Sort the steps
Order = A F E B D C
Chlorophyll
Animals can move around and catch their food. Plants cannot
move to catch food so have to make their own using
photosynthesis. For this they need the green pigment called
chlorophyll.
2.4 Grouping plants
A classification tree
Answers will vary.
Comparing plants
differences: the sugar cane has thin, narrow strap-shaped leaves
with parallel veins. The leaves originate from the base of the
plant. The strawberry has rounded leaves with branching veins
that originate from stems.
A the monocotyledonous plant is: the sugar cane because the
leaves are strap-like and the veins are parallel.
B the dicotyledonous plant is: the strawberry because the veins
on the leaf are branching.
Comparing seeds
similarities differences
Both have a food store. Bean seed has two halves called
cotyledons.
Bean seed has a seed coat called a
testa.
Maize does not have seed coat.
Maize has one papery thin cotyledon.
Maize is monocotyledonous because it has one cotyledon and the
bean is dicotyledonous because it has two cotyledons.
shoot
food store
root
food store
endosperm
embryo
plant
Bean Maize
testa
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2.5 Grouping animals
Word search
Examples of suitable descriptions (answers will vary):
amphibian: animals with wet skin and reproduce in water, e.g.
frogs.
annelid: the segmented worms, e.g. earthworm.
arachnid: invertebrates with eight legs and two body parts, e.g.
spiders.
arthropod: invertebrates with paired jointed legs and external
skeletons.
bird: flying vertebrate that has feathers.
cnidarian: soft-bodied invertebrate with stinging cells, e.g. jelly
fish and sea anemones.
crustacean: invertebrate with hard, external shell, e.g. crabs and
lobsters.
echinoderm: invertebrate with five parts arranged in a star
pattern, e.g. starfish and echinoderms.
fish: aquatic vertebrates that have gills and scales.
insect: invertebrate with six legs and three body parts, e.g. flies
and beetles.
mammal: warm blooded vertebrates that feed their young on milk.
mollusc: soft-bodied invertebrates with a foot, e.g. snails, slugs
and clams.
reptile: dry-skinned vertebrate that lays eggs, e.g. lizards.
vertebrate: an animal with a backbone.
Q S E C P E Z K Y X M Q P W F
A X K R H T L B F N K C R L O
I J D U N R D I L E N N A Q N
R G S S W E S C T Z D M T E B
L Y A T S H A I A P U R D V A
G M W A M A M M A L E T E K R
H R H C I T P Z I O C R P D A
L E B E V B H J X E T W L N C
M D O A D R I B S E A P A O H
J O W N R Y B N B C V J Q L N
F N L J H H I R E S Y C F O I
V I Z L V E A R T H R O P O D
F H M X U T N Q U P U F N D Y
X C G G E S N A I R A D I N C
T E U I M K C S U G C T M B V
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Teachers Guide
Classifying animals in seven steps
Answers will vary.
cockatoo blue whale howler monkey
kingdom animal animal animal
phylum vertebrate vertebrate vertebrate
class aves mammal mammal
order psittaciform cetacea primate
family cacatuidae balaenopteridae atelidea
genus balaenoptera alouatta
species musculus
Warm- or cold-blooded
Warm-blooded animals are always warm, at a constant
temperature, but cold-blooded animals may be cold on a cold day
or warm on a warm day.
Homoeothermic means having a constant body temperature and
includes all warm-blooded animals. Poikilothermic means having
a body temperature that changes with the surrounding
environmental temperature and is used to include all cold-
blooded animals.
Field trip results
1
description type of organism
cold-blooded
has a backbone
fish
covered in scales
has fins on its back
does not have hair or fur
warm-blooded bird
has a backbone
does not have hair, fur, scales or feathers
amphibian
cold-blooded but has a backbone
cold-blooded with backbone
reptile
body covered in scales but has no fins
body covered in hair/fur
warm-blooded mammal
has a backbone
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2
description type of organism
two pairs of antennae on head
body divided into segments crustacean
segments have two jointed legs
body not divided into segments cnidarian
body is a hollow sac surrounded by tentacles
soft body enclosed in a shell mollusc
not divided into segments
segmented body with four pairs of jointed legs arachnid
soft segmented body but has no legs annelid
body not segmented but divided into five spiny arms echinoderm
segmented body with three pairs of jointed legs insect
3
Invertebrates
1
name where it lives useful or harmful
earthworm Underground by burrowing It is useful because it drains and aerates
through the soil the soil ,which encourages plant root
growth
mosquito Warm countries; breeds in Can be harmful as it bites and sucks
lakes and pools blood and may carry malaria
cockroach Almost anywhere Can be harmful as it is a pest and lives
in our homes, damaging food.
termite Warm countries Can be harmful as it feeds on wood and
many homes are made from wood
bee Warm and cool countries Useful as it pollinates flowers and
provides us with honey
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Teachers Guide
has a backbone
yes no
covered covered piercing and
in fur in scales sucking mouthparts
no yes
hairless feathery
antennae antennae
mouse lizard
mosquito
butterfly moth
2
Rest of answers will vary.
3
Mammals
feature
1 Can regulate their body temperature
2 Coat of hair or fur
3 Limbs based on five digits
4 Strong jaws and teeth
5 Feed young on milk
2.6 Solids, liquids and gases
Solids, liquids or gases?
1
does it have its own fixed shape? does it spread out or flow easily?
solid yes no
liquid no yes
gas no yes
egg
adult
pupa
(chrysalis)
caterpillar
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leg
head thorax abdomen
eye
feeler
(antenna)
mouthparts
2
solids liquids gases
sugar water oxygen
concrete petrol nitrogen
steel oil carbon dioxide
plastic vinegar helium
Gas
Odd one out
1 Air, as it is a gas whereas the other are liquids.
2 Treacle, as it is a liquid whereas the others are solids.
3 Milk, as it is a liquid whereas the others are solids (powders).
Brownian motion
The particles are so small it is impossible to see them.
The particles would travel in a jittery, random path.
Ink problem
An even blue colour throughout the water.
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Teachers Guide
The water cycle
Water pollution
farm Chemicals get washed through the soil into groundwater,
which becomes polluted.
power plant Releases acidic gases into the atmosphere,
resulting in acid rain.
petrol station Rain washes spillages into drains and nearby
streams, which spread the pollution.
Water treatment plant
1 Alum is added to make tiny particles of clay stick together
(coagulate) and sink to the bottom of the tank as sediment.
2 Layers of sand.
3 To destroy disease-causing
organisms/bacteria/microorganisms.
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Water vapour cools and
condenses to form tiny droplets
of water.
Water evaporates
from the sea and
rises.
Clouds are blown by
winds.
Raindrops fall.
Rivers flow to the sea.
Heat radiates down
from the sun.
Unit 3: Living things and how they reproduce
3.1 The flowering plant
Differences between plants
1
differences
hibiscus poinsettia
single flower many small yellow flowers
red petals red leaves or bracts
stigma and style visible petals, stigma and style not visible
Features of a flower
1 To attract insects so that the insects will carry pollen and
pollinate another flower.
2 petals: brightly coloured to attract insects; sepals: protect the
flower when it is in bud; stamens: produce pollen to fertilise
another flower; carpels: receive pollen to fertilise the ovule
and produce a seed.
3 They use the wind to carry the pollen from flower to flower so
do not need to be brightly coloured to attract insects.
3.2 Floral parts
Parts of a flower
1
2 Across: 5 anther, 6 sepal, 7 filament, 8 ovary
Down: 1 style, 2 petal, 3 carpel, 4 stamen, 6 stigma, 8 ovule
Floral formula
Answers will vary.
3.3 Sexual reproduction in flowering plants
Structure and definition of sex cells
gamete male or female sex cell; zygote produced when male
petals
stigma
style
ovary
ovule
sepal
filament
s
t
a
m
e
n
anther
c
a
r
p
e
l
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Teachers Guide
and female sex cell join; embryo ball of cells formed by the
zygote dividing; ovule contains the female sex cell; pollen
contains the male sex cell; pollen tube structure through which
the male sex cell passes; pollination transfer of pollen from
male to female; fertilisation joining together of male and
female sex cell
Male and female parts of a flower
role of petals: brightly coloured to
attract insects.
role of nectaries: produce sweet,
sugary liquid to attract insects.
Pollination
1 I am made in the male anthers and I contain the male sex cell.
When insects visit the flower I get rubbed off onto the insect.
When the insect flies to another flower I get carried along and
get deposited on top of the female part of the flower called the
stigma. I now start to grow a pollen tube that passes down the
style and towards the ovary. My male sex cell travels along this
tube and reaches the ovule and fertilises it.
2 Correct answers top to bottom: self, cross, self, cross.
Fertilisation and seeds
2
nectaries
petals
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3
The food is stored in the cotyledon.
The embryo plant grows the shoot and roots.
The micropyle absorbs water for germination.
The testa protects the seed.
The hilum is the scar where the seed was attached to the seed
pod.
4 catapulting seed pods self dispersal; seed enclosed in
succulent fruit animal dispersal; seeds covered in hooks or
barbs animal dispersal; seed has hairy parachute wind or
water dispersal; seed has wings wind or water dispersal;
seed enclosed in bright coloured fruit animal dispersal; seed
contains air spaces wind or water dispersal
5 A animals, because fruit is coloured to attract animals.
B animals, because fruit is coloured to attract animals.
C animals, as seed has hooks to stick onto animals fur.
D wind, as seeds are light and fluffy to blow in the wind.
6 Advantages and disadvantages of producing a single seed: The
seed may be larger and have a much bigger food supply so is
more likely to survive and germinate.
Advantages and disadvantages of producing many seeds: Some
seeds may die but because there are so many there is a good
chance that some will survive and germinate.
3.4 Reproduction without seeds
Asexual reproduction
1 Asexual reproduction is reproduction involving only one
parent. Yeast can produce buds, which break off and develop
into new yeast cells. Amoeba can split into two to produce two
new amoebae.
2 Offspring produced by asexual reproduction are identical with
each other and with their parents. Offspring produced by
sexual reproduction all show variation between themselves
and their parents.
seed coat (testa)
embryo plant
cream-coloured cotyledon
micropyle
hilum
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Teachers Guide
Vegetative propagation
1
Examples: 1 corm crocus; 2 bulb daffodil; 3 tuber potato;
4 runner strawberry
2 corm stem; tuber stem, root; bulb leaf; runner stem
3 top left: tuber; top right: runner; bottom left: corm; bottom
right: bulb
Artificial methods of plant propagation
1 cuttings: a stem is cut off and dipped in rooting hormone
powder. The cut stem is planted and it grows new roots to
develop into a new plant.
layering: a leaf is cut and pinned down onto the soil surface.
Roots grow from the cut surface and a new plant develops.
grafting: a shoot is cut from a plant such as an orange tree.
It is then placed in a cut branch of a different tree such as a
lemon tree. The grafted shoot then develops to form a branch
growing oranges on a lemon tree.
tissue culture: cells from tissue such as a growing shoot are
grown in a special nutrient fluid and placed on agar gel. Each
cell can then grow to produce a new individual plant.
2 Grafting, because a shoot from one plant is attached to the
stem of a different plant. Grafting allows different species of
plants to grow on the same stem, such as oranges growing on
a lemon tree.
3 Answers will vary but should include the following points:
Clones are all genetically identical to one another and the
only differences are due to the environment.
Clones can be used to produce large numbers of individuals
with desirable characteristics, such as quickly producing
lots of a new variety of fruit tree.
A T X U B Q O C G D G Y O F O
C W V R P P A I A P R Q N Z Q
V S W U E N D P N F O Y I P N
R B N R S N Z E S T A Q B K Y
J D W V R U N W H R I H C N M
B C B Q F V Q U L F H E O I S
T L E R E X L Z R G S X B M R
L M A K Y A Y M E H B O M X J
I S R U Z E C T B L G L B S A
T J E O B P J N U Y G W I Q F
P C G H C D I B T P F H L A J
W S D T K H X K V E F T U H Z
V M J X U R D O F Y V G J Z T
D Q I M Z D X W K W K L X J M
Z Y U C M C E U V K O G L N K
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3.5 Seed structure and germination
Seed crossword
1 Across: 3 warmth, 4 radicle, 6 seedling, 7 root, 8 shoot
Down: 1 plumule, 2 germinate, 5 wet
Vernalisation
2 Vernalisation is when seeds have to be frozen before they can
germinate.
Germination
1 A The seed is absorbing water to dissolve the enzymes that
will allow germination to start.
B The root is growing down into the sol to absorb water and
minerals for growth.
C The shoot is growing up to the light and producing
chlorophyll so that photosynthesis can begin and the plant
no longer has to rely on its own food reserves.
D The plant is now established and growing into an adult
plant.
2
Beans produce a shoot from which leaves develop. In maize, the
leaves grow up around a coleoptile. The leaves in maize are
strap-like and have parallel veins. Beans are dicotyledons and
maize is a monocotyledon.
Dry mass
Wash the seedling to remove all soil particles. Place the seedling
on a weighed dish and put in an oven with a temperature of
about 90C. Leave for 1 hour. Remove the dish with the seedling
and weigh it. Replace in the oven. Remove and reweigh. Keep
repeating this process until there is no further loss in mass.
Record the final mass and subtract the mass of the dish. You now
have the dry mass of the seedling.
150 100 = 50g
50g / 5 days = 10g per day
Activity: the effect of planting density on plant growth
Other apparatus: growing media.
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Teachers Guide
How to get approx. 1000 seeds for dish 4: Weigh 10 seeds and
then times this mass by 100 to give the mass of 1000 seeds.
Factors or variables: size of each dish, water, temperature, light
and nutrients.
Measuring the growth: Could be by height of seedlings or
increase in mass.
Determining the optimum planting density: You could repeat with
different planting densities and then plot a graph of the results to
determine the optimum number of seeds to plant.
Activity: the effect of light on plant growth
Conclusion: Plants grow towards light.
Advantage: This is called phototropism. It enables plants to pho-
tosynthesis better and make more food for growth.
3.6: Reproduction in humans
Sexual reproduction
1 The fusion /joining together of male and female gametes to
produce offspring with variation.
2
right ovary left ovary
womb (uterus)
cervix
vagina
Fallopian tube
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Growth in humans
1 newborn baby 1:3
adult 1:5
Explanation: Answers will vary but could include the need for all
the features of the head to be fully active at birth, e.g. an active
brain for learning.
The menstrual cycle
day 1: menstruation starts.
day 613: the wall of the uterus thickens with an enriched blood
supply.
day 14: ovulation takes place.
days 1528: if fertilisation has taken place the zygote passes
down the Fallopian tube and embeds in the wall of the uterus.
Human reproduction crossword
Across: 2 pregnant, 3 Fallopian, 5 menstruation, 8 hormones,
10 fertilisation, 12 vagina, 13 sperm, 14 egg, 15 testes
Down: 1 oestrogen, 4 puberty, 6 urethra, 7 ovary, 9 female,
11 androgens
bladder
urethra
penis
scrotal sac
testis inside
scrotal sac
sperm are stored
here in tubes
sperm duct
anus
glands
rectum
ureter from bladder
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Teachers Guide
Unit 4: Responsible living
4.1 Sexually transmitted diseases
Abbreviations
STD Sexually Transmitted Disease; HIV Human
Immunodeficiency Virus; AIDS Acquired Immune Deficiency
Syndrome; WHO World Health Organization
HIV and AIDS
1 HIV is the name of the Human Immunodeficiency Virus. AIDS
is the syndrome of diseases that occur because the immune
system has been damaged.
2 HIV sexual intercourse, breast milk, blood to blood contact
STDs
1 genital herpes: organism: herpes viruses; symptoms: painful
rash; pain urinating; ulcers around the genital area.
syphilis: organism: syphilis bacteria; symptoms: a small red
raised area appears after 3 weeks on the genitals. It develops
into a painless ulcer which eventually heals. After several
months more spots and ulcers appear and eventually brain
damage results.
gonorrhoea: organism: bacterium; symptoms: discharge of
fluid from vagina or penis; painful urination; possible sterility
if not treated.
chlamydia: organism: bacterium; symptoms: similar to
gonorrhoea.
chancroid: organism: bacterium; symptoms: a sore similar to
syphilis; this develops into a painful ulcer and into bigger
painful abscesses called buboes which eventually burst.
4.2 Drugs: Use and abuse
Definitions
1 A chemical that alters the way the body functions.
Types of drug
1 Answers will vary but could include:
medical drug 1: aspirin for headaches.
medical drug 2: penicillin for bacterial infections.
medical drug 3: statins for blood pressure.
2 depressants slow the brain down and make us feel calm
valium; stimulants make us more alert caffeine;
hallucinogens make us see, hear and fell things that are not
actually there LSD
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Legal recreational drugs
1 nicotine: a very poisonous stimulant; caffeine: a stimulant;
alcohol: a depressant
2 disease 1: lung cancer, disease 2: heart disease, disease 3:
bronchitis
Illegal recreational drugs
strategy 2: find out just how dangerous these substances are.
strategy 3: visit some drug takers to see what effect taking
drugs has had on their lives.
strategy 4: visit the family of drug taker to see what effect it
has had on family and friends.
2 Treating drug addicts is very expensive to society. Drug addicts
often become criminals to fund their habit. Drug takers cannot
contribute to society by doing a useful job of work. Drug takers
damage the live of people around them.
3 H, smack or horse heroin Very addictive with bad
withdrawal symptoms. Overdose can stop breathing.
marijuana, pot, grass, hashish, dope or weed cannabis
Hallucinations and drowsiness. Can increase risk of
schizophrenia in some people.
coke, charlie, crack, rocks, base or freebase cocaine Very
addictive and increases aggression.
speed, ice, glass or crystal amphetamine Very addictive.
Reduces appetite and increases paranoia.
ecstasy or E MDMA Heatstroke and rebound depression.
A danger of drinking too much water.
acid, trips or mescaline LSD Confusion and unpredictable
behaviour. Hallucinations.
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Teachers Guide
Unit 5: Energy
5.1 Forms of energy
Recognising forms of energy
form of energy evidence
light energy ceiling light; light from computer screen
heat energy kettle boiling; iron is hot
sound energy radio; baby shouting
electrical energy computer, iron, light, radio all use electrical energy
kinetic energy toy, iron, fingers etc, moving
Energy stores
1
strain energy gravitational energy chemical energy
a stretched rubber band a raised hammer gasoline
a bent springboard at water behind a dam bread
the pool
chemicals in a battery
2 food; fat
3 gravitational potential energy; kinetic energy
4 chemical energy (in battery); strain energy (in wound-up
spring); chemical energy (in fuel); chemical energy (in food);
chemical energy (stored in body tissues)
Energy changes
1
energy change: electrical energy to appliances/devices
heat energy electric heater
light energy lamp, torch (flashlight), TV set
sound energy radio, TV set, loudspeaker
kinetic energy electric motor
2 Students own ideas in essay form.
Energy word clues
1 Work
2 Gravitational
3 Kinetic
4 Light
5 Chemical
6 Sound
7 Heat
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6
5.2 The Sun as an energy source
Solar energy for the world
1 Up to 1900 kW h/m
2
.
2 Over 2200 kW h/m
2
.
3 Africa.
4 The darkest areas (greatest amount of energy) lie north and
south of the equator.
5 Jamaica has a cloudier climate; clouds block the Sun. There
are no hurricanes in the Sahara Desert!
Using the energy of sunlight
1 The energy of sunlight is absorbed by the wet clothes; they get
warm and the water evaporates, leaving the clothes dry.
2 Stay in the Sun and you will get dry, just like the clothes in
question 1.
3 1 Sunlight falls on a plants leaves.
3 The plant produces grain (seeds), which have stores of energy.
5 Bread is made from the flour.
2 The plant uses the energy of sunlight to grow.
4 The grain is ground to make flour.
6 We eat the bread.
4 Place the dish of seawater in a place where the sunlight falls
on it. The water will evaporate, leaving the salt behind.
Making the most of renewables
1
renewable resource conditions needed
solar panels for hot water a sunny climate
hydroelectric power water trapped behind a dam high up
wave power sea that is frequently wavy (because it is windy)
wind power a windy place
solar cells a sunny climate
2 Perhaps: Solar panels for hot water and solar cells for
electricity, because Jamaica has a sunny climate.
Solar panels
1 Sunlight falls on the solar panel and is absorbed by the black
material.
Water in the pipes is heated by this energy so that its
temperature increases.
2 There is no cost for fuel it is free to run.
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6
Teachers Guide
3 There has been little sunshine to heat the water.
4 Solar panels are free to run. Although they cost a lot to install,
they will pay for themselves in a few years because there will
be no fuel bills for water heating. (The payback time is 2.5
years from the figures given.)
Electricity from the wind
1
2 A wind farm.
3 It is windier on top of a hill than at the foot. At the foot, the
turbine would be sheltered from the wind. In a city centre, the
tall buildings would block the wind, stopping it from reaching
the turbine.
5.3 Fuels and their uses
Fuels
1 A fuel is a substance we burn to release its store of energy.
2 Cross out: water, sunlight, air, electricity
3 S = coal, wood, candle wax; L = paraffin (kerosene), oil, petrol
(gasoline), diesel; G = natural gas, butane gas (But note that
butane gas is often sold under pressure so that it is a liquid.)
Combustion
1 Oxygen.
2 Carbon dioxide, water vapour.
Mast
Turbine
Generator
Cables
42
6
3 Heat is released/the cooking pot gets hot.
4 Food (particularly carbohydrates and fats).
5 There is water vapour in the air we breathe out. It condenses
when it gets cold, forming liquid water. The water vapour
comes from respiration (the burning of our food).
How coal is formed
1
number label
5 Miners dig down to extract the coal.
2 Dead trees fall into the swamp.
3 Layers of sediment form over the dead material.
1 Trees grow in a swampy forest, storing the energy of sunlight.
4 The sediment turns to rock and compresses the plant material.
2 Pictures numbered 15 from left to right.
Fuel problems
They store energy underground. fossil fuels
Two reasons we burn fuels. 1 motor transport
2 generating electricity
Burning oil and gas releases this gas. carbon dioxide
In the atmosphere, this causes carbon dioxide
global warming.
We must use more of this. renewable energy
Energy substances
description substance
gas needed to burn a fuel oxygen
any fuel made from growing material biofuel
flows through a hydroelectric scheme water
fuel for a nuclear power station uranium (or plutonium, thorium)
turns a wind turbine wind/moving air
Two gases released when fuels burn 1 water vapour
2 carbon dioxide
Renewables and non-renewables
1
non-renewable describes a source of energy that, once it has been used up,
cannot be replaced
renewable describes a source of energy that is naturally replaced after
it has been used
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6
Teachers Guide
2
renewable or non-renewable? energy source
NR nuclear power
NR natural gas
R wave power
R wind power
NR coal
R solar heating
R biogas
3
renewable energy source description
solar cell Sunlight falls on a device which
produces electricity.
hydro-electricity Water stored behind a dam flows
through a turbine.
biogas Vegetable waste decomposes to
produce a gaseous fuel.
wind power Moving air turns a turbine to generate
electricity.
5.4 Energy conservation
Waste not, want not
1 5J and 5J
2 left-hand bulb: 5 + 95 = 100J; right-hand bulb: 5 + 15 = 20J
3 Much less electrical energy must be supplied to produce the
same amount of light energy.
4 The right-hand bulb will be cheaper because it uses less
electrical energy.
Energy advice
On a cold day, wear warmer clothes.
On a hot day, wear lighter clothing, open windows, etc.
At night, switch the TV off at the mains socket to save energy.
Buy a car that is economical in its use of fuel.
Energy awareness
Answers will vary.
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6
Unit 6: Our place in the Universe
6.1 Our place in the Universe
The sky at night
1 Five stars, letter W.
2 Orion: label belt, sword, shoulders, feet.
3 Students choose another constellation the Plough or Big
Dipper is a good choice. They should find out when it is visible
locally. You could allocate different constellations around the
class.
Galaxies
1 The Milky Way.
2 Billions.
3 Billions.
4 Bottom right photo.
Light years
1 Light.
2 1 second.
3 Light minutes.
4 Light years.
5 4 years.
6 300 000 000 metres, 300 000 kilometres.
Telescopes
1 Astronomers use different sorts of microscopes/telescopes to
study space.
2 The diameter of a telescope lens is large so that it will gather
more/less light.
3 This means that the stars will appear dimmer/brighter.
4 The biggest telescopes use a flat/curved mirror to focus
starlight.
5 A radio telescope captures radio/light waves coming from
space.
6 When Galileo first looked at the Moon through his telescope,
he discovered that it was made of green cheese/rocks, just like
the Earth.
7 Some telescopes are in space; they orbit the Earth, above the
atmosphere. This gives them a clearer/closer view of the stars.
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Teachers Guide
Astronomy questions and answers
question answer
temperature of the Suns surface, in degrees Celsius 7000
age of the Universe, in years 15 billion
age of the Sun, in years 5 billion
billions of stars held together by gravity galaxy
a pattern of stars in the night sky constellation
an exploding star supernova
a massive object light cannot escape from it black hole
everything the Universe
The history of the Universe
1 Cold.
2 Apart (away from each other).
3 Farther apart (more spread out).
4 Closer together.
5 Packed closely together in a very tiny space.
6 Bang.
7 For ever, or it may start to collapse again.
Edwin Hubble
1
scientific verb explanation
classify sort into groups of things that all share certain features
measure determine how much there is of something
calculate work something out using numbers/maths
deduce work something out from other information
conclude make a general statement based on evidence
2 Hubble observed many galaxies. He determined how far away
each was (from the brightness of certain stars) and how fast
they were moving (because the wavelength of their light
depends on how fast they are moving). The farther away a
galaxy was, the faster it was moving.
6.2 Building blocks of the Universe
All about the Sun
1 A star.
2 Gravity.
3 Sunspot is cooler (about 1000 degrees cooler).
4 Hydrogen, helium.
5 Fusion.
6 Solar flare (top) and sunspot (black area on solar surface)
labelled.
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6
Solar system
contains most of the mass of the solar system Sun
the biggest planet Jupiter
the planet closest to the Sun Mercury
four planets with rings Jupiter, Saturn, Uranus,
Neptune
a dwarf planet, far from the Sun Pluto
the planet between Venus and Mars Earth
rocks and dust between Mars and Jupiter asteroids
the path of a planet around the Sun orbit
the shape of a planets path ellipse
a frozen ball of dust and ice occasionally comet
passing close to the Sun
Craters on the Moon
Students should describe their findings. They should find wider,
deeper craters with faster peas (dropped from a greater height).
For a vertically dropped pea, the crater should be symmetrical
(circular), but if the pea lands at an oblique angle the crater will
be elongated. Bigger, heavier objects dropped from the same
height produce wider, deeper craters.
Eclipses
1 Labels: Suns rays (parallel arrows on left); Earth (central
sphere); Moon (orbiting sphere).
2 Sun eclipsed by Moon.
3 X on side of Earth facing Moon, within the shaded area.
4 New Moon.
5 Y at opposite side of Moons orbit, within shaded area.
6 2 weeks for half orbit so 4 weeks for complete orbit.
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Teachers Guide
Workbook 2
Unit 7: Water and living things
7.1 Water as a major component of plants and animals
Properties of water
1 a Dissolves chemicals so that chemical reactions such as
respiration and photosynthesis can take place.
b So that chemicals will dissolve at the temperatures that
best suit living things.
c Does not poison living things.
d Allows chemical reactions required by living things to take
place.
2 Water turns cobalt chloride from blue to pink.
3 a 60% b 95% c 12% d 95%
4 Water has a film or skin surface tension Animals can live
on the surface of lakes and ponds.
It takes a long time for water to warm up or cool down slow
heat transfer It is easier to control body temperature for
aquatic animals.
Water cannot be squashed incompressible Organisms
without skeletons can maintain their shape.
Water dissolves many different substances good solvent It
is easier to transport chemicals around the body.
5 good solvent: grass photosynthesis can take place.
incompressible: jelly fish maintains its shape.
slow loss or gain of heat: humans helps to maintain a
constant body temperature.
surface tension: water beetles that live on the surface of
ponds.
neutral pH: humans allows the chemistry of respiration to
take place.
6 Useful: animals such as water beetles can skate across the
tops of water in ponds.
Non-useful: surface tension prevents water from wetting
things so makes it harder for small organisms to absorb water.
The temperature of water
Temperature shown is 80C
c a b
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6
Freezing water
1 As water freezes it expands, making it less dense than the
surrounding warmer water. This means that ice floats and
does not sink. Floating ice melts more easily when the air
temperature warms. If ice sank it would melt much more
slowly and all the oceans would freeze solid so that little liquid
water would be available for living things.
2 The sharp ice crystals damage the cell and puncture the cell
membrane. This is why crispy vegetables go soft when melted
from frozen.
7.2 Water as a habitat
Definition
1 A place where organisms live.
Aquatic habitats
1 marine lots of dissolved salt; fresh very little dissolved salt;
brackish mixture of fresh and marine.
3 The salmon hatch in fresh water and then swim downstream
to the sea. When mature the salmon return to the same river
to mate, lay eggs and then die.
Removing organisms from habitats
Before removing organism from its habitat:
a So that no harm comes to the person handling the organism.
b So the organism can survive and thrive.
c So that the organism has a similar environment to the one it
normally lives in.
After removing organism from its habitat:
a So the chemical balance of the water is best suited to the
organism.
b To ensure that the organism is not stressed.
c All organisms have a right to survive and should be respected.
Polluted habitats
2 Less people, so less waste polluting the water sources. Less
industry producing industrial waste that could pollute water
sources.
7.3 Living things need water
Water in blood
a Answers will vary but could include oxygen.
b Answers will vary but could include glucose.
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6
Teachers Guide
c Answers will vary but could include carbon dioxide.
d Answers will vary but could include hormones.
Boiling and freezing water
1 The water was not pure, as the boiling point was higher than
100C. The temperature does not increase once the water
starts to boil.
2 a The freezing point is lowered, so adding salt makes ice
melt.
b Yes, but the amount of change depends upon the substance
added.
3 Because only pure water has a freezing point of 0C and a
boiling point of 100C.
4 Chemicals dissolved in their body act as a kind of antifreeze.
Unit 8: The particulate nature of matter
8.1 Units of matter
Living things and water
1 Across: 3 molecules, 5 atoms, 6 osmosis
Down: 1 compounds, 2 elements, 4 diffusion
Different states of matter
1 solids: have a fixed shape that does not change. The molecules
do not change position.
liquids: have a shape that changes to fit the container in
which they are found. Molecules are close together and move
about but more slowly than gases.
gases: fill the container they are in. Molecules are much
further apart than liquids and move much more quickly.
2 Molecules of the first substance can fit into the spaces around
the molecules of the second substance so that the overall
volume is reduced.
Diffusion and osmosis
1 diffusion: movement of molecules from an area of high
concentration of molecules to an area of low concentration of
molecules.
osmosis: movement of water molecules from an area of high
concentration of water molecules to an area of low
concentration of water molecules through a partially
permeable membrane.
2 Higher temperatures increase the rate of diffusion. The
greater the difference in concentration, the greater the rate of
diffusion.
50
6
3
4 The molecules move from a high
concentration to a low concentration until
they are evenly spread out throughout the
liquid.
5 Water is pulled up the xylem vessels in plants as the water
evaporates from the plants leaves. This process is helped by
the fact that water molecules stick together (cohesion) and
also stick to other different molecules (adhesion). This results
in the stream of water not breaking or pulling away from the
xylem walls.
6
8.2 The cell as the basic unit of living things
Animal cells and plant cells
1
partially permeable membrane
net movement of water
concentrated sugar solution dilute sugar solution
sugar
molecule
water
molecule
water moves into the
funnel by osmosis
concentrated
sugar solution
dialysis
or visking
tubing
weak sugar
solution
funnel
level rises
cell membrane
endoplasmic
reticulum
mitochondria
nucleus
cytoplasm
cell wall
cell membrane
vacuole
nucleus
chloroplast
cytoplasm
51
6
Teachers Guide
Blood cells
Approximately 2.5 10
13
in the blood. Approximately 3 million
produced each second.
Word search
Differences between plant and animal cells
plant and animal cells
similarities differences
have cell membrane plant cells have a cell wall
have cytoplasm plant cells have chloroplasts
have a nucleus plant cells have a large vacuole
The parts of a cell
cell wall supporting structure around the outside of plant cells;
cell membrane forms a boundary that control what enters and
leaves a cell; nucleus contains the cells instructions; cytoplasm
jelly-like material inside cell; vacuole filled with water inside
plant cells; chloroplast contains a green pigment used in
photosynthesis.
The size of cells
1 As a sphere increases in size, the volume increases to the
power cubed and the surface area to the power squared. This
means that as cells get bigger, the increased volume can no
longer be supplied with enough oxygen and nutrients or get
rid of enough waste through the surface membrane.
2 Red blood cell. The indented centre gives it a larger surface
area to volume ratio so that oxygen can diffuse quickly into
and out of the cell.
Nerve cell. The elongated axon allows the cell to be very long
N F L W V E O F C F T S I R
Q U T S A L P O R O L H C B
M N C J U K V M B F S J H S
Y I C L B T E S D P D R A D
O X A G E M X A C L A E Q C
M T P I B U U L E Q T N S E
X M W R Y Z S P H U W I R K
O W A V A C U O L E F A H B
N N L A J U E T L G Q C D W
E X L G Y B G Y P Z L V J V
Y Z M N O K H C D G P Z K R
52
6
while still having a good surface area to volume ratio, allowing
impulses to be transmitted over long distances.
Root hair cell. Provides a large surface area for absorption of
water and minerals from the soil.
Muscle cell. Can contract to move bones at a joint.
Using a model
The single human living on their own represents a single-celled
organism. They have to perform all the functions required to live
and have no specialisation.
Groups of humans living together help each other to survive and
represent simple organisms composed of a few types of cell that
have primitive specialisation.
Modern society consists of highly specialised individuals such as
doctors, teachers and electricians, etc. This represents a complex
organism where the cells are highly specialised and grouped into
tissues that carry out specific jobs in the body.
8.3 Body systems
Ordering body systems
cells tissues organs organ systems organism
Describing structure
cell a single unit of a living thing; tissue a group of similar
cells; organ a group of different tissues; organ system
different organs working together; organism a group of organ
systems working together.
Labelling body systems
leaf
flower
root system rroot system
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Teachers Guide
Unit 9: Energy flow through living systems
9.1 How plants use radiant energy to make food
Photosynthesis
1 Plants use the energy from sunlight to convert carbon dioxide
and water into food and the waste product oxygen.
2 light & chlorophyll
carbon dioxide + water glucose + oxygen
3 light & chlorophyll
6CO
2
+ 6H
2
O C
6
H
12
O
6
+ 6O
2
4 1 Remove leaf from plant.
2 Dip leaf in boiling water to soften it.
3 Decolourise leaf by heating it in alcohol in a water bath.
4 Dip leaf in boiling water to soften it.
5 Place leaf on white tile.
6 Add iodine in potassium iodide solution.
7 Any starch present will turn blueblack.
8 Record your results.
5 ethanol dissolves chlorophyll; iodine solution turns starch
blueblack; soda lime absorbs carbon dioxide; chlorophyll
traps energy from sunlight.
6 a To prove that it is light that is required for photosynthesis
to take place.
b Keep the plant in the dark for 48 hours.
7
P R I D R E K A E B
K I Y R A J L L E B
N G P I D Q C B Z F
E J T E Z O O E U A
S A M D T U P V A P
N X F B H T C I G E
U J S K N W E H R G
B L E B U T T S E T
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6
8
9 Remove the test tube, keeping your finger over the opening.
Insert a glowing splint into the test tube. If oxygen is present
the glowing splint will burst into flame.
The structure of a leaf
1
2 Students own leaf drawings.
If the stomata were on the lower surface of a water lily leaf,
water would enter through the stomata and the plant would
not be able to absorb carbon dioxide or get rid of oxygen.
Photosynthesis and carbon dioxide
Because the carbon dioxide that is released into the atmosphere
when the fuel is burnt was taken out of the atmosphere when the
plant was growing and photosynthesising. Hence no new carbon
dioxide is put into the atmosphere.
Leaves and grease
Water evaporates from the surface of leaves.
Most evaporation takes place from the lower surface of the leaf.
Photosynthesis and sunlight
Photosynthesis requires carbon dioxide and releases oxygen.
These two gases must pass through open stomata. Photosynthesis
only occurs during daylight. To conserve water, plants close
stomata during the hours of darkness.
cuticle
epidermal cell
palasade cell
spongy mesophyll cell
air space
guard cell
stoma
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6
Teachers Guide
9.2 Food and energy chains and webs
Food chains
2 Sun producer primary consumer secondary consumer
tertiary consumer
Word search
Movement of substances in a plant
Food webs
E R O V I B R E H C
P E R O V I N M O A
R R Q G M P K N E R
E B E L A M S O V N
D D W Y U U I F L I
I K I C M T B Y N V
T R C E G H D A N O
O P R O D U C E R R
R E J S J H X F Z E
R E S O P M O C E D
sunlight
energy
sugar
water
oxygen
carbon dioxide
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6
2 a
b i Mangrove.
ii Crab.
iii Human, heron, pelican or bullseye.
c Less mangroves would be less food for crabs, less crabs
would be less food for bullseye. Less bullseye would be less
food for pelicans so there would be less pelicans.
d Bullseye would eat more crabs so there would be less food
for herons so their numbers would go down.
Food chain facts
a At each step in the food chain most energy is wasted as
movement and heat.
b If 90% of energy is lost at each stage, not enough energy is left
to support another level of organisms.
9.3 Food intake, digestion and absorption
Digestion
1 Breaking down large complex insoluble molecules into smaller
soluble ones.
2 ingestion breakdown absorption assimilation egestion
3 ingestion eating food with our mouths; breakdown turning
large complex insoluble molecules into small simple soluble
ones; absorption transferring small soluble molecules from
the gut to the bloodstream; assimilation using digested food
for energy or making new tissues; egestion getting rid of
undigested waste.
57
6
Teachers Guide
mangrove
crab
six months
one year
white-faced heron
human
bullseye
first day
pelican
The human digestive system
1
2 a mouth: mechanical breakdown of food.
b stomach: acid breaks down and sterilises food.
c small intestine: enzymes released and small molecules
absorbed.
d large intestine: water absorbed.
e rectum: waste stored until eliminated.
Enzymes
1 A biological molecule that speeds up the rate of a chemical
reaction without being used up in the reaction.
2 Enzymes break the bonds holding large molecules together to
form smaller molecules.
3 The temperature of the human body is 37C. Enzymes need to
work best at this temperature in order to carry out their job
efficiently.
4 a
nasal cavity
lips
tongue
trachea
oesophagus
liver
gall bladder
appendix
rectum
anus
large intestine
small intestine
pancreas
stomach
diaphragm
throat
salivary glands
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6
b The more concentrated the enzyme, the faster the rate of
reaction.
c Use only one concentration of enzyme. Repeat the
experiment at several different temperatures, instead of
several different concentrations.
Villus
a Glucose and amino
acids are absorbed into
the blood vessels.
Fatty acids and glycerol
are absorbed into the
lacteal vessels.
b i The lining of the gut
is folded into villi.
ii Each villus is folded
into microvilli.
9.4 Energy release through respiration
Types of respiration
1 breathing respiration: breathing air into and out of the lungs
to absorb oxygen and get rid of carbon dioxide.
tissue or cellular respiration: breaking down glucose to release
energy by reacting it with oxygen and producing carbon dioxide
as a waste product.
The human breathing system
These cells
produce
digestive juice to
break down the
food
capillary
from an
artery it is
bringing
oxygen and
contains
few food
molecules
villus
blood capillaries
these lymph
vessels are part
of the lymphatic
system
capillary
going to join
a vein it
contains lots
of food
molecules
nasal cavity
mouth
oesophagus
trachea
right
bronchus
right
lung
voice box
left
bronchus
diaphragm
left
lung
ribs
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6
Teachers Guide
2 a Supports the trachea and prevents it from collapsing when
we breathe in.
b Ribs support the abdomen and lungs and can be raised and
lowered to increase and decrease the volume of the
thoracic cavity to move air into and out of the lungs.
The lungs
1 breathing in: when the rubber sheet is pulled down, the
volume inside the glass jar increases. This reduces the
pressure, so air pressure outside the jar forces air into the
balloons, which inflate.
breathing out: when the rubber sheet returns to normal, the
volume inside the glass jar is reduced. This increases the air
pressure inside, which squashes the balloons and forces air out.
2 a diaphragm b lungs c trachea d thorax
The alveoli
1
2 thin: this allows oxygen and carbon dioxide to diffuse through
more easily.
moist: gases diffuse faster when in solution.
large surface area: increases the amount of oxygen and
carbon dioxide that can diffuse through in a given time.
have a good blood supply: transports oxygen away from the
lungs to maintain a good diffusion gradient.
Equations
1 glucose + oxygen + carbon dioxide + water + energy
2 C
6
H
12
O
6
+ 6O
2
6CO
2
+ 6H
2
O + energy
3 One is the reverse of the other.
Inhaled and exhaled air
1 a The level of nitrogen remains unchanged. Only some of the
oxygen (about a quarter) that we breathe in is absorbed.
The oxygen we absorb is replaced by carbon dioxide that we
breathe out. We also breathe out more water vapour than
we breathe in.
from the
heart
to the
heart
moist, thin
lining of
alveolus
red blood
cells in
capillary
carbon
dioxide
oxygen
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6
b nitrogen remains the same; oxygen decrease; carbon
dioxide increase; water vapour increase
2 a Breathe out through a straw inserted into lime water. If
carbon dioxide is present the lime water turns from clear to
cloudy.
b Breathe out onto cobalt chloride paper. Water vapour will
turn the paper from blue to pink. Or breathe out onto a
cold mirror. Water vapour condenses into droplets of water
on the mirror and clouds it.
Lung diseases
Unit 10: Keeping healthy
10.1 Food and health
Types of food
2 carbohydrate provides us with energy; protein body-
building food; fat excess food is stored as this; vitamins
chemicals required in very small quantities to help chemical
reactions take place in our body; minerals chemicals such as
calcium and iron; roughage undigested cellulose material.
Food-related conditions
kwashiorkor: caused by lack of protein. Symptoms are failure to
grow, muscle wastage, extended abdomen due to oedema.
marasmus: caused by lack of protein and foods containing
calories. Symptoms are tissue wasting and look of starvation.
cachexia: caused by an illness such as cancer that results in
muscle wastage. Symptoms are similar to marasmus.
Vitamins and minerals
1
name food source why needed deficiency disease
Vitamin A carrots, fish liver oil help us see in dim light night blindness
Vitamin C citrus fruits keeps inner surfaces scurvy
of body healthy
Vitamin D fish liver oil and made helps absorption of rickets
in skin from sunlight calcium
Vitamin K leafy green vegetables production of proteins blood fails to clot
Calcium cheese and milk healthy bones and teeth rickets
Iron red meat used to make anaemia
haemoglobin
iodine seafood to make thyroxin goitre
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Teachers Guide
The energy content of food
1
2 a 25 20 = 5
5 4.2 = 21
21 20 = 420 joules
b Enclose the test tube so that no heat is lost from the
burning crisp.
c A calorie is the amount of heat required to raised the
temperature of 1cm
3
of water by 1C. There are 4.2 joules
in each calorie.
d Because the number of joules is so high it is more sensible
to use kilojoules.
3
a Butter.
b It only contains fat and is lacking in some vitamins, proteins
and carbohydrates.
10 a 24
b 14
c It would provide an unbalanced diet lacking in some
vitamins and low in protein and carbohydrate.
pure oxygen
water
thermometer to record
the rise in temperature
stirrer to ensure that the
heat is evenly distributed
in the water
coil through which the
heat from the burning
food is transferred to the
water
jacket stops heat
escaping
small electric heating coil
sets fire to the food
crucible in which the food
sample is burnt
30
25
20
15
10
5
0
butter meat bread beer
kilojoules
per gram
62
6
11 2 Females need more energy as they get older.
3 Adult males require less energy than male teenagers.
4 The difference in energy requirement between males and
females increases with age.
Food labelling
a So we can make informed decisions about what we eat.
b GDA stands for Guideline Daily Amounts. We need more fat
each day than salt.
c 139 4.2 = 583.8 kilojoules
10.2 Food tests
Types of test
food A: starch; food B: sugar; food C: protein.
Tests for types of food
fat: The paper test for fats: Rub a small amount of food onto
some paper.
A greasy mark on the paper means that fat is present. If you
hold the paper up to the light, you can see through it.
protein: The biuret test:
1 One-quarter fill the test tube with the food solution.
2 Place your test tube in the rackCarefully add a few drops of
dilute sodium hydroxide or potassium hydroxide solution
(corrosive).
The mixture should become clear after the potassium or
sodium hydroxide is added.
3 Add a few drops of dilute copper sulphate solution.
4 Observe.
If protein is present, a purple colour should develop when the
dilute copper sulphate is added.
starch: The iodine test:
1 Place a small amount of the food you are testing in a test tube.
2 Add about 3 drops of iodine solution (brown liquid).
Iodine will change colour to blue-black in the presence of
starch.
sugar: Benedicts test:
1 One-quarter fill the test tube with the
food solution.
2 Add an equal quantity of Benedicts
solution (blue in colour).
3 Mix by agitating the test tube gently.
4 Half-fill the beaker with water. This is your
water bath (Fig. 10.13). Heat the water in
the water bath until it boils.
5 Using your test-tube holder, carefully place
your test tube in the boiling water and
leave it for about 2 minutes.
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Teachers Guide
test tube containing
solution to be heated
test-tube holder
water bath
half-filled with
water
gauze
tripod
Bunsen burner
6 Remove, observe and place the test tube in the rack to cool
down.
If sugar is present in the food, a green, brown or red colour
will develop.
What do you eat?
Answers will vary
10.3 Cleanliness, exercise, rest and health
Diseases
1 deficiency caused by a poor diet lacking in vitamins and
minerals; physiological caused when things go wrong with
body systems, such as diabetes and high blood pressure;
hereditary caused when faulty genes are passed from one
generation to the next; infectious caused by living organisms
such as bacteria and viruses; industrial caused by peoples
jobs when they are exposed to dangerous substances/
situations; lifestyle caused by taking drugs such as tobacco,
alcohol and illegal substances.
2 symptoms: physiological effects caused my microorganisms,
such as sickness, fever headaches.
diagnosis: finding out which particular microorganism is
causing the symptoms of the disease or naming the disease
that is causing the symptoms.
3 Answers will vary. Accept any correctly named diseases, e.g.
a Kwashiorkor.
b Diabetes.
c Cystic fibrosis.
d Measles.
e Asbestosis.
f Lung cancer.
5 Thought to have originated from pigs when a pig flu virus and
a human flu virus combined properties. May have originated
at the beginning of the century in the USA. The 2009 swine flu
pandemic originated in Mexico and rapidly spread worldwide.
It is spread by direct and indirect contact and airborne
particles from coughs and sneezes.
Some causes of diseases
1 a Rod shaped tuberculosis.
b Round boils such as staphylococcus.
c Spiral syphilis.
d Comma cholera.
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2
3
How are diseases spread?
2 a through the air: example influenza; how spread coughs
and sneezes; how prevented use a handkerchief, cover
mouth when coughing.
b by animals: example tapeworm; how spread eating
infected meat; how prevented cook meat thoroughly.
c from person to person by touch: example influenza; how
spread touching contaminated surfaces; how prevented
wash hands regularly
d drinking water: example cholera; how spread drinking
water infected by sewage; how prevented boil water
before drinking.
e bad food handling: example food poisoning; how spread
contaminated food; how prevented wash hands and
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virus
DNA inside virus
empty
virus cell
4
new viruses
inside cell
cell bursts and dies
new viruses get out
and infect other cells
many copies of
the genetic
material are
made inside
the cell and new
viruses are
made
body cell
virus sticks
to the cell
genetic material
from virus gets
inside cell
1
5
2
6
3
preparation surfaces before preparing food and keep
different foods such as raw meat and fresh meat separate.
f blood to blood contact: example AIDS; how spread drug
users sharing needles; how prevented dont take drugs or
use sterile needles.
Childhood diseases
1
2 Across: 2 whooping cough, 3 diphtheria, 6 tuberculosis
Down: 1 polio, 4 tetanus, 5 measles
Antibiotic resistance
Variation occurs in each type of bacteria. A very small number of
bacteria are more resistant to the antibiotic than others. After a
course of antibiotics, some resistant bacteria may survive. These
bacteria reproduce and pass their resistance onto future
generations. Soon all bacteria are resistant to the antibiotic.
Multiplying bacteria
20 min: 1 + 1 = 2
40 min: 2 + 2 = 4
1 hour: 4 + 4 = 8
1 h 20 min: 8 + 8 = 16
1 h 40 min: 16 + 16 = 32
2 h: 32 + 32 = 64
2 h 20 min: 64 + 64 = 128, etc. (256; 512; 1024; 2048; 4096;
8192; 16384; 32768; 65536; 131072; 262144; 524288; 1048
576; 2097152; 4194304; 8388608; 16777216)
16777216 bacteria after 8 hours
Immunisation
Answers will vary.
J T Y Q P U D P O J U C Y F X
H G U O C G N I P O O H W E B
R D L B X E R P P D O U Y M D
M I E X E J B D N T A C N Z Q
O S P O N R I V I V H X P W L
A B E A W Q C Q S Y K E B I G
S F C L A I B U C N T W R T V
S L S X S T N P L T U Z J I C
A W R H R A D I B O H H K R A
F L S U T K E H G J S G L F K
G Z E E K Y V M M Z G I A N S
E W T Z Q F O T V H O M S M L
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10.4 Safety and health
1 disposable gloves, scissors, sterile plasters, crepe bandage
Emergency aid
2 a Make sure that he or she is surrounded by fresh air.
Loosen any tight clothes that the person is wearing.
Put the person in a sitting position, with their head bent
forwards below their knees.
Keep the person in this position until they regain
consciousness.
Do not give them anything to drink unless told to do so
by a trained first-aider.
Get help!
b If a person is choking, pat them hard on the back, between
the shoulder blades, until the obstruction is cleared. If the
person is a child, you can hold them over your knee. An
adult can be placed head down over a table.
If the patting fails to drive out the object, then you can use
another method called the Heimlich manoeuvre. This works
by squeezing the person just above the waist, which forces
the air from the lungs and out up the windpipe. The force
of this air should drive out the stuck object. To do this
correctly you need to be roughly the same height or taller
than the person needing help.
c If you fall over and cut yourself you will probably bleed a
little. You should wash the cut with clean water. Normally
the bleeding soon stops, because only tiny blood vessels are
damaged. However, if someone cuts a large artery or vein,
they can lose a lot more blood. This is an emergency. If the
blood is flowing in spurts, and is bright red, then an artery
had been cut. The quickest way to lessen this type of
bleeding is to press directly on the wound with a clean pad
of material, such as a bandage, clean handkerchief or towel.
Get help as quickly as possible!
d Get their medication and seek medical help immediately.
e Get medical help immediately. If you know what has poi-
soned them tell the doctor. Do not make the person vomit.
f If a person is suspected of having a broken bone or bones,
make sure that they are as comfortable as possible but do
not move them because this might give them terrible pain,
and could make their injury worse. Get help!
g If someone receives an electric shock you should not touch
them until you have switched of the mains electricity and
broken contact with the electrical source with something
that electricity cannot pass through, such as a wooden
stick. Then get medical helps as they may need artificial
respiration. The main aim will be to put the person in the
recovery position and check for breathing and a pulse as
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Teachers Guide
well as burns. The blood supply to the heart, lungs and
brain can be improved by loosening tight clothing, then
raising the persons feet above the ground and keeping
them warm with a blanket or other covering.
2 a C A B D
b step 1: C phone for medical help.
step 2: A clear airways, check for breathing and heartbeat.
Give mouth to mouth if needed.
step 3: B place both hands in position.
step 4: D press hard down on chest to pump heart. Repeat
for recommended number of times. Then repeat steps A, B
and D.
Drug abuse
Answers will vary.
Unit 11: Energy
11.1 Heat transfer
Good conductors, bad conductors
1 beaker, hot water, e.g. from kettle, 5 metal rods, all the same
size, wax, 5 thumb tacks
2 Attach a thumb tack to the end of each rod using melted wax.
Allow to cool. Half-fill the beaker with boiling water.
Place all five rods simultaneously in the water.
Record the order in which the tacks fall off as the wax melts.
3 Some metals conduct heat better so the top end of these rods
gets hot more quickly. This melts the wax and the tack falls off.
4 Of the materials shown, aluminium is the best conductor.
5 Of the materials shown, plastic is probably the worst
conductor. (This depends on the type of plastic.)
6 To make it a fair test, all rods must be the same thickness and
length.
CCR conduction, convection and radiation
1
effect CCR
Your face gets hot when you sit close to an open fire. radiation
The end of a teaspoon may be too hot to touch when it conduction
is placed in a hot drink.
A breeze gets up on a sunny day by the sea. convection
Warm water from the Caribbean flows across the Atlantic convection
Ocean and warms the coast of Europe.
Ice melts when it is placed in a glass of lemonade. conduction
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6
2
description CCR
Heat energy passes through a metal, carried by electrons. conduction
Heat energy is carried by a flowing liquid. convection
Heat energy is passed from one atom to the next through conduction
a solid.
Heat energy spreads out from a hot object, carried by radiation
invisible rays.
11.2 Investigating static electricity
Activity: static electricity
Students should observe charging up, attraction and repulsion.
Charging up
1 Positive and negative.
2 Electrons.
3 Positive and negative are opposite charges.
4 Diagram to show repulsion of balls hanging by threads.
11.3 Electricity in the home
Sources of electricity
1 Devices that use cells/batteries: e.g. torch (flashlight) mp3
player, mobile phone, etc.
2 Devices that use mains electricity: e.g. electric stove, iron,
kettle, refrigerator, TV, etc.
3 The appliance can be light and portable.
4 Mains electricity can supply more energy, more quickly; much
cheaper.
5 Cheaper; less waste at end of lifetime.
The price of electricity
1 a and b The electric oven uses more electricity each second
and so is more expensive to run.
2 9015
3 10 kWh
4 300 cents (3 dollars)
Testing conductors and insulators
1
test material
placed here
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2 Connect a piece of aluminium between the clips to complete
the circuit; the lamp should light up.
3 The lamp will not light because polythene is not a conductor of
electricity.
Circuit symbols
component symbol
ammeter
voltmeter
switch
resistor
cell
battery of cells
bulb (lamp)
Circuit diagrams
description diagram
A single cell is connected to a
lamp and a switch so that,
when the switch is closed,
the lamp lights up.
Two cells are connected to
make a battery. They are
connected to two lamps.
A cell is connected to a lamp.
An ammeter is connected in
the circuit to measure the
current in the lamp.
A
V
A
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6
Switching circuit
1 Lamps 1 and 3.
2 Switch B only.
3 Switch C only.
Connecting up
1
2 a 2 cells.
b In series.
c In parallel.
d Arrows showing current travelling anticlockwise.
e Current splits at X.
f Ammeter added to left of battery.
g 2.5A each.
h 5.0A.
Voltage
1 Volt (V).
2 Voltmeter + correct symbol (circle with V inside).
3
4 In parallel.
11.4 Electricity, electronics and magnetism
Pointing north
1 The N pole points to the north, i.e. to the left in the diagram.
2 A metal stand might attract the magnet so that it pointed in
the wrong direction.
3 e.g. sailors, explorers or walkers, pilots
4 Students should find out about the magnetic poles, which are a
few degrees away from the geographical poles. This is often
indicated on detailed maps. The deviation must be allowed for
in navigation using a compass.
Testing magnetic materials
1 magnetic materials: steel, iron.
2 Place the magnet so that one pole is close to the steel or iron.
Feel the force of attraction. Place the aluminium in the gap;
the attraction can still be felt. Plus suitable diagram.
Magnetic fields
1 Repel, north, force, field, north, south.
A
V
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Teachers Guide
2
Making and testing a magnet
1 The magnet should not be rubbed back and forth just in one
direction; only one pole should be used.
2 If it attracts a steel pin, it is magnetised. To identify the N pole,
bring one end close to one end of a compass needle (or of
another magnet whose poles are labelled). The N pole will
attract an S pole, repel a N pole.
3 Heat it or hammer it.
Electromagnets
1 Arrows showing current going from positive to negative.
2 Coil labelled correctly.
3 Core.
4 Iron (or soft iron, or steel).
5 The top clip is attracted to the nail; its ends become poles; the
lower end then attracts the second clip, and so on.
6 Bigger current (more voltage); more turns of wire; use a
thicker nail.
Electric bell
1 two coils (on yoke) labelled correctly
2 path of current indicated correctly going from positive to
negative
3 When the bell push is pushed, a current flow through the coils
so that they become magnetised.
The coils attract the springy metal strip.
This causes the hammer to strike the bell.
The circuit is now broken at point X, so the current stops; the
coils are no longer magnetised and the steel strip bends back.
At the recycling centre
Students should draw a device where cans passing over a magnet
are deflected by its attraction if they are steel, remain
undeflected if they are aluminium.
b
a
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6
Using electromagnets
1 e.g. electric motors, electric bells, electrically-operated locks
and bolts, relays, transformers, etc.
2 In general, electromagnets are used in these applications
because they can be switched on and off by switching the
current. There is no on-off switch on a permanent magnet.
Magnetism crossword
clue solution
three magnetic materials iron, nickel, steel
used to show up a magnetic field filings
two parts of an electromagnet coil, core
two directions in which a compass needle points north, south
Electronics today
verb definition
measure to find the value of
amplify to make bigger or stronger
store to keep or save
control to keep to the correct value
monitor to keep an eye on the value of something
process to change from one form to another
11.5 Safe use of heat and electricity
Three-pin plug
1 Correctly-labelled diagram.
2 13A.
3 If the current flowing becomes too great, the fuse blows
(melts); this breaks the circuit and the dangerous current
stops flowing.
Electrical warnings
A message such as: Dont play with the electricity supply its
dangerous! plus a poster.
F I L
N I C K E
E
L I O C
O
R O N T H
E
T
S O U T H
L
I
R
O
N G S
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Unit 12: Air and water as resources
12.1 Sources of water
The water cycle
1 a sea
b creek
c lake
d evaporation
e condensation
2 Water evaporates from the sea. The water vapour rises,
getting colder the higher it gets. It condenses to form small
water droplets, which produce clouds. When the clouds get
blown over the land they rise and get colder. The water
droplets get bigger and fall as raindrops. This water makes its
way back to the sea again in rivers.
3
Groundwater
1
2 a An impervious rock does not let water pass through it. It
does not absorb water.
b A porous rock absorbs water.
3 C limestone
d n i w p e t n o c
w o a o r w a t e r
d i r c y c l e i i
w t t l i r e l n v
o c p o r d i p a e
r e o u v a p o u r
a v r d o r n r c e
e n o i t a i d a r
n o u i p a a t c i
r c s r r a r n i n
wells
porous rock
springs
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6
4 A well is drilled down to the aquifer, then the water is pumped
to the surface and piped to homes and factories.
5 Water from industrial waste or fertilisers can be washed down
into the aquifer by rainfall.
Purifying water
reservoir, microorganisms, alum, coagulate, flocculation, sand,
filter, chlorine.
How water is used in Jamaica
1 a 32.9%
b 28% (allow 28.3% as hotels form part of tourist industry)
2 pollution of the water; ageing water distribution system, i.e.
pumps, pipes, etc; greater demand as the population grows
3 The water comes into contact with hot rocks underground.
12.2 Uses of water and air
Uses of water
Across: 3 cleaning, 7 sanitation
Down: 1 leisure, 2 solvents, 4 irrigation, 5 coolant, 6 cooking
Water in industry
1 The manufacture of paint, rum, fizzy drinks, bleach, pesticide
(as well as the processing of meat).
2 a Because it is colourless and tasteless and can dissolve many
substances.
b B H
2
O
c B Liquid
d alcohol (ethanol)
Water in agriculture
1 When a farmer waters the crops.
2 30%
3 Tap water.
4 Fertiliser.
Energy from water
1 a Kinetic.
b Potential.
c Dam, reservoir, pipes, turbine, generator.
2 a Water, agriculture, solvent, electricity, leisure.
b Taps, rainwater, dam, pipes, spring.
3 We can use the movement of the waves or the rise and fall of
the tides to turn a generator. Some water can be trapped when
the tide is in, then released past turbines as it goes out to
generate electricity.
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Air as a source of power
1 a
b (power) cables.
c In a deep sea.
12.3 Gases in the air
1 The flame goes out. The level of the water in the gas jar rises.
2 The oxygen in the air is used up as it reacts with the hot wax.
The water is forced into the gas jar by air pressure to replace
the oxygen used up.
Proportion of gases in the air
Water vapour is a gas
not shown.
Gases and their effects
1 oxygen gas relights a glowing splint; carbon dioxide gas
turns lime water milky, puts out a lighted splint, turns
bicarbonate indicator from purple to yellow.
2 It is acidic.
3 There are many different gases that would put out a burning
splint so the test would not distinguish between them.
Oxygen
1 air, reactive, iron, compounds, respiration, glucose, leaves,
carbon, water, photosynthesis, sunlight, cycle.
blade
generator
wind
nitrogen
other inert gases
such as argon
oxygen
carbon dioxide
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2
3 Welding, breathing apparatus for divers, helping people to
breathe in hospital.
The carbon cycle
1 Respiration.
2 Fungi and bacteria.
3 Coal, peat, oil, natural gas.
4 It reacts with oxygen when it burns.
5 a Limestone.
b Shells from sea creatures build up on the seabed and over
millions of years are crushed together to make limestone.
The nitrogen cycle
1
2 a Fixation.
b Denitrifying.
Oxygen
Carbon
dioxide
Burning
fuel
Respiration
Locked up in chemical
compounds e.g. iron oxide
Photosynthesis
Death and
decay
fixation by
lightning
nitrogen in
the air
conversion
of nitrates to
nitrogen by
denitrifying
bacteria
fixation by nitrogen-fixing
bacteria in soil and root nodules
animal
waste
eaten by
nitrogen in
plant proteins
death
decay by
bacteria
absorption by
plant roots
compounds of
nitrogen such
as nitrates and
ammonium
salts
manufacture
of artificial
fertilisers
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Water vapour and the noble gases
1 Humid.
2 Gel, desiccant.
3 Pink.
4 a Helium, neon, argon, krypton, xenon, radon.
b Very low density and very unreactive.
c Neon.
12.4 Conservation of water
Water in domestic activities
1 Students own water-use diary and estimate.
2 Any sensible suggestions for saving water.
Worldwide use of water
In the USA most people have water on tap to use in their homes,
whereas in Africa many people have to collect water and
physically carry it home. People in a developed country are also
more likely to have appliances that use lots of water, such as
power showers and dishwashers.
Waste water and sewage
filtration, aeration, sludge
Write and complain
Students own letter pointing out dangers of deforestation.
12.5 Air and water pollution
Air pollution
Damages our health, causing breathing diseases; acid rain, which
kills trees and plants as well as aquatic animals; smog over cities;
buildings damaged by acid rain; greenhouse effect, which could
cause climate change; damaged ozone layer.
The greenhouse effect and global warming
1 The Sun heats the Earth and at night it cools down by giving
off radiation (infrared waves). Greenhouse gases, such as
carbon dioxide, absorb this radiation so it cannot escape out
into space and our atmosphere warms up.
2 There is a link between the temperature and the
concentration of carbon dioxide in the atmosphere.
3 The ice caps could melt and raise sea levels, flooding low-lying
land. Climate change could cause more extreme weather
events, changing the crops that can be grown in certain area
and changing habitats for animals, which could then become
extinct.
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The ozone layer
1 Chlorofluorocarbons.
2 They were used as a propellant in aerosol cans and as a
refrigerant in fridges and freezers.
3 The ozone layer absorbs harmful ultraviolet rays from the Sun
before they can reach us and cause health problems.
4 They are trying to ban the use of CFCs.
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Teachers Guide
Workbook 3
Unit 13: Sensing and responding to our environment
13.1 Sense organs
The eye
1
2 Across: 1 ciliary, 4 retina, 5 iris
Down: 1 cornea, 2 pupil, 3 lens
3 Answers will vary but about 0.5 seconds.
4 a
b
c Lens gets thicker.
iris
pupil lens
retina
opic nerve ciliary body
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6
5 Light from the dot is falling on the blind spot; the point at
which the optic nerve leaves the eye, so we cannot see it.
6 a The picture is made up of red, green and blue dots.
b
c Our eyes can blend the three different colours of light
together to make all the different colours and shades that
we can see.
7 a A green shape.
b The red receptors in our eyes have become tired and so we
see the white light with the red missing and this will look
green.
Problems with the eye
1 Short sight: light from far away objects is focused in front of
the retina so the image looks blurred.
Long sight: light from close up objects is focused behind the
retina so the image looks blurred.
2 The laser changes the curvature of the cornea to correct for
any defect such as short or long sight.
white
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Teachers Guide
A
A
B
B
The skin
1 a Two.
b Answers will vary but about 2mm.
c Answers will vary.
d Nerve endings are closer together in the finger tip and
further apart on other parts of the body.
Sound
1 a Water is denser than air so transmits sounds better.
b Because water transmits sound better than air, it also
transmits sound much further.
c There is no air or any other medium on the Moon to
transmit any sound at all.
2 pitch how high or low a note is; frequency number of
waves per second; amplitude the intensity of a sound;
ultrasound frequencies above 20000Hz; dB a scale to
measure the loudness of a sound.
The ear
1
2 Across: 3 auditory, 4 canal, 6 outer, 7 hammer, 10 stirrup
Down: 1 cochlea, 2 sound, 5 auditory, 8 anvil, 9 drum
Problems with the ear
What is sound?
1 a The same number of waves but each wave would be higher.
b The waves would be the same height but there would be
more of them.
2 Each 10 point rise on the scale doubles the intensity, so 20dB
is twice as loud as 10dB, but 40dB is 8 times as loud as 10dB.
stirrup
semicircular
canal
cochlea
hammer
ear drum
auditory nerve
ear canal
outer ear middle ear inner ear
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The five senses
sense 1: sight the eyes detect light waves reflected from
illuminated objects.
sense 2: hearing the ears detect sound waves passing through
the air or another vibrating medium.
sense 3: smell the nose detects chemical molecules in the air
breathed in.
sense 4: taste the tongue detects chemical molecules on food
and drink in contact with it.
sense 5: touch the skin detects things in contact with it.
13.2 Central nervous system
Parts of the central nervous system
1
2 brain coordinating centre of the nervous system; central
nervous system brain and spinal cord; peripheral nervous
system sensory and motor neurones going into and out of
the spinal cord; motor neuron carries instruction from the
brain to the muscles; sensory neuron carries information
from the senses to the brain.
3 look at food sensory neuron brain motor neuron
eat food
peripheral
nervous
system
brain
spinal
cord
central
nervous
system
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Nerves and impulses
1 The impulse travels from the eye to the brain. The brains
sees the food and creates the sensation of hunger. An impulse
is passed from the brain along motor neurons to the muscles
in the arm. The food is picked up and eaten.
2
3
4
example 1: pupil reflex that makes the pupil smaller in bright
light to limit the amount of light entering the eye.
example 2: blink reflex that shuts the eye whenever an object
rapidly approaches the eye to protect the eye from
damage.
The brain
A: cerebral hemispheres all conscious thought, memory and
intelligence are located here.
cell body
dendrites
axon
sheath
a sensory neurone carries
instructions from our five senses
myelin sheath
(insulator)
axon
(nerve fibre)
dendrites connect
with other neurones
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spinal cord
connecting
nerve cell
ventral root of
spinal nerve
dorsal root of
spinal nerve
temperature
receptor in skin
spinal nerve
nerve ending in a
muscle (the effector)
B: cerebellum controls balance and coordination, e.g. skills
such as riding a bike.
C: pituitary gland secretes hormones and controls all the other
hormonal glands.
D: medulla oblongata controls unconscious actions such as
breathing and heart rate.
E: spinal cord carries nerve impulses in from all areas of the
body and back out again from the brain.
13.3 Endocrine system
Hormones and glands
1 A chemical messenger made by a gland and transmitted
around the body via the bloodstream.
2 a
b Testes.
3 pancreas: insulin; controls blood sugar levels.
adrenal gland: adrenalin; prepares the body for action in an
emergency.
thyroid gland: thyroxin; controls the bodys metabolic rate.
pituitary gland: lots of different hormones, e.g. ADH and
growth hormone; controls the other hormone glands, e.g. FSH
stimulates the ovaries.
pituitary gland
thyroid gland
pancreas
adrenal glands
ovary
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Teachers Guide
testis: testosterone; development of sexual characteristics in
the male.
ovary: oestrogen and progesterone; development of sexual
characteristics in the female.
4 Pituitary gland, because it produces hormones that control all
the other hormonal glands.
When things go wrong
1 a The body digests carbohydrates and produces glucose.
Because there is a lack of insulin, glucose levels in the
blood rise. Excess glucose is then lost in the urine.
b Mild cases of diabetes can be controlled by diet. This means
eating little but often to try to keep the glucose levels
constant. More severe cases need to have injections of
insulin to control the glucose levels. This means balancing
how much food you eat with when you need to inject
yourself with insulin.
2 Adrenalin prepares the body for action. It increases the
glucose levels in the blood for more energy. It increases heart
rate and breathing rate to supply the muscles with oxygen and
glucose for energy.
Comparing the hormone and nervous systems
nervous system hormone system
difference 1 fast slow
difference 2 electrical chemical
difference 3 short lived long lasting
Unit 14: More about matter
14.1 Building blocks of the Universe
Atoms
1 a atom.
b electron.
c nucleus.
d proton.
e neutron.
2 A = atom, B = electron, C = neutron, D = proton
3 a Atoms.
b A substance made up of only one type of atom.
c Negative.
d Positive.
e Neutral/no charge.
f Neutral/no charge.
g Protons and neutrons.
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6
h Hydrogen has only one proton (no neutrons) so its atomic
mass is 1, whereas helium has 2 protons and 2 neutrons,
making an atomic mass of 4.
i Beryllium.
j Six.
k The number of protons in the nucleus.
4 a Three.
b Four.
c Two.
d One.
e Energy level.
f
5
element number of number of number of approximate
electrons protons neutrons relative atomic
mass
hydrogen 1 1 0 1
helium 2 2 2 4
lithium 3 3 4 7
beryllium 4 4 5 9
boron 5 5 6 11
carbon 6 6 6 12
Nitrogen 7 7 7 14
Oxygen 8 8 8 16
Fluorine 9 9 10 19
Neon 10 10 10 20
Molecules and ions
1 a Sodium loses an electron when it forms an ion so it then
has 10 electrons (10) and 11 protons (11+), giving a total
charge of 1+ on the ion.
b An element contains only one type of atom whereas a
compound contains more than one type of atom.
+
+
+
+
electron in first shell
neutron
proton
electron in second shell
+
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14.2 Pure and impure matter
1 a magnesium = element; oxygen = element; magnesium oxide
= compound
b e.g. gold.
2 a The boiling point increases.
b The melting point decreases.
3 a E.g. Fill the outer beaker with the crushed ice and salt
mixture. Place pure water in the small beaker and put it
inside the large beaker. Take the temperature every 2
minutes. When the water starts to freeze the temperature
will remain constant until it has all frozen. This is the
freezing point of water. Repeat with the impure salty water,
noting the temperature when it starts to freeze.
b The pure water will freeze at 0
o
C. Its temperature will
remain at 0
o
C until it has all frozen, then the temperature
will drop further.
The salty water will start freezing at a temperature below
0
o
C and will freeze over a range of temperatures.
14.3 Elements, mixtures and compounds
Compounds
1 a magnesium oxide MgO; sodium chloride NaCl; water
H
2
O; carbon dioxide CO
2
; hydrogen chloride HCl
b i Carbon and hydrogen.
ii D 8
c C
3
H
8
2 sugars, glucose, sucrose, oxygen, lipids, energy, hydrogen,
nitrogen, amino
3 C
3
H
7
O
2
N
Differences between compounds and mixtures
1 a Use a magnet to attract the iron.
b i iron + sulfu iron(II) sulfide
ii Fe
iii S
iv FeS
v Fe + S FeS
c When mixed together before heating, the mixture has the
combined properties of iron and sulfur but once heated, a
chemical reaction takes place and the iron sulfide
compound formed has its own new set of different
properties.
Mixtures and separation
1 Across: 6 solution, 7 eggs, 8 soluble, 9 immiscible
Down: 1 suspensions, 2 emulsifier, 3 miscible, 4 solute,
5 insoluble
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2 a Filtration.
b The insoluble bits of soil and mud are too large to pass
through the filter filter paper (along with any dissolved
substances) so the filtrate looks clear.
c There could be dissolved substances in the water, as well as
bacteria/microorganisms.
3 Add water to the mixture of sand and salt and stir. Filter the
mixture through filter paper in a filter funnel. To get pure salt
evaporate off the water from the filtrate (salt solution) in an
evaporating dish. To get pure sand rinse the sand left in the
filter paper with distilled water (to remove any salt solution
mixed with the wet sand), then leave to dry (or dry in a warm
oven).
Diagram of filtration apparatus with sand left in filter paper
and salt solution in receiving vessel beneath the filter funnel
and paper.
4 a Four dots shown on the paper above the ink spot. Highest
up the paper is the red dye, then blue, followed by green
and finally yellow (lowest).
b Chromatography.
5 a
harvesting and
transporting to mill
concentration by boiling to
get a near saturated solution
cooling and slow evaporation of
solvent to form a saturated solution
crystallisation
crushing
clarification by heating
solid
settles
filtration
Sugar crop
Sugar
crystals
sugar cane
juice
bagasse fuel
lime
residue manure
filtrate
molasses
rum or
confectionery
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Teachers Guide
b i
fraction use
paraffin (kerosene) aeroplane
gases cooking gas
diesel oil lorry
lubricating oil oil can
bitumen roads
petrol (gasoline) cars
Fuel oil ships
ii Fractional distillation.
Key words
14.4 Physical and chemical changes
1
physical change chemical change
boiling water burning a match
making ice cubes setting off a firework
warming a thermometer heating iron and sulfur
stretching an elastic band igniting magnesium ribbon
filing down a piece of metal
condensation on a mirror
dissolving sugar
separating dyes in chromatography
i c r c e s o l u t i o n t p
t o a t o v e n t s r r o n e
s c h r o m a t o g r a p h y
f u e r b r p p e l e m e n t
i t s i a o e o o e a n y o e
l s o p g e h s u r n l a p e
t d r r e e h y i n a l p u l
r b a m u n l t d d d t i i n
a d e o i n s e b r u i i s e
t g e m u l s i o n a e y o h
i f o r m u l a o a h t g i n
o f i l t r a t e n t c e n i
n m i x t u r e t m a e w n t
c o o s b p g e a i d t o i r
d i s t i l l a t i o n p d f
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2 In chemical changes new substances are formed but in
physical changes no new substances are made.
14.5 Metals and non-metals
Copper and sulfur
1 a
test for property copper sulfur
1 conducts electricity
2 shiny when scratched
3 conducts heat well
4 malleable
b Simple circuit diagram consisting of a cell, a bulb and a gap
in the circuit (possibly with a sample connected in the gap)
c Strike the substance with a hammer and see if it shatters.
d Can be hammered and bent into shapes.
e Copper is a metal. Sulfur is a non-metal.
Chemical elements
1 a B 92
b Any six metallic elements and six non-metallic elements
from the periodic table.
c Iron, nickel, cobalt.
d It is malleable (can be bent and hammered into shapes) and
does not react with water.
e Copper compounds are not as toxic as lead compounds that
can form inside lead pipes.
f Plastic.
Metals and ores
1 a copper chalcopyrite copper sulphide; mercury
cinnabar mercury sulphide; aluminium bauxite
aluminium oxide; lead galena lead sulphide; iron
haematite iron oxide
b i Gold/silver/platinum.
ii It is very unreactive.
iii e.g. jewellery.
2 lead sulfide + oxygen lead oxide + sulfur dioxide
lead oxide + carbon lead + carbon dioxide
3 a Electrolysis.
b i Copper.
ii Chlorine.
c Chlorine is a toxic gas.
4 a Aluminium oxide.
b Bauxite.
c Cathode.
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Teachers Guide
d To lower the melting point of aluminium oxide and
therefore use less energy in the extraction process.
e Correctly labelled diagram.
i Carbon.
ii They react with the oxygen formed there and make
carbon dioxide gas.
f Denudation and deforestation; contamination of
underground water; dust pollution.
14.6 Acids, bases (alkalis) and salts
pH scale
Labels should be positioned as follows:
Strongly acidic (pH 12)
Neutral (pH 7)
Weakly acidic (pH 56)
Strongly alkaline (pH 1214)
Weakly alkaline (pH810)
Reactions between acids and alkalis
1 a Neutralisation.
b i Sodium nitrate.
ii Potassium chloride.
iii Ammonium sulfate.
c Water.
2 a i Hydrogen.
ii A lighted splint pops when put at the mouth of a test
tube of hydrogen.
b magnesium + sulfuric acid magnesium sulfate + hydrogen
3 a i Carbon dioxide.
ii Limewater turns cloudy/milky.
b calcium carbonate + hydrochloric acid calcium chloride
+ water + carbon dioxide
4 a copper oxide + nitric acid copper nitrate + water
b Add excess copper oxide to warm dilute nitric acid. Filter
off the excess copper oxide. In an evaporating dish, evapo-
rate off the water until crystals start to form. Then leave to
crystallise completely.
Unit 15: Transport in living things
15.1 Transport systems in plants
The need for a transport system
a All cells can receive nutrients such as oxygen and glucose as
the molecules diffuse from the blood the short distance to the
cells. The cells can also get rid of waste materials in the same
way.
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b Cells in the centre of the group are too far away to receive
nutrients by diffusion and too far away to get rid of waste
materials. This means they will die.
The root
1 There is a higher concentration of molecules outside the cell
so molecules diffuse into the cell from an area of high
concentration to an area of lower concentration. Note. Some
mineral salts are absorbed by active transport.
2 a
b The water in the soil contains fewer dissolved substances
than water in the cells. This means that the water
molecules diffuse into the cells because there is a higher
concentration of water (lower concentration of dissolved
substances) outside the cell compared to inside the cell. As
the water enters, this dilutes the cell contents so that the
cell next to it is more concentrated. The process is repeated
from cell to cell until the water reaches the water-carrying
tube.
3 B C A
The stem
1 a During transpiration, water evaporates from the leaves and
is pulled up the stem from above.
b Adhesion is the attraction between water molecules and
other types of molecules. When water is pulled up the stem
by transpiration it keeps the column of water stuck to the
sides of the xylem vessels.
c i The glass slides are stuck together.
ii Water molecules stick to each other by cohesion and to
the glass slide by adhesion.
root hair soil particles
water between soil particles
special water-
carrying tube
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The leaf
1 a
b Osmosis and diffusion.
The whole plant
1 a
b Xylem carries water up the stem from the roots. Phloem
carries dissolved sugar down the stem from the leaves to
growing and storage areas.
15.2 Transport systems in animals
Structure of blood
1 plasma fluid part of the blood contain dissolved substances;
red blood cell carries oxygen from the lungs to the cells;
lymphocyte produces antibodies to destroy bacteria;
phagocyte consumes bacteria; platelet causes blood to clot
when wounded.
2 platelet, lymphocyte, red blood cell, phagocyte
3
true or false
or
A person of average size and weight has about 5 litres of blood
in their body.
There are about 7000 white blood cells for every red blood cell.
Over two million red blood cells are made in our bone marrow
every second.
cell A
leaf stem
xylem
phloem
root
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How red blood cells work
1 a oxygen + haemoglobin oxyhaemoglobin
b oxyhaemoglobin haemoglobin + oxygen
How white blood cells work
1
Blood vessels
a
b
arteries veins
difference 1 carry blood from the heart carry blood to the heart
difference 2 carry blood at high pressure carry blood at low pressure
difference 3 do not have valves have valves to stop backflow
of blood
The heart
a and b
nucleus
lymphocyte
germ
antibodies cluster around
germ and kill it
antibodies leave cell and
move towards germ
lymphocyte
thick
muscular
wall
artery vein
large
internal
space
thin wall
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artery
aortic arch
left pulmonary artery
left pulmonary vein
left atrium
bicuspid valve
left ventricle
aorta
right pulmonary artery
superior vena cava
right atrium
tricuspid valve
right ventricle
inferior vena cava
Circulation
1 After leaving the lungs I pass along the pulmonary vein and
enter the heart via the left atrium. I then pass down into the
left ventricle and leave the heart via the aorta. I can now pass
along lots of different blood vessels as I pass around the body
only to return to the heart via the vena cava. I enter the heart
via the right atrium, pass down to the right ventricle and then
pass through the pulmonary artery back to the lungs.
2 120 is the pressure of the blood in mm of mercury as the heart
contracts. 80 is the pressure of the blood when the heart is
relaxing.
3 Across: 2 valves, 4 veins, 5 capillaries
Down: 1 red, 3 arteries
15.3 Diseases of the circulatory system
1
2 malaria caused by a small parasite that attacks red blood
cells; anaemia not enough red blood cells to carry the
oxygen around the body; haemophilia the blood loses its
ability to clot and stop bleeding when wounded; leukaemia
the production of large numbers of abnormal white blood
cells; varicose veins the walls of the veins in the legs stretch
and become misshapen.
H I G H B L O O D P R E S S U R E
E L L E C E L K C I S A L W S R C
A I L I H P O M E A H J K W L R O
R O E D B P V V I I A R E P Y G Q
T G U J J Z P M U R H B G H L Q Y
A Z K D C S E D A A M I B O M E T
T W A W U A X T J L O X P A F F
T I E C N L I R Q A K Q D N G M E
A T M A M C B A I M E A K U E L V
C Y I X H V X F T K H S U I N Z F
K V A R I C O S E V E I N U S E N
N K S I S O R E L C S O R E H T A
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4 a
pathogenic physiological hereditary deficiency
malaria high blood pressure sickle-cell anaemia anaemia
atherosclerosis
heart attack
haemophilia
leukaemia
varicose veins
b pathogenic: caused by a disease-causing organism;
physiological: caused by a failure of the body to work
properly; hereditary: inherited from parents through the
genes; deficiency: caused by lack of an essential element or
mineral.
5 Rhesus is a protein found in some peoples blood. Those who
have the protein are rhesus positive. Those who do not are
rhesus negative. If a rhesus negative mother has a rhesus
positive baby there is a possibility that the mother will make
antibodies against the babys blood and start to destroy the
babys blood whilst still in the womb. Mothers can be
vaccinated to prevent this from happening.
6 Note: these are examples answers may vary.
a
structural disorder functional disorder
hole in the heart arthrosclerosis
faulty heart valve high blood pressure
stroke
haemorrhage
b structural disorder: a hole in the heart is a small hole that
exists at birth between the top two chambers of the heart.
This hole normally seals up at birth but in a few rare cases
this does not happen. Some blood that should go to the
lungs to be oxygenated instead misses the lungs by passing
through the hole from one chamber of the heart to another
and fails to get oxygenated.
functional disorder: arthrosclerosis is a condition where
fatty deposits build up in the coronary artery that supplies
the heart muscle with blood. If the build up is sufficient to
block the artery, part of the heart muscles gets starved of
blood and dies. This is a heart attack.
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Unit 16: Pregnancy and health
16.1 Embryo development and birth
Pregnancy
1
true or false
or
Human pregnancy lasts for about 50 weeks.
After fertilisation the egg divides to form a ball of cells called
an embryo.
When tissues and organs start to form, the embryo is called a fetus.
The fetus obtains nutrients from its mother through the
amniotic cord.
2
3 The amniotic membrane breaks and the amniotic fluid is
released through the vagina. Muscles of the uterus now begin
to contract and push the baby head first through the vagina.
Once the baby has been born the umbilical cord has to be tied
off in two places and cut between the two ties. This prevents
blood loss from the baby or mother and releases the baby, who
is now cared for by the midwife. After a short while, further
uterine contractions by the mother expel the placenta and
remaining umbilical cord.
4 a amniotic fluid: protects and cushions the baby during
pregnancy.
placenta: a structure that allows oxygen and nutrients to
pass from the mothers blood to the baby and carbon
dioxide and waste materials to be removed from the babys
blood.
umbilical cord: carries the babys blood to and from the
placenta.
amniotic fluid
placenta
umbilical cord
cervix
vagina
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Humans are unique
1 Both mum and dad each provide a randomly chosen set of 23
chromosomes for the new baby. The sperm contain 23
chromosomes, as do the ova. At fertilisation these join to form
the 46 chromosomes in each new cell of the zygote. Because
the chromosomes are chosen randomly and because of the
way the genes interact, each new baby contains a unique set
of genes and DNA.
2 identical twins: formed when a fertilised egg starts to divide
and splits into two distinct groups of cells. Each group of cells
contains the same genes and develops into an identical human
being.
non identical twins: formed when two ova are fertilised at the
same time by two different sperm so two genetically different
babies are produced.
Caring for a new-born baby
16.2 A healthy pregnancy
Diet
1 a At the beginning of pregnancy the foetus consists of only a
few cells and requires very little in the way of nutrients.
Even at birth the babys body mass is much less than the
mothers so mother should be advised to just eat normally.
b The meal should be a balanced meal and contain protein,
fat and carbohydrates in the correct proportions. The meal
should also contain roughage, minerals and vitamins. An
example of this type of meal would be chicken with baked
potatoes and green beans and tomatoes.
2
drink units of alcohol
pint or ordinary strength beer 1
1 pint of strong larger 4
1 small glass of sherry 1
1 large glass of wine 2
1 large rum 2
1 bottle of alcopops 1.5
pint of cider 1
3 Molecules from the mothers blood can diffuse across the
placenta and enter the babys blood.
Lifestyle
1
true or false
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Teachers Guide
or
The baby may be born prematurely.
The baby may have a low birth weight.
The babys organs will be smaller on average that a baby born
by a non-smoker.
The babys lungs may not absorb oxygen as well as a baby born
by a non-smoker.
The baby is more at risk of dying prematurely.
The baby is more likely to spend more time in hospital during
their first year of life.
The baby is more likely to suffer from diseases such as bronchitis
and asthma.
2 German measles: can cause blindness, deafness, heart
abnormalities and mental retardation in unborn babies.
HIV positive: the virus can cross the placenta and enter the
baby, meaning that the baby may be born HIV positive.
16.3 Birth control methods
Population
1 a Answers will vary depending on the date.
b As the human population on planet Earth increases, there
is an increased risk of food shortage, less clean drinking
water, less social resources such as healthcare and
education, overcrowding and the increased risk of disease.
c Answers will vary but should include the birth rate is
greater than the death rate.
Birth control methods
prevent ovulation contraceptive pill; prevent fertilisation
condom; prevent implantation IUD or coil.
Responsibility
Reliability
1 a The following answers are approximate:
condom: 8090%; contraceptive pill: 8599%;
spermicides: 7085%; sterilisation: 99%; IUDs:
9099%; rhythm method: 15%.
b condom: the condom may break or come off during sex.
contraceptive pill: the user may forget to take the pill.
spermicides: not all the sperm may be killed.
sterilisation: sterilisation, such as tying off the Fallopian
tubes, may not always prevent all eggs or sperm from
passing.
IUDs: implantation may sometimes occur.
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rhythm method: it is not possible to know exactly when
ovulation takes place or how long the sperm are going to
survive.
2 The morning-after pill is a hormone which, if taken within 48
hours of sex, prevents the embryo form implanting in the wall
of the uterus.
Advice about birth control
Unit 17: Forces and motion
17.1 Pushes and pulls
Pushes, pulls
Answers will vary. Typical examples:
2 A cyclist must push down on the pedals to make the cycle go
forwards.
3 A builder must pull on a rope to lift a load of bricks.
4 A shopper must push on a trolley/pull on the handle of a
shopping bag.
5 A donkey must pull on its harness to move a cart.
Estimating forces
Students will need to have access to a set of kitchen scales or
similar.
They should learn that a 100g mass has a weight of 1.0N, and
they should get a sense of what forces of 1N and 10N feel like.
Accuracy: Most people can judge weights to within about 10%
with a bit of practice.
Measuring forces
1 Newton, N.
2 Weight.
3 5N approx.
4 Newtonmeter/forcemeter/spring balance; a spring.
5 3N; 6.5N.
6 Information about Isaac Newton, 16421727.
Friction good or bad?
1 A problem it slows the child down.
2 Useful without friction, you would slip and wouldnt be able
to walk forwards.
3 A problem, because it makes it harder to push the box up the
slope; but perhaps also useful, because it stops the box from
sliding back down when it is halfway up.
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Floating and sinking
1 Weights acts vertically downwards; upthrust acts upwards.
Plus suitable diagram of wood floating on water with upward
arrow labelled upthrust and downward arrow labelled
weight.
2 Boat: forces are equal; stone: weight is greater than upthrust;
cork: upthrust is greater than weight.
3 The upthrust is greater than the weight of the balloon; hence
there is a net force acting upwards and this pushes the balloon
upwards.
(Note that answers to questions 2 and 3 ignore any effect of
drag forces acting on the moving objects.)
Streamlined shapes
1 The streamlined car should be low, pointed; the car that
experiences a lot of drag should be more upright and have
fewer curves.
2 The shark has to be able to move quickly through the water to
catch its prey (and avoid predators). A streamlined shape
means there is less drag to slow it down.
3 The sea-dragon is not streamlined, suggesting that it does not
use speed to avoid predators. Instead, it uses camouflage to
avoid being noticed.
Name that force
1 Contact force.
2 Upthrust.
3 Weight.
4 Friction.
5 Drag.
17.2 Forces at work
Dragging uphill
1 and 2
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6
5 10 15 20 25 30 35 40 45 50 55
9
8
7
6
5
4
3
2
1
0
pulling
force (N)
total weight (N)
3 The pulling force increases steadily as the total weight
increases (increases in proportion to the total weight).
4 Approx. 6.4N.
5 Change the surface try rough and smooth, or oil the surface.
Ramps
Three suitable examples such as: ramp for car into garage; ramp
on pavement edge for wheelchair users; ramp for pushing heavy
load up onto high surface.
Pulleys
1 Rope attached to packing case; up over fixed pulley; down to
Joes hand.
2 500N; the greatest force she can apply is by using her own
weight to pull down on the rope, but this will not be enough
because 400N is less than 500N. (She needs more than one
pulley.)
Balancing
1 Seesaw with boy further from pivot than man.
2 The pivot is not central. The weight of the ruler acts on one
side of the pivot (at a small distance); the weight of the coin
acts on the other side to balance its turning effect.
Three classes of lever
1 Effort.
2 Fulcrum.
3 Examples: Class 1 seesaw; Class 2 scissors; Class 3
tweezers. Plus correctly labelled diagrams.
Calculating work and power
1 Work: joule (J); force: newton (N); distance: metre (m).
2 30J
3 1200J
4 1500N
5 50000W or 50kW
6 8000W or 8kW
Quantities and units
1
quantity unit (name and symbol)
force newton (N)
work done joule (J)
power watt (W)
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Teachers Guide
2
quantity equation unit equation
work done = force distance moved joule = newton metre
power = work done / time taken watt = joule / second
3 James Watt (17361819) was a Scottish engineer but he did a
lot of his work, designing and building steam engines, in
England.
17.3 Measuring forces
Caribbean earthquakes
1a and b
Students should label diagram as shown and name as many
volcanoes as possible.
2 Earthquakes occur more where plates are sliding past each
other (e.g. Haiti); volcanoes where the plates are pushing
together or pulling apart.
Air pressure
Students could describe their findings to the class.
Explanation: Air pressure pushing up on the card provides
sufficient force to balance the downward force of the water on
the card. Hence the card stays in place and the water remains in
the glass.
Lower pressure
The balls move closer together. The pressure is lower between
the balls (where the air is moving faster) than at either side, and
hence there is an inward force on each ball.
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Caribbean Plate
South American
Plate
North American
Plate
Key
volcanoes
fault lines
Explaining air pressure

1 Nitrogen, oxygen.
2 Molecules of air are moving fast and each exerts a small force
when it bounces off a solid surface. These forces add together
to make air pressure.
3 Air molecules move faster and so they exert more pressure
(because they strike the surface harder).
4 Cold day: lower pressure because molecules move more slowly
and so strike surfaces with less force.
5 a Vacuum (nothing).
b You can easily push the molecules more closely together
because there is nothing in between them.
Weather wise
1 Barometer.
2 Isobars.
3 Meteorologist.
4 Suitable drawings of weather symbols, correctly labelled. Note
that few newspapers or websites use meteorologists
conventional symbols.
Hurricane alert
1 100
2 1020 degrees North
3 Line starts over Atlantic, tracks WNW over TT.
4 Lines stop when they pass over land; they continue much
farther if they are over the Atlantic.
5 There is more friction (drag) over land because the surface is
less smooth.
6 Pacific: typhoon, Indian Ocean: cyclone
7 Simone Edwards and Jerome Jordan. They are both basketball
players.
14 words, 7 sentences
Suitable pairs of words for sentences others are possible:
seismograph, earthquake
pivot, lever
load, effort
watt, power
joule, energy
pressure, barometer
newton, force
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Teachers Guide
17.4 Locomotion in animals
The skeleton
1
2 a
b bone: hard and strong and supports the body.
ligament: elastic tissue that connects bone to bone at a
joint and allows the joint to move.
tendon: non-elastic tissue that connects muscle to bone and
makes the joint move when the muscle contracts.
cartilage: tough, smooth tissue found on the ends of bones,
that helps to lubricate joints.
cranium
clavicle
humerus
radius and
ulna
patella
tibia and
fibula
metatarsals
tarsals
femur
pelvis
vertebrae
rib
sternum
scapula
bone
muscle
synovial fluid
ligament
tendon
bone
cartilage
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Moving the skeleton
1 Muscles can only contract. They cannot expand. This means to
move a joint, they must always work in pairs called
antagonistic pairs. One muscle contracts and pulls the joint in
one direction. This muscle then relaxes while the second
muscle contracts and pulls the joint back again.
2 a
b
3 a
b
distance
load
pivot
effort
distance
load
effort
pivot
effort ort
load
pivot
effort
load
pivot
effort
load
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Teachers Guide
4 a
This acts like a door hinge and allows movement in one
direction.
The elbow is an example of a hinge joint.
b
Allows movement in many directions.
The hip is an example of a ball-and-socket joint.
c
Allows limited movement in all directions.
The bones in the wrist are an example of a gliding joint.
Injuries
1 ham strings: the hamstring muscle is found at the back of the
thigh. It can be damaged through violent exercise and causes
pain at the back of the leg and difficulty in flexing the knee
joint.
cartilage
covering ends
of bones
bone
muscle
fluid inside joint
ligament
tendon attaches
muscle to bone
bone
pelvis
socket
ball
smooth
cartilage
femur
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6
achilles tendon: found in the back of the ankle, it sometimes
becomes torn during violent exercise. If damaged it prevents the
person from flexing the foot at the ankle joint.
The evolution of the arm
human arm: the arm allows movement is all directions with
grasping and fine manipulation of tools.
birds wing: the position and size of the bones allow for the
attachment of feathers that shape the wing for flight.
whales flipper: the bones support a tough fleshy flipper that
pushes the whale through the water.
Movement in fish
a Fish have muscles on either side of their backbone. Alternate
contraction and relaxation of these muscles causes the body to
move from side to side with the tail fin pushing the fish
through the water.
b Fish have a swim bladder, which is a sac of air that can be
inflated or deflated. As the fish dives deeper, air is put into the
swim bladder. This reduces the density of the fish which
enables it to float at that depth. At shallower depths air is let
out of the swim bladder so that the density of the fish is always
at equilibrium with the density of the water no matter what
depth the fish is swimming at.
carpals ulna
radius humerus
lower arm bones hand upper arm bones
flight feathers
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6
Teachers Guide
Unit 18: More about the Earths resources
18.1 Rocks and minerals
Weathering
1 Water collects in a crack in the rock.
2 When the temperature drops to 0
o
C or below the water
freezes. As ice occupies a larger volume than water, it expands
and widens the crack.
3 Eventually the crack gets so big that a piece of rock breaks
away.
Key words
erosion the wearing down of rocks; weathering the
breakdown of rocks; sediments particles of rock that settle out
of water.
Non-renewable
1 Once they are used up they cannot be replaced.
2 Recycle metals/find alternative materials to do the same
functions.
3 silicates, sulphates, oxides, carbonates
4 a Mineral made of an element.
b Rock made of a mixture of minerals.
c Mineral made of a compound.
Types of rock
1 a Layers of sediment build up and are compressed and stick
together to form rock.
b Rock is heated to high temperatures and/or put under great
pressure. Its structure changes and it turns into
metamorphic rock.
c When molten rock cools and solidifies it forms igneous
rock.
2
sedimentary metamorphic igneous
chalk marble granite
mudstone quartzite basalt
limestone slate
sandstone
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6
3
Minerals
a sulfur formed inside cracks in cooler rocks, as hot gases
cooled.
b salt (sodium chloride) formed when seawater evaporates.
c agate or amethyst superheated underground water is forced
into small spaces in rocks and evaporates to leave the mineral.
d basalt formed when molten rock cools quickly (e.g. in air,
water or near the surface).
e granite formed when molten rock cools slowly (e.g. deep
underground).
Elements of the Earths crust
1 a Oxygen.
b About 50%.
c Aluminium and silicon.
Friedrich Mohs
1 He invented a scale to compare the hardness of minerals.
2 a Talc.
b Magnesium.
3 a Diamond.
b Carbon.
4 8 times harder.
Sorting minerals and rocks
1 gypsum: plaster of Paris, plastering walls.
corundum: grinding wheels.
bauxite: extraction of aluminium.
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6
Teachers Guide
new mountain
formed
volcano
weathering, erosion
sediment carried downhill
sediment deposited in sea
heat 1 pressure
uplift to
surface
magma
igneous rock
e.g. granite
sedimentary rock
e.g. mudstone, sandstone
metamorphic rocks
e.g. slate, marble
diamond: jewellery.
limestone: building material.
aggregate: concrete.
2
minerals rocks
gypsum bauxite
corundum limestone
diamond aggregate
18.2 Soil and soil conservation
Soil
1 topsoil
subsoil
rock
2 a
b answers will vary but should be a written description of the
diagram drawn and include photosynthesis, respiration and
combustion.
3 what is in description or purpose
the soil
carbon dioxide in
the atmosphere
carbon
compounds
in dead
organic
matter
carbon in
fossil fuels
organic compounds
in green plants
organic
compounds
in animals
combustion
photosynthesis
respiration
death
death
respiration in
decomposers
respiration
fossilisation
feeding
large soil particles air
spaces between soil articles providing oxugen for roots sand
very fine particles clay
forms thin liquid film around soil particles humus
decayed remains of plants and animals water
112
6
4
5 40 000 000
6 a sandy soil has large particles
b clay soil has small particles
c loam soil has a mixture of both
Things that live in soil
2 A Tullgren funnel is used to extract small organisms that live
in soil. The organisms move away from the heat and drop out
of the bottom of the funnel into a container.
Types of soil
1 Chalky rock that soil is formed from will be alkali. Soils contains
lots of humus and vegetable matter will be more acidic.
Soil erosion
1 a Wind blown particles such as sand.
Rain, especially if it is acidic will react with limestone.
Frost, as water freezes it small cracks and crevices will
expand and cause the rock to split.
b Answers may vary.
D T X O E W H J L
N U T M Y U Z K I
F S D M K A Y Z
P E C U C A I H A
0 C S N R H O X C
S P U T L I S L J
Q V I R E T A W R
W R F V B Y N A B
G Q G L R B D M G
cm 25
clamp
stand
cm
metal reflector
25 W bulb
soil sample

funnel
smooth-sided
pebbles
beaker
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6
Teachers Guide
18.3 Forests and wildlife and their conservation
Definitions
1 The branch of biology that deals with the relations of
organisms to one another and to their physical surroundings.
2 Answers will vary but should include a description of the
weather during different seasons and examples of some of the
fauna and flora that can be found on Jamaica.
Ecosystems
2 a A shore is a sandy, rocky or stony area that is periodically
covered by the tides where the land meets the sea.
3
Drugs and medicines
1 a The drug is first tested on human cells and animals for
effectiveness and safety or side effects.
It is then tested on healthy volunteers for side effects.
It is then tested on ill volunteers for effectiveness and side
effects.
It is then available for use.
b and c Answers will vary.
Endangered species
2 The books lists all species that are at risk or in danger of
extinction.
a Amphibians
b 7.5%
c Vulnerable means the species is at risk of extinction.
Critically endangered means the species is in immediate
danger of extinction.
d Answers will vary.
V A I D N A L T E W
Z S U J M Z G D R A
T B E S T U R I E S
S X W V C A P O E H
T S E R O F R Q F O
V W S Y I R K F S R
H A S N O O G A L E
T M C W B N N N K S
X P Y F P M O J A R
G E U D L H E L Q M
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6
Field trips
1 Do not damage the environment by taking specimens away
from it and do not leave anything behind such as litter and
rubbish.
2 a marking out an area
b measuring a transect or area
c catching pond or river life
d writing about what you find
e looking at small organisms
f holding pond or river life
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6
Teachers Guide

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Integrated

activity Making a salt (Book 3, page 68) solutions need to be

The energy can be transferred from one place to another, or

ICT simulations can also be used to show underlying concepts.

Recording results in a table

Explaining air pressure

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