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Science Textbook 9 Answers for all questions
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0% found this document useful (0 votes)
61 views34 pagesScience Learners Book 9 Answer Key
Science Textbook 9 Answers for all questions
Uploaded by
rao.dhanya215Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 34
re Stoll see eel Ne tee ol a
> Learner's Book
answers
Unit 1 Photosynthesis and the carbon cycle
Getting started
Learners should sce that the plant that has light is
taller and greener than the on kept in the dark
They may also se that leaves of the plant inthe
e broader and more numerous, and the stems
are thicker. Learners may remember that plants
ake food by photosynthesis and cannot do this,
the datk, so they do not hive enough ‘food to
beable to grow well. They may also know that
chlorophyll is wh
that this is used to
no light, the pl
‘makes plants look green, and
sor’ enemy from light. With
nt does not make chlorophyll
Questions
carbon dioxide and water
Photosynthesis transfers energy from sunlight
into chemical energy in glucose. The plant
‘can use the glucose to make other substances.
When the grasshopper eats grass it takes in
some of this energy. The lizard gets some of
the enerey when it eats the grasshopy
Plants release oxygen into the air when they
photosynthesise. Animals such as lizards nood
‘oxygen for respiration
Activity: Words beginning with photo-
asy words include: photograph, photography
photocopier,
photocopying and photocopy. A few learners may
also know photostat and photogenie. Other less
likely words for them to think of include photon
photophobia, photocell and photofinish,
Think like a scientist: Collecting the gas
produced in photosynthesis
could be collected over water.
So that the water plant could get ene
photosynthesis
Think like a scientist: Investigating
how light intensity affects the rate of
photosynthesis
41 This will depend on the results that Kearers
‘obtain, They are likey to fin that the mean
tuumber of bubbles greatest when the lamp
is lone tothe test tubs
(Cheek that
+ the axes are the right way round, with
distance of lamp on the x-axis and mean
number of bubbles on the y-axis
+ both axes are fully labeled, incl
there are good seales on both axes
tly as small
ing units
+ aneat line has been drat: this eould be &
best fit line, or learners could use a ruler to
join each point to the next
decreases
Activity: Photosynthesis and respiration
Similarities: They are both chemical reactions.
They both happen inside cell They both involve
energy changes energy transfers). They both
involve glucose, oxygen, carbon dioxide and water
Differences: Respiration happens in ll livin
but photosynthesis only happens in some pl
(Some lamers may also know that photosynthesis
can happen in the eytoplasm in bacterial ells bx
this Knowledges not expected at this kvel)
Respiration happens in eytoplasm and mitochondria
but photosymthesis happens in chloroplasts
Photosynthesis needs sunlight, but respiration
doesnot
‘The reactants in respiration are the prosuets in
photosynthesis, and vice vers
In photosynthesis, eners
transferred to chemical
from sunlight is
nergy in
In respiration, energy in glucose is released for the
call to use OU cate so Pace ed
Getting started
i the ureen parti the leaves and stern
because they contain ehforophy
because they are not green/do not receive
Think like a scientist: Planning an
investigation into the effect of
fertilisers on plant growth
The Iypothesis should state a proicted effect
‘one variable has on another
variable. For example:
The more fertiliser the duckweed plants have
the faster they will grow
There are many other possible hypotheses
‘Check that the hypothesis is genuinely testable
by experiment
Answers will depend! on the bypothesis being
tested, It is advisable to have at least five
different values of the variable
suggest counting the
number of leaves, They could either decide to
count each set of duckweed just onee, after
set period ef time, or they could count etch
‘one at regular intervals such as every two days,
‘This will depend on which variables ate being
changed; any other vatibes that eould feet
the rate of growth, such as light intensity and
temperature, should be kept the same.
This will depend on the learner's experiment
They are likely to need Pete dishes, some
duckweed plants, some fertiliser and a way of
‘measuring it, and a timer
There are few risks in this experiment
Fertiliser should be handled with care, a it
would not be good! far it 10 be ingested, Clean,
‘up any spils quickly
‘The predietions should match the hypothesis.
Answers to questions 1 and
from learner to learner
Activity: Which surface of a leaf has
most stomata?
Leamers should see more bubbles emerging from
in part 2 will vary
the lower surface of the eat because this is where
Nene cella
The bubbles contain ait. They are likely to
contain a lot of oxygen ifthe lea has been
photosynthesising.
“The warm water makes the
spaces in the lea expand, which makes them come
out of the lef
inside the air
Questions
1. The carbon dioxide particles have kinetic ener:
They are in constant, random motion. By’chanee,
some of them will go into the lea through the
stomata, Some will also come out, Bu, over
‘more wil goin than ut because there are more
fof them outside the leaf than inside it
Some of the oxygen diffuses out of the leat
Some of the oxygen is used in respiration.
Plants get their protein by using the
‘carbohydrates they make in photosynthesis
‘and adding nitrogen to them to make proteins
Animals get theit protein by feeding on plants
fndfor other animals,
Nitrate and magnesium are both needed for
‘making chlorophyll, so a shortage of either
of them makes leaves go yellow Nitrate is
also needed for making proteins, but without
‘magnesium the plant cannot photosynthesis,
$0 it has fewer carbohydrates to make proteins
from, A lack of either nitrate or magnesium
reduces growth,
Think like a scientist: Testing a leaf for
starch
1a Starch is stored in the chloroplasts
Boiling breaks down the eell membranes,
so the iodine can reach the starch,
2 ‘This makes it eas
when iodine solu
o see the colour change
on is ndded.
Most learners will get a positive rest result
showing that the leaf does contain starch, This
was produced from the glucose that was made
by photosynthesis in the chloroplasts
Only the green parts contained starch, The
white parts have no chlorophyll, which is
needed to absorb energy from sunlight and
without which photosynthesis eannot happen,
Getting started
Incarkon dioxide inthe ai, the carbon atom is pa
‘of a compound: in photosynthesis it becomes part
of a glucose molecule, bis still a carbon atom. eden eae are eta yeas
‘Questions
TThe food chain should have a correct
sequence of organisms, with one plant
and three animals. Arrows should go in
the correct direction. For example:
fig trce + wasp» spider —» lizard,
Yes, the arrows could also indicate how
carbon atoms are transferred. Carbon
js contained in the food that animals
eat, in the form of compounds such as
carbohydrates and proteins.
Proteins, carbohydrates and fats. Learners
could also suggest particular compounds, such
as haemoglobin, (Note that animals do not
contain starch.)
There would be no (or very little) combustion
of fossil fucks
They take a very long time to form. We are
hem up much faster than they are bet
replenished.
Think like a scientist: How do plants
and animals affect carbon dioxide
concentration?
Learners will probably find these results:
Tube A: yellow, high carbon dioxide
Tube B: purple, no carbon dioxide
Tube C: yellow, high carbon dioxide
Tube D: yellow, high carbon dioxide
‘Tube E: yellow; high carbon dioxide
Tube F: red, some carbon dioxide
‘Organisms were respiring in all the tubes.
lants were photosynthesising in tubes Band F.
Carbon dioxide would be used up in tube B.
Carbon dioxide would be given out in
tubes A. C, Dand E.
Tube A: No photosynthesis because no light;
plant respires, giving out carbon dioxide
Tube B: Plant photosynthesises and respires,
but photosynthesises more than it respires
irbon dioxide is used up.
Tube C: Maggots resi carbon
dioxide
‘Tube D: Maggots respire, giving out carbon
dioxide.
Tube E: No photosynthesis because no light:
plant respires, giving out carbon dioxide
Maggots respite giving out carbon dioxide
“Tube F: Pha
but photosynthesises more than it respires,
and therefore uses up carbon dioxide
photosynthesises and respites,
platform in place
the differences between the
different tubes.
Activity: Modelling the carbon cycle
1 No, in the real carbon cycle only some carbon
atoms will move at any one point in time.
Learners could sugges having only one or (wo
‘atoms moving on each occasion,
Learners should find that stopping
combustion results in fewer carbon atoms
ng up in the air
Questions
AXBLCXD2
Questions
1 Anasternid isa rock, smaller than a planet
‘which orbits the Sun,
which killed plants
and animals close to the collision site
It produced a huge tsunami, which killed
plants and animals on land that were swamped
It produced a lot of he:
Tsent into the atmosphere, so plants
died because they could not photosynthesse
Animals then died because there was no food.
for them to eat
1910. Itrose by 1,6°C between 1910 and 2016.
Multiply the numberof years until the end of
the century by 3mm
As the mean global temperature increases
tore land ice melts and adds extra water to
the oceans. Also, higher temperatures cause
sea water to expand.
Think like a scientist: How do rising
temperatures affect sea level?
that mei
ater temper
incre ce inthe sea
does not increase the water level
‘They indicate how sea level is expected to rise Peaster ae eee et eo eed
Activity: The carbon cycle and
climate change
Respiration and combustion increase the level of
carbon dioxide in the atmosphere, Photosynthesis
‘eerenses i
Learners could suggest:
+ Plant more tr
photossthesise and take carbon dioxide out of
the air
+ Stop deforestation (same reason).
op burning fossil fuels o reduce combustion.
because they will
op using so much enemy, so that we do not
need to use as much fel
Learners may also be aware of other issues not
‘covered here, stich as eating less meat (because
proxluction and transport of meat uses a lot of
energy and produees a Jot of earhon dioxide) or
reducing air travel
carbon dioxide
oxygen
soil
ehlorophyi
the type of seaeed
Any three from the temperatures
the light intensity: the size of the
piece of seaweed: the time for which
the apparatus is let
the volume of
period of time),
collected (after a set
4 tonnes per hectare
Adding more than 60 ky per ba gives
cnly a very small increase in yield. Ie is
likely thatthe cost of the extra fertlses
‘would outweigh the small increase in
income from selling the grain,
‘The wheat plants use the nitrate to make
proteins ‘The proteins can be used 0
‘make new cells some of whieh ill be
vised to produce the grins
Ina different place there might bea
ifferent concentration of nitrate in the
soil before the Fertiliser is udded. There
right be lack of other minerals in the
Soil. The soil might be better or worse
at holding water. There might be more
shade in one place than another. The
temperature might be different.
Magnesium is needed for making
chlorophyll
Dd
glucose, starch, carbohydrate, protein,
fiat, cellulose of chlorophyll
other correct organic compouncl
allow any.
Sea level will rise, There will be more
extreme weather events, such as
typhoons and hurricanes.
Many species of organisms are
completely destroy
ii Look forthe idea of long-term
reduction in photosynthesis,
because of dust thrown up into the
atmosphere, which reduces light
penetration,
This in turn reduees food for
animals,
Other reasons are the immediate
results of the impact, including
the hea nd pressure wave in the
vicinity of the impact, an
Unit 2 Properties of materials
Tabl
Getting started
Answers will depend on what learners ean recall
You should use this as a form of assessment
for earning. Learners should manage to name
cleetrons, neutrons, protons and the nucleus, Some
coe
may be able to give facts stich as the charges on the
particles: protons - positive, neutrons no ehiarge
and electrons negative, They may be able to
recall the relative masses of the particles: peotons
and neutrons having more mass than electrons.
They may be uble to reeall the arrangement of the
particles asin the Rutherford model Questions
6
4
6
Diagram should have three shells, with
clectrons structure 28:2, and a nucleus with
2p and 12n in the centre
Aluminium
Diagram should have two shells, with electrons
structure 2.7, and a mucleus with 9p and 10n in
the centre,
The nucleus és made up of protons a
nncutrons in both models. In the Rutherford
‘model, the electrons are all shown in one cloud
around the nucleus In the model we use today,
the elections are show
shells or energy levels a
the model we use today, each shell can contain
up toa particular
Getting started
isin the same group as magnesium: beryllium
t other metals in this group if
Periodic Table)
isin the same period as magnesium: soditim
cor aluminium,
Non-metallic solid in the same period as
‘magnesium: silicon, phosphorus or sulfur
Gas in the same period as magnesium: chlorine
The metals (except Aluminium) are found on
the left side of the table
The boiling points decrease as you go down
the group
Itis lower than 777°C.
cight more electrons
‘The size of the atoms increases as you go
down this group.
All have an outer shell containing one electron
‘and an inner shell containing two electrons.
group of metals could be called Group |
cause there is one electron in the outer shell
‘The atoms get hanger and the reaction with
water gels more violeat as the size of the stoms
ON cae tien geet e eel a
non-metals
the group.
The colour gets darker as you go down
Boiling points increase as you go down
the group.
‘The melting point of iodine would be higher
than ~7°C and boiling point higher than $9°C
Iodine woud be less reactive than bromin
The size of the atoms increases as you go
down this group,
The atoms are similar in that they all have 7
clectrons in their outer shell
Because the atoms
electrons in its outer shell,
‘each element has 7
“The melting points increase as you go down
this group.
The size of the atoms increases as you go
down this group,
all Fall snd ave
ium, which only has
The outer electron shells
B electrons (other than
2 electrons.
The atoms of each element have 8 electrons in
their outer shel
The melting: and boil
will be higher
1g points of Krypton
those of argon,
Think like a scientist: Observation of
the reactions of Group 1 metals with
water
1. These might include the use of safety glasses
sand a safety screen; bundling the metals with
forceps: using only a small piece ofeach
metal, and warning students about thet
Position in the room,
Descriptions should include any moven
across the Water change inthe solid metal
Fizcng, any Name and colour of the Name
lithium
hydroxide
sodium
hydroxide
lithium + water + hydrogen
sodium + water + hydrogen
potassium
potassium + water + hydrogen
hydroxide ON ate te aie ea a elo
This might include the reaetion producing
is released, and the metal moves
around the water surface
The differences may inelude the amount of
‘movement on the water and the intensity
Of the violence of the reactions. Aeeept any
‘observed differences
These may inelude the colour; the act that
they are soft and an be eut; they are all light
and float on water and they react to form an
hydroxide with water. Accept any observed
similarities,
The reaction inereases in intensity as you
‘go down Group I. This would suggest that
rubidium reacts extremely violently and! would
not be safe to use in schools,
When these Group | metals reaet with water,
they produce the alkalis lithium, sodium- and
potassium hydroxide
Getting started
The learner’ drawings should match those inthe
Learners’ Book in Topic 2.2. The point here isto
focus the learners on getting the details correct by
Abiscussing their drawings with their partner
Questions
28,
28
a
cr
Diagram should have three shells, with
clectron structure 2,88, and a nucle,
Diagram should have two shells, with electron
structure 2.8, and a nucleus.
Potassium can lose an electron more easily
because the outer electron is long way from
the nucleus and the posi
charges on the protons, soit i easier for the
clectron to escape from the potassium atom,
The outer electon in the lithium atom is
closer to the positive electrostatic Frees, so it
is more difficult for it to escape.
ve electrostatic
Fluorine is more reactive than chlorine
because it can gain an electron more easily
because the outer shell of electrons is further
Se eee ey
from the electrostatic charges between the
cleotrons and the protons,
Diagram of ealeium atom should have fou
shells, with electron structure 248482, ana
nueleus
Diagram of calcium fon should have three
shells, with electron structure 2,88, and a
iucleus. (Students may or may not write 2+ to
the top right of the calcium ion diagram.)
cael
cao
carbon dioxide, methane, water,
hydrogen chloride and wnmonia,
Gx)
An ionic compound, because the compound is
formed from a metal and a non-metal
methane CH, carbon dioxide CO. nittogen N
Getting started
Learners should be able to describe the structure
of sodium and chlorine atoms They might be able
to discuss the stability of the two atoms They
should be able to describe the formation of the
{ons of these wo elements aad the formation of
viable!
such as those shown in Topic 2.2 could be drawn,
an ionic bond between them. § grams.
This should not be used simply as a rightrong
answer but the idea is to provoke discussion
‘between learners to help them improve their
understanding
Questions
1 Anionic bond is formed when atoms lose or
in an electron (or electrons) but a covalent
‘bond is formed when atoms share electrons,
ionic bond
A molecule isthe name given to a particle
with more than one atom where the atoms
share atleast one electron in a covalent bond
Aroaratiartane ON re ate eee ee ete eel] as
A macromolecule isa giant molecule. Examples
are silicon dioxide, diamond oF graphit
Tonic, because it has high melting- and boiling
points and itis a compound formed! from a
‘metal and « non-metal.
A simple molecule with covalent bonds. It has
Tow melting- and boiling points. Also credit
the fact that itis formed from two non-metals
sso must have covalent bonds
Agas
They have high melt
are ionie comp
bbetscen the ions in these compounds are very
strong so, in order to melt the solids a great
deal of energy is need to break these bonds.
points because they
Ix The electrostatic forces
‘They are composed of simple molecules; the
forces within the molecules are strong, but the
forces between the molecules are weak. so less
‘energy is needed to melt them,
Copper sulfate has ionie bonds. It has formed
a giant structure of erystals and is made from
‘a metal and a a non-metal
This substance has ionic bonds because it has
very high melting- and boiling poin
Silicon dioxide is hard and has a very high
‘melting point: these are not properties that
are expected of a substance with covalent
bonds, We know that silicon dioxide must have
‘covalent bonds because it is formed [rom two
non-metals so the only explanation can be that
silicon dioxide has a giant covalent structure.
Think like a scientist: lonic compounds
conducting electricity
The expected answer would be yes, but eredit
answers based on the learner’ findings.
When ionic compounds dissolve in water, the
ions are free to move about in the solution
sand can carry the electric charge and so the
solution can conduct the electricity
‘The expected answer would be no, but credit
answers where learners may have found some
‘conduction if they are based on their results
“The ions are held in a strong lattice so they
are not free to move to carry the charge and
‘conduct electricity. Leamers should explain any
ccondluction they did observe, for example the
clectrodes were touching or the erystal was wet
Ia covalent substance were used, there would
be no conduction of electricity because the
forces inside the molecules are strong and
there are no charged particles to carry the
electricity
Below 180°C and above 63°C
Below 883°C and above 688°C
hydrogen
More bubbles of
be generated than with lithium, but less
than with potassium.
Lithium 7; sodium 23; potassium 39;
rubidium 8S
‘The number of protons plus the number
of ncutrons
Diagram should have a nucleus, three
shells and the electron structure 2.8.1
Diagram should be the same as in the
‘question, but with one additional
«ross in the outer shell
A fluorine ion is more stable than a
‘Duorine atorn because the outer (highest
‘energy level) shell of electrons is full
F
covale
covalent
cH,
The strong electrostatie forces between
‘the positive sodium ions and the
negative chlorine ions
The melting- and boiling points of
sodium chloride will be high because
the electrostatic forces ure stron Nc aR ee eel ee enol cad
Unit 3 Forces and energy
Getting started
the G-dimensional) space occupied by an
object / length * width * height of an object
Feathers
em’ of iron
Questions
pine wood
polyearbona
The density of polycarbonate is
Volume
density =
than that of water
43x 6= Rem
density = 9 =
Te will float because its density is less than
that of water
10300
density = Sohume 10
1030 gem
The material will float because its
‘density is less than that of sea water:
The material wil sink because its density
is greater than that of pure water.
density
Volume
so mass = density X volume
= 896 x 20= 179.28
SS so volume =
density
volume
45
volume = 25. = 0.s0em
density
50 = 28em
mass__ 8
density = volume ~ 28 ~
3 elem!
Any two from: plastic is less dense than
/ the result from part b isthe average
density of all the materials / the toy is
hollow OR contains air.
A= kerosene: B= water; C= mercury
Theg
rust have ad
density of the balloon, the sti
sa is less than that of air.
ust be less dense than air; the gas
ity low enough so that the
aver nd
the
It is cooler at those times, so the surrounding
air will be denser; the difference in density
between the balloon and the surrounding air
will be greater; the balloon will flo:
easily.
Activity: Densities of some
regular objects
Those objects with calculated densities greater
than LOglem should be predictedto sink:
those that are less to float
If the balance isnot at zero, then the
(recorded / measured) mass of the object will
be too large oF too small
There is material missing from the
comers, so if measured to where the
comer should be, then the calculated
volume will be too large.
The mass should be correct because
damage to the object will not affect the
reading on the balance
If the ealeulated volume is too small, then
the density value will be too large / vice
versa; if the recorded mass is too small
then the density value will be too small /
Think like a scientist: Densities of some
irregular objects
The volume is read correctly from the bot
Either place a heavier object of known
‘volume on top to make the less dense object
‘objects by displacement, subtract the volume
of the denser object.
Or tie a denser object with string to the less
dense object, submerge them both in water,
measure the total volume of the two objects
by displacement, subtract the volume of the
denser object and the string (that ean also be
measured by displacement, Po eaten eicee gals eter ee olla
led to the very top,
submer 2 that overflows,
measure the volume of the water collected
casuring cylinde
Use a larger container
The result is likely to be anomalous because
‘wood floats on water, therefore the density of
‘wood is expected to be less than the density of
‘water, which is 1.0 giom’
Getting started
Any heat source, such as a flame, a hot plate
‘or an immersion heater, it s also acceptable
id more water that is at a higher
temperature
‘The water in the swimming pool
b The temperature increases are the same,
so the larger mass of water requires more
thermal enet
Questions
J
*
‘The temperatures are the same.
‘The thermal energy in the larger block,
B, is greater, so B has more heat.
‘Thermal energy contained within that
object; the total energy of all the particles
in the object.
‘The average energy of the particles in
an object,
As Band A .CandB +€
The statement will be true only if the
substances are the same and have the same
‘mass or same number of particles Iris
possible for an object with a small mass to
have a higher temperature than an object with
larger mass, yet the object with larger mass
‘may have more thermal energy, so hats more
heat
Activity: The Mpemba effect
The table should have a column for starting
‘temperature of the water in °C (normally be
on the left), There should be a column for
time taken to freeze in minutes or seconds, or
minutes and seconds.
Each temperature difference correctly
caleulated by subtracting ~18°C from each
tempera
‘The greater the temperature differ
ater the rate of thermal energy transfer.
The trend in the learners result is correctly
described; this should be a trend rather than
only quoting results.
Think like a scientist: Measuring heat
and temperature
1. The table should have a column for energy in
Joules and a columa for temperature in °C
supplied to the water ine
the temperature oF the water increases
Any three from: volume or mass of water
Jiype of container / starting temperature
of the water / same temperature increase /
same quantity of thermal energy from the
immersion heat
Any three from: transferred to the cup / to
the air above the water /to the surface below
the cup /to evaporate some of the water / to
the area around the top of the heater (if the
heater was not completely submerged),
Any three from: insulation around the cup /
insulation under the cup /ensure the heater is
‘completely submerged (if it was not) / puta lid
on theeup
Getting started
1 Most should be able to recall atleast some
from: kinetic, chemical
potential, clastic po
For example, chemical can be changed to
