>» Workbook answers Unit 1 Photosynthesis and the carbon cycle Exercise 1.1A How light level affects photosynthesis o| st; the mass of the plant; the 8 Amount o ght © Volume of ga lected in om ied green” blue white 6 Accept any valid conclusion that can be ‘made from these results for example: plants photosynthesise fastest in white light none photosynthesis happens faster in blue light than in green ight Plants photosynthesise faster when they have amore light, Exercise 1.18 The effect of different Exercise 1.1C Turning an idea into a hypothesis that can be tested colours of light on the rate of photosynthesis The colour of the light / cellophane. ‘The number of bubbles produced in one Any three from: the light intensity (st the type of water the water plant quantity of water plant: the type of water plant; the temperature For example form of aclearly phrased hypothesis relates to the effect of carbon dioxide on the rate of photosynthesis of an aquatic plant be tested by experiment. For example, a possible hypothesis could be: Water plants give off mor: bubbles per minute when they are given more carbon dioxide. Look for ‘+ a clcar statement of the independent variable and dependent variable + at least two other variables that will be controlled a clearly explained method, with cnowgh detail that someone else could follow it, including a labelled diagram of the apparatus a clear description of ow the independent ble will be changed a clear description of how and when results will be collected a results chart, with headings and units (but no resus) a prediction based on scientific understanding.Exercise 1.2A Duckweed experiment [Link],C2,D3.E4 quantity of fertiliser number of duckweed plants volume of water, temperature light intensity Hf Duckweed plants grew and reproduced aster in the dishes with | or 2 grains of fertiliser than with no fertiliser. This shows that adding fertiliser causes the duckweed plants to grow and reproduce Faster. However, fower plants grew and reproduced when 3 grains of fertiliser were aded than when 2 were added, and all the plants died when 4 grains were added, Use three sets of dishes for each quantity of fertiliser (The other two choices would be different experiments and would not test Sofia’s original duckweed plants extra nitrate fertiliser helps them t reproduce faster) Exercise 1.2B Testing a variegated leaf for starch chlorophyll Chlorophyll absorbs energy from sunlight. Without chloropkyl, the lea cells will not be able to photosynthesise and make glucose. Without glucose, they will not be able to make starch. This is to break down the cell membranes in the leaf, allowing the iodine solution to get to the starch, This is to remove the chlorophyll from the leaf, making it easier to see any colour changes when iodine solution is added starch Exercise 1.2C Floating discs experiment The stomata (litte holes inthe epidermis) are on the underside of leaves. The oxygen is ‘made by the eells inside the lea, from where it diffuses out through the ston ‘The more bubbles of oxygen produced, the ‘more quickly the leaf dise will rise; the bubbles of gas collecting under the laf make it float upwards A mention of the gas bubbles attached to the leaf making show a very good level of understanding, it less dense would For exampl se more quickly in bright li leaves make more cxygen in bright light than in dim light. Leaves photosynth. Light intensity/brightness ) and 44 (ditm light) should 2.75, 128 oF 13, 0.75, 70.8 08 71 Mean for bright Mean for dim lighThere were a lot of variables that the girls d not control, however hard they tried. For example: the bubbles of oxygen might not ‘come out of every part of each leaf evenly so some of the eaf discs would lip over and rise to the surface more quickly or more slowly som of the dises might hit the beaker, which would make them rise more slowly; it would be difficult to decide exactly when fo start the timer. and when to stop it The conclusion should bea response to the hypothesis that the Iearner stated in the answer to question 4, For example: Leaf dises photosynthesise more quickly in bright light ‘than in dim light Leaves use light as their energy source fo photosynthesis, so they photosynthesise more quickly in bright light than in dim light. This ‘means that they make oxygen more quickly Onygen bubbles collect more quickly on the undersides of the leaf dises in bright light, so the dises rise to the surface more quickly Exercise 1.3 Completing a carbon cycle diagram (meena, So that the gases in the tube could not mix with the air. This allowed Arun to sce how the processes happening inside the tubes changed the concentration of carbon dicwide in the tube Any two from: temperature, volume of indicatot time the apparatus was lel for. paantand ‘animal only [red Paantonly [red D__ [nothing [red In tube A, the plant photosynthesised and respired, but it photosynthesised more than it respired. The animal respired. Overall, about the same quantity of carbon dioxide was taken in for photosynthesis as was given out by respiration. The quantity of carbon dioxide in the tube did not change In tube B, the animal respired out carbon dioxide. Th ‘concentration of carbon dioxide in the tube In tube C, the plant photosynthesised and respired, but i photosynthesised more th it respired, More carbon dioxide was taken in than was given out. So there was almost no carbon dioxide let in the tube In tube D, there was no resp photosynthesis. The quantity of dioxide in the tube did not change Look for these ide + Theonly process that removes carbon dioxide from the amosphereis photosynthesis + Respiration and combustion add carbon dioxide to the atmosphere. + If there was no photosynthesis then carbon dioxide would build up in the atmosphere Exercise 1.4 Interpreting graphs about climate change 1 Thereis mor: carbon diode inthe atmosphere now than there use to be: Graph. Sea lve is steadily rising: Graph A. Sea icein the Arctic is present for fewer months in the year now, and ther is less of it: Graph B. Sca evel is rising. Sea level has risen by 230 mm since 1880) Sea ie covered a smaller area in 2017-2018 than between 1979 and 2016, Sea ice appeared later and disappeared carlic in 2017-2018.You would nced to collect data for more years aller 2017-2018 to see if this is a tend oF just a one-off result for this period For example: We can correlate an increase in burning fossil fuels with the rise in earbon dioxide concentration. In the northem hemisphere there is more ‘and higher temperatures in surnmer than in winter. Plants photosynthesise more in summer, using more carbon dioxide So carbon dioxide concentration falls in summer and rises in winter when plants cannot photosynthesise as much, Unit 2 Properties of materials Exercise 2.1 Atomic structure 1 12 214 aluminium eon Atomic number = $: Mass number = 11: Number of protons = 5; Number of neutrons = 6; Number of electrons = beryllium Phosphorus The atomic umber increases by 1 every time you move along to the next clement in the Periodic Table ‘The mass number increases in most cases (except between argon and potassium where the mass number deercases by 1) but the increase is not by a fixed number each time calcium and argon 10 Accept helium, nitro or neon ‘atomic number umber of protons umber ofrneutrons number of electrons electronic structureExercise 2.2A Elements in the same group 1 The number of protons increases The mass number increases, Atomic number = |1; Mass number 23: Number of protons = 11; Number of neutrons = 12: Number of electrons = 11 281 They have the same number of electrons {onc) in the outer shell and both have 2 in the inner shell and both have 2 in the inner Atomic number = 19; Mass umber = 39; Number of protons = 19; Number of reutrons = 20; Number of electrons = 19 28,81 Al three atoms have one clectron in the outer shell, and two in the inner shell The atoms get larger /there are more electron, shells as you go down the group. The atoms have a larger mass / more protons and neutrons as you go down the group. Exercise 2.28 Trends in groups in the Periodic Table 1A group in the Periodic Tube isa column of elements Watch out for any confusion in understanding that ~7 C isa higher temperature than ~220 °C The trnds are the melting points increase as you go down the group the boiling points incr down the group the elements become less reactive as you go down the group, ‘The melting point of iodine will be higher than that of bromine Iodine isa solid at room temperature. This is because the melting point of iodine is likely to be mowe greater than room temperature (around 22 °C), The table shows very large changes in melting points between the clements in the group ‘The melting point of bromine is ~7°C so the melting point of iodine would be expected tor be much higher than tha Iodine would have a much lower boiling point than astatine. (The trend in the {group is that the further down you go, the ‘more the boiling point increases) Astatine is less reactive than iodine as itis below iodine in Group 7 Exercise 2.2C Comparing the trends in Groups 1 and 7 The melting point decreases The melting point increases. This i the ‘opposite of what happens in Group 1. (Watch ‘out for any confusion in understanding that =1°C isa higher temp 20°C.) In Group |. the boiling point decreases as the ‘atomic number inereases, wheteas in Group, 7; the boiling point increases as the stom number increases In Group 1, the least reactive element is the ‘one withthe smallest atom: the most reactive isthe one with the largest atom. In Group 7 the last reactive element is the one with the largest atom; the most active i the one with the smallest atom. Rubidium, Group 1: Students should predict that + itwill be more reactive than the other cclements shown (as it has a larger atom) + it will have a lower melting point + it will hive a loner boiling point Todine, Group 7: Students should predict that + itwill be less reactive than the other ckments shown (as it has a Larger atom) + it will have a higher melting point + it will have higher boiling point Topic 2, ents react t Exercise 2.3A Atoms and ions 1 The outer shell of the atom should be labelled as the highest encrgy level, Diagram should have a nucleus, and one shell with 10 electron LiDiagram should have two shells, with cloctron structure 2,8 and a nucleus F Exercise 2.38 Why do ions form? sodium: Chlorine: atomic umber 11__| atomic number 17 mass mass number 35 Sodium atom chlorine atom {{((@ The learncrs must place the electron crosses in the correct shells but they can be anywhere in those shells stron crosses in the correct shells but they ean be anywhere in those shells, sodium ion: chlorine io: ‘The learners must place the electron erosses in the correct shells but | The learners must place they can be anywhere | the electron crosses in acikoes balks the correct shells but they can be anywhere in those shells plac by theststrsttic forecs betwcan the protonsand the cletrons Tons are formed because the outer shells of the atoms are no full and that makes the atom les stable The atoms can form ful shells by losing or gaining 2.3C Forming ionic compounds Calum atom diagram should hve @ nucleus four shells with clectron structure 23 Chlorine atom diagram should have snl three shells wth lctron Structure 28.7 Diagrams must be labelled Calcium ion diagram should have a nucleus, three shells with electron structure 28,8. Chlorine fon diagram should have ucleus, three shells, with electron structure 288 Diagrams must be labelled: learners the calcu fon os poskivey charged The calcium atom has two electrons in its to become more stable the ‘must be lost, Chlorine has seven cletrons level so only ne is shell. Two atoms ed to use the two clectrons lost from the calcium atom so the formula for calcium chloride is CaCl because two atoms of chlorine are needed for every one atom of calcium, Exercise 2.4A lonic or covalent bonds Tonic bonding, because the particles are packed closely together in a lattice pattern, Arrows should indicate the points where the atom and the four small atoms in join. The label should read ‘stron forees within each molecule’, Substance B Substance A Tonic covalent Any correct example, such as graphite or silicon dioxide Exercise 2.48 Properties of ionic and covalent substances Its melting and boiling points are high potassium chloride, calcium chloride and magnesium oxide ammonia and bromine Water; because it has a boiling point of 100°C Ja melting point of 0° bromineMagnesium oxide has high meltin boiling points because itis an ionic compound, The ions have strong forces hholding them together in a lattice pattern. This means that a lot of energy is needed. to overcome these rces and make the um oxide melt or boil, Ammonia has low melt points because, although molecules are strong, the forees between the molecules are wei ne forces inside the ¢ these intermokecu mielt of boil to overcor make the ammon Unit 3 Forces and energy Der Exercise 3.1A Comparing densities gas B R The density of th that of water / les ial should be less than Loglen Exercise 3.1B Understanding and calculating density the mass of a certain vol 1(.0) (gfem’) density Exercise 3.1C Density, floating and sinking polyethylene density = 89 (gem) polypropy cellulose acetate / polyvinyl chloride Exercise 2.4C Giant structures of carbon diamond (left) and graphite (right) The atoms of earbon in graphite are arran in ayers. The bonds between the carbon atoms in the layers are strong (each carbon atom bonds with thrce other atoms) but the bonds between the layers are weak, This means that the layers can slide over one another and the surface is soft and comes away. For example when you write with a graphite pencil The atoms of carbon in diamond are arranged int thrce-dimensional structure or lattice: This means that there ar strong bonds throughout the whole structure and this is what makes diamond so hard, Yolume = 1.0.x 250 = 250) rust be Jess than 250 249 g or 249.9) so, the mass of the boat accept values such as The shape of the mild stec| is designed so the ship is hollow / contains air; the average density of the mild steel and the air (and other materials) is less than 1.03 gemy Exercise 3.2A Heat or temperature 100°C isthe temperature at which water boils 25000 isthe quantity of heat ncoded to ‘make cold water warmer. 22°Cis often described as ‘oom temperature The te differ different perature of the cofle in cach eup is the heat in the coffee in cach cup is The temperature ofthe soup in cach bowl is the same: the heat in the soup in each bovis dierent Exercise 3.28 Heat or temperature °C or deg Jor joules ss Celsiusheat - the total energy of particles in a substance temperature ina substance the average energy of particles Ina solid, the particles vibrate about fixed Positions ‘When a solid is heated, the particles vibrate faster / more vigorously When the temperature of a solid decreases the particles vibrate more slowly / ss vigorously Heat: the block with more mass has more particles, soit has more heat. ‘Temperature: the temperature of the two blocks isthe same Exercise 3.2C Measuring heat and temperature 1a thermometer joule meter 3000J oF 15°C the experiment (not jst repeat 10.0003 Exercise 3.3A What does conservation of energy mean? 1 The quantity of encrgy wil say the same Energy input vo the lamp cquals energy output from the lamp 1003 35001 Exercise 3.3B The law of conservation of energy can be changed from one form to another. {Gtatemets can bein iter order) The total ofthe ight and thermal ener output must be equal othe quantity of dletrical energy mpl She uses more energy for running and being active than when resting, so this extra energy ‘must be stippled in her food. 100 ~ 65 = 35 Exercise 3.3C Calculating energy changes 1 1000 ~ 850 = 1504 1000 + 600 = 16005; 2400 ~ 1600 = S003 100-50 Diagram should have the input labels (on the left) as 100% electrical energy. ‘There should be three output arrows labelled $0% thermal, 30% light, 207 sound. The thickness of cach output arrow should be approximately in proportion to these pore 30 = 20" Exercise 3.4A Direction of thermal energy transfer 1 1 Thermal energy is transferred from a place Of higher temperature to a place of lower temperature arrow pointing from M arrow pointing from heater towards air in room (arrow can point up or down, but to the air) to cooking pot ‘must go from the heat ‘arrow pointing from foot to ice pack Exercise 3.48 Direction of thermal energy transfer 2 1. Thermal encrgy will move from the object at higher temperature tothe object at lower temperature Two arrows pointing into the centre Hock (10°C): one from the left 20°C) and one from the right (30°C), Cured line from top dashed li time 0, down to lower dashed line, then lexcllng off on the lower dashed lin. Exercise 3.4C Direction of thermal energy transfer 3 1 a Thermal energy moves from her body to the air because her body is at a higher temperature than the a Thermal energy moves from the ar roundings into her body: the air is at a rr temperature than her body The temperature of the water will decrease: the ice is at a lower temperature than the water thermal energy will move from the water to the icetemperature of the cof eventually become thes initially ata higher temperature than the flows from the coffee to low of thermal energy sof the milk and the milk: the (overal stops when the temper: Exercise 3.5 Describing thermal energy transfers “Tcrmal energy is transferred from the Sun to Earth by radiation “Thermal ergy is transfered within metals by conduction. When warm air rss through cold ait this called convection Neither comdction nor conection can Conduction - particles vibrate more collide ‘sth prtickes beside therm, eeking these partces also vibrate more Convection ~ particles vibrate more take up mors ol the ion ~ type of wave that does not require articles to transfer thermal ener Exercise 3.5B Comparing thermal energy transfers ticles in solid are closer together ‘of particles can be transferred 19 Particles more caily in a solid Convection requires particles to move particksin liquids an Particles in solids are not free to move. There are no particles in a vacuum: radiation docs not require particles; conduction and convection both require particles Exercise 3.5C Variables affecting thermal energy transfer rey is transferred to the contents quickly /casi Wood is a poor conductor of heat / wood isa good thermal insulator; the handle will nt get hot / will not cause burns when held, White isa good refketor of thermal radiation white is a poor absorber of thermal ra the house will stay cool inside during hot sunny weather, ‘Wool isa poor conductor of heat / wool is transferred from the body to the su more slowly through the wool. “The shiny metal reflects thermal radiation back to the food: plastic is a poor conductor of heat / plastic i a good thermal insulator: thermal energy will be transferred from the food in the ber to the surroundings more slowly through the plastic Exercise 3.6A How evaporation works when a liquid changes to (they can escape from the liquid and become gs). Zara is correct; an example such as rain water ‘evaporates from the " isnot at 100°C. or swcat evaporates from the skin, but the skin is not at 100°C. Exercise 3.68 Evaporation and cooling 1 Sweat evaporates, removing thermal energy from skin, 2 a Theaverag. decreases; this is because the particles with the highest energy leave the liquid during the evaporation process The temperature decreases: this is because the average encrgy of the particles decreases and temperature is energy of the particles. The fan makes air move: moving air speeds up evaporation: evaporation of sweat thermal energy from the skin; speeding up the ‘evaporation speeds up the removal of thermal Exercise 3.6C Evaporation and cooling 2 ls colder; evaporation ofa il removes the from the skin