Answers for learners workbook b Red blood cells are smaller than most cells.
This helps them to squeeze through the small
Unit 1 Cells
blood vessels called capillaries.
Topic 1.2 Animal cells
2. a. Root hair (cell)
Exercise 1.2 How to use a microscope b. It has a cell wall and a large sap vacuole.
c. Absorb water and mineral ions from the
soil.
d. It has a long extension that makes it easy
for water to move into from the soil.
3. a. The table should be designed so that
contrasting points are aligned with each
other. Note that the question does not ask
for comparisons of function, only structure.
2. The most likely answers are:
• She has not placed the part of the slide
containing cells over the hole in the stage.
• She has not focused the microscope correctly.
• She has not adjusted the mirror so that light
passes through the slide. Be prepared to accept
other sensible answers.
b. Look for descriptions that use different forms
3. There is no ‘correct’ answer to this open- of words from those in the Learner’s Book,
ended question. Look for: such as:
• Useful advice that a learner could follow to be Ciliated cells have many tiny cilia on one
successful in seeing cells, e.g. referring to the surface. These can wave in a ripple-like
three suggestions in the answer to question 2. movement, which moves mucus over their
• Advice written in a clear manner. surfaces. The mucus traps bacteria and dust,
and the cilia sweep this away from the lungs.
• Advice provided in a sensible sequence, in the
order of the steps that Zara would take.
Palisade cells have many chloroplasts. This is
where photosynthesis happens, so palisade cells
Topic 1.3 Specialised cells are adapted to carry out photosynthesis and
make food for the plant.
Exercise 1.3 How cells are specialised for
their functions
Topic 2.3 Explaining changes of state
1. a Red blood cells contain a substance called
Exercise 2.3A Change of state
haemoglobin. This helps them to carry
1. Solid
oxygen around the body.
1
2. Heading B: Particles in a solid: Particles 1. a Ocean
shown in the box should all be the same b Clouds
size, similar to those shown in diagram A. c Precipitation
They should all be arranged in regular rows d Evaporation
touching one another. 2. e Transpiration
3. Gas f Surface run-off
4. Heading C: Particles in a gas: Particles g Ground water
shown in the box should all be the same 3. The Sun
size, similar to those shown in diagram A. 4. Particles of water evaporate from the ocean.
They should all be arranged so they are Particles have energy transferred to them
spaced far apart and not touching one and can move more, so they can overcome
another. the forces holding them together. The liquid
5. Gain; more; strong; past; liquid water changes to water vapour, a gas. This
gas rises up into the atmosphere where it
forms clouds.
5. It rains because the particles of water
vapour in the clouds get colder, so they lose
energy, and because the particles cannot
move so much they form drops of water that
are too heavy to stay in the clouds and fall
as rain.
Exercise 2.3B Particle theory and change of 6. Precipitation is rain or anything else that
state falls from clouds. It can take the form of
1. In ice, water particles are in a fixed liquid water which is rain, solid lumps of
position as it is a solid. During heating, ice which is hail, or snow which is also
energy transfers to the water particles, made of ice, but not so solid. Credit sleet,
allowing them to escape the forces holding which is between rain and snow. For hail or
them in place. The particles begin to move snow to fall it must be colder than when
past each other, forming liquid water. rain falls.
2. The particles in the iron bar are in a fixed
position and can vibrate. As the bar is
heated the particles gain energy and can Topic 2.5 Atoms, elements and the Periodic
vibrate more. As the particles vibrate they Table
take up slightly more space and the metal
Exercise 2.5 Atoms, elements and the
bar expands.
Periodic Table
3. a Gas
b Condensation 1. a Na
c Vibrate b Mg
d Melting cB
e Evaporation d Ca
f Move eK
g Gas 2. a Argon
b Phosphorous
c Carbon
Topic 2.4 The water cycle d Chlorine
e Lithium
Exercise 2.4 The water cycle
2
3. a Non-metals b Different: magnets can repel/gravity
b The vertical column containing cannot repel.
magnesium should be circled red.
3. a. Newton meter/force meter
c The horizontal row that contains oxygen
b. Axes labelled with the quantity and
should be circled blue and should include
unit: mass in kg on the x-axis and
lithium and beryllium.
weight in N on the y-axis. Linear scales
starting at zero on both axes and
sensible use of the grid, e.g. 1 large
square to 0.1 kg and to 1.0 N. All points
plotted to within 1/2 small square. c.
Straight line ruled through points.
d. Mass is independent; weight is
dependent
e. Weight of 1.0 kg is 9.8 N, so weight
of 2.0 kg is 2 × 9.8 = 19.6 N
Topic 3.2 Formation of the Solar System
Exercise 3.2A Ideas about formation of the
4.
Solar System
5. One of nitrogen, oxygen, fluorine or
neon 1.
6. Magnesium or beryllium
7. One of silicon, phosphorous, sulfur,
chlorine, argon, potassium or calcium
8. Carbon or boron
Topic 3.1 Gravity, weight and mass
2. a Hypothesis
Exercise 3.1B Values of weight and mass
1. Top row - tick top pan balance Bottom row
b Gravity c Scientists use computers to
- tick force meter model the formation of the Solar System.
2. 120kg, 6.04kg, 0.001 g Exercise 3.2B Watching stars being born
3. a 250/10 = 25kg or kilograms
b 0.9/10 = 0.09kg or 90 g 1. Nebula
c It will be less than 10. 2. Telescope
d It would be the same; mass is the quantity 3. An observation
of matter in an object; mass is not affected 4. Fair tests
by (the strength of) gravity. Exercise 3.2C Observing and predicting
1. Because it takes millions of years/cannot be
Exercise 3.1C Effect of gravity on objects completed in a person’s lifetime.
1. Arrows should point towards the centre of 2. Scientists think the Solar System formed
the Earth. from a cloud of dust and gas – hypothesis
2. a Similar: attract/pull things together; they Scientists
are both non-contact forces/both act at a
distance.
3
use computers to demonstrate the formation 2. Path curves towards, but does not touch,
of the Solar System – modelling Jupiter; extent of curve can be very little or
very great; path must not show start of
Scientists can see that stars are forming in orbit around Jupiter.
clouds of dust and gas in space – observing
Scientists know that all the planets orbit the
Sun in the same direction – evidence
Topic 3.3 Movement in space Exercise
3.3A Travelling through space
1. Arrow should point towards the Sun
2. a Vacuum
b Air resistance
Exercise 3.3B Are there forces in space?
1. There is no air resistance.
2. Arrow from R toward centre of planet.
Exercise 3.3C Speeding up, slowing down
and changing direction
1. a. To overcome gravity and air
resistance.
b. Air resistance is a force that slows
things down/acts opposite to movement.
