Science Dimensions 2 - Teacher's Edition

Contents
Coursebook answers
Homework Book answers
Chapter tests
Chapter test answers
Curriculum grids
Teaching program
Risk assessments - Lab technician activity
Risk assessments - Classroom activity
Safety notes
Technicians checklist and recipes
Answers to coursebook questions
1: Science skills
Unit 1.1
What scientists do
Questions
Revision questions
How, what and why?
1 Scientists can gather information from textbooks, encyclopaedias, other scientists,
scientific magazines, the Internet and from their own experiments and scientific
research.
Experiments and research
2 a observations: facts that are seen, touched, smelt, tasted or heard using one of the
five senses
b qualitative: an observation able to be written in words only
c inference: a logical explanation
d variable: a factor that might affect the result of an experiment
e fair test: where only one variable is tested at the same time
f conclusion: a short summary of what was found out in the experiment
3 One advantage of working on experiments as a team is that you can use the skills of
others. You need to be good at everything if you are working by yourself.
4 Scientific research is a set of experiments all investigating the one topic. It is
generally performed in teams.
5 Scientific research often takes a long time because experiments can go wrong, can
give unexpected results or might need special equipment to be built for them.
6 a Research is a number of experiments ran on the same topic.
b Observations never involve guessworkthey involve facts.
c A hypothesis can be tested with an experiment.
d A variable is the not same as an inference.
e The grass is yellow is a qualitative observation.
f The grass grew 5 mm in a day is a quantitative observation.
g Controlled variables are ones that are not changed in an experiment.
7 The four questions scientists ask when they are planning an experiment are:
1 What is being tested? (the aim)
2 What is being changed? (the chosen variable)
3 What is going to be kept the same? (the controlled variables)
4 What is going to be measured? (the measured variable).
8 Only one variable should be changed in the one experiment otherwise you would
not know which variable caused the experiment to change.
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page from the Science Dimensions 2 Teachers Edition CD may be photocopied for classroom use.
1: Science skills
Thinking questions
9 Various answers are possible.
11 a Examples of non-natural or man-made materials include plastic, laminates,
vinyl, polyester and fibreglass.
b Examples of machines that make a job easier include drills, cars, cranes, lifts
and escalators.
c Examples of machines that enable us to do something that a human could not
normally do include submarines, aircraft and rockets.
12 a The two variables that Carl tested were the amount of sunlight and the amount
of water.
b Other variables that could affect the growth of the grass under the tent floor are
the trampling of the grass, the black plastic, the higher temperature because of
the tent and the smelly socks.
c The previous knowledge Carl used was that photosynthesis in grass needs
sunlight and water.
13 a Any logical heading regarding grass and growth would be acceptable.
b The aim for the research was to find what killed the grass. The aims for the two
experiments were to find whether a lack of water cause the grass to die and and
whether a lack of sunlight killed the grass.
c Carls conclusion was that the grass died because of a lack of sunlight.
14 Variables that could affect the amount of fluff or lint that your bellybutton collects
are the type of bellybutton you have, how hairy your belly is, your gender, the type
of clothes you wear, how those clothes are washed, how often you shower, the soap
you use, whether you have a bellybutton piercing or not.
15 Variables that might affect how far they jump are the length of the runup, the speed
of the runup, the size of each girl, the weight of each girl and the speed of the wind.
16 Variables that might affect the time you arrive at school each day are the time you
get up, how long you spend eating breakfast, how slowly you ride or walk to school,
the traffic on the way, how many friends you meet on the way.
17 Variables that might affect how long the water takes to boil are the amount of water,
the size of the beaker, the Bunsen flame used and the temperature of the water at the
start.
Analysis questions
18 a Observations include that there was a big rainstorm, the rainstorm happened
before you arrived home, the TV isnt working and there is a puddle on top of
the TV and another underneath it.
b A possible suggestion is that the roof leaked.
c A prediction is that the electronics got wet and the TV shorted out.
1: Science skills
d Predictions about the future are that the TV needs to be repaired or replaced and
the roof needs repair.
19 a Variables in the race include the size of the egg, size of the spoon, length of the
track, the shoes worn, whether they carry a bag or not and athletic ability.
b This was not a fair race.
c Fi and Cathy would need to run the same distance in the same shoes and clothes,
with no bags (or both with bags), same egg and spoon.
Unit 1.2
Making measurements even better
Questions
Revision questions
Mistakes and errors
1 An error cannot be avoided. A mistake can be avoided with care.
2 Errors cannot be avoided because they are due to small differences in reading,
legitimate guesswork, temperature differences and so on.
3 The four types of errors are parallax errors, reading errors, human error and
instrument errors.
4 See Figure 1.2.1.
5 Metal rulers expand when hot and contract when cold, giving slight changes in their
readings.
Repeated measurements
6 Scientists take multiple measurements to improve accuracy.
A little give and take
7 The symbol means plus or minus or give or take.
8 The statement is false. A measurement of 56 2C actually goes from 56 + 2 =
58C to 56 2 = 54C.
Thinking questions
9 a estimate
b accurate
c accurate
d estimate
e accurate or an estimate depending on how big the carpark is
10 a false
b true
1: Science skills
c false
d false
11 Electronic balances have parts made from metal that will expand when it gets hot,
making the measurement slightly inaccurate.
12 a error
b mistake
c mistake
d error
e mistake
Analysis questions
13 measurement = 73 mL = parallax error
measurement = 10.15 s = timing or human error
measurement = 32oC = reading error
14 a average of 60, 70 and 50 km/h = 60 km/h
b average of 39 mm, 38 mm, 40 mm, 41 mm = 39.5 mm
c average of 12.1, 12.9, 12.3, 12.7, 12.5oC = 12.5oC
d average of 45 mL, 47 mL, 46 mL, 58 mL = 46 mL (ignore 58 mL)
15 These are suggested answers. Students may legitimately state the errors as slightly
larger or smaller.
a 3.2 0.1 cm
b 170 0.5 cm
c 80 1 km/h
16 a Jens result should be ignored.
b It is much bigger than the others and a mistake probably happened when it was
taken.
c average of the good results = 761 mm Hg
d The unit used by the group to measure atmospheric pressure was mm Hg.
17 a 25.5 0.5oC
b 19 4 mm
c 60 5 cm
d 84 10 mL
18 a 60 10 km/h
b 39.5 1.5oC
c 46 1 mL
19 The measurement made with a metal ruler on:
a a hot day would be too low (spacings are further apart because of expansion)
b a cold day would be too high (spacings are closer because of contraction).
1: Science skills
20 High precision is when all of the measurements are close to each other, even though
they may be well off target.
High accuracy is when the average is on target, with the results spread evenly
around it. Each measurement might be well off target.
What you want in a measurement is high accuracy (i.e. close to the target value) and
high precision (all measurements close to each other).
Unit 1.3
Conventions scientists use
Questions
Revision questions
Writing practical reports
1 The necessary sections of a report are heading, names, partners, date; aim; apparatus
and materials; method or procedure; results and observations; discussion or analysis;
conclusion.
Optional sections of a report include hypothesis and resource list.
2 a The aim is what you are trying to find out.
b The hypothesis is what you think will happen.
c The analysis involves plotting graphs, doing calculations, looking at what went
wrong, improvements.
d The bibliography is a list of all resources used.
3 A diagram is extremely useful as part of a method.
Organising data
4 Data is the word scientists use to describe a lot of measurements or observations.
5 Tabulated means information has been put into a table.
6 Units and heading should go on the top of columns in a table of data.
Drawing line graphs
7 Scientists do not use pie charts and bar graphs much because they cannot be used to
predict missing data and do not show patterns as well as line graphs.
8 A label and units must go on each axis of a graph.
9 The dependent variable changes naturally as the experiment goes on. The
independent variable changes when the scientist wants it to change.
10 A line of best fit is a line drawn roughly through the centre of the points on
a graph.
11 Extrapolation means the logical extension of a graph.
1: Science skills
Using and converting metric units

12 The basic metric unit for:
a length is metre (m)
b time is second (s)
c volume is litre (L)
d mass is kilogram (kg)
e force is newton (N)
f energy is joule (J).
13
Name Symbol Size Decimal notation
milli m 1/1000 0.001
centi c 1/100 0.01
kilo k 1000 1000
mega M 1 000 000 1 000 000
micro 1/1 000 000 0.000 001
nano n 1/1 000 000 000 0.000 000 001
giga G 1 000 000 000 1 000 000 000
deci d 1/10 0.1
Analysis questions
14 a An aim for Sams experiment is to compare the times it takes for a feather and a
stone to drop the same distance.
b
Height of drop (m) Time of drop (s)
Stone Feather
0.5 0.31 0.60
1.0 0.45 0.95
2.0 0.63 1.35
3.0 0.77 1.70
4.0 0.89 2.00
1: Science skills
c i 1.5 m: feather = 1.16 s; stone = 0.54 s

ii 2.5 m: feather = 1.54 s; stone = 0.70 s
iii 5.0 m: feather = about 2.2 s; stone = about 0.98 s
iv 3500 mm = 3.5 m: feather = 1.86 s; stone = 0.83 s
d i 0.5 s: feather = 0.3 m; stone = 1.3 m
ii 0.8 s: feather = 0.7 m; stone = 2.5 m
iii 1.0 s: feather = 1.2 m; stone = about 5.0 m
iv 1.5 s: feather = 2.3 m; stone = well above 6.0 m
e A conclusion for Sams experiment would be that the time it takes for a stone to
fall is much less than the time it takes for a feather to fall the same distance.
15 Diagrammatic answer is needed. The probable mistake is at the 6-minute mark.
16 Points are joined dot-to-dot, not as a line of best fit.
There is no time label on the horizontal axis.
There is no C unit on the vertical axis.
The vertical scale is inconsistent.
An obvious mistake has been plotted.
17 Diagrammatic answer is needed.
18 a 5 ML = 5 000 000 L
b 375 mL = 0.375 L
c 500 000 mm = 500 m
d 6 000 000 000 nm = 6 m
19 a 1 kilosecond or 1 ks = 1000 s = 16.67 min
b 1 centiminute or 1 cmin = 1/100 min = 0.01 min = 0.6 s
c 1 kiloday or 1 kd = 1000 days = 2.74 years
d 1 megasecond or 1 Ms = 277.78 hours = 11.57 days
Chapter review
Summary questions
1 heading, name, date, partners names; aim; apparatus and materials; results;
discussion and analysis; conclusion
2 a An experiment is a single test on a topic. Research is a series of experiments all
testing something different about the same topic.
b A qualitative observation is expressed in words only. A quantitative observation
can be written as numbers.
c An aim is what you want to find out. A hypothesis is what you think you might
find out.
d An error is unavoidable. A mistake can be avoided with care.
3 A variable is a factor that influences an experiment.
1: Science skills
4 Only one variable should be changed at a time so that the source of any effect
is known.
5 A variable that is fixed is called the controlled variable.
6 The five senses are sight, hearing, taste, touch and smell. Sight is used most in
making observations.
7 a parallax errors: any example where the eye is not in line with the reading
b reading errors: any example where the measurement falls between two markings
on a measuring instrument
8 Human reflex adds errors to an experiment because no human is exact in their
reaction times. We are always a little too fast or too slow to react.
Thinking questions
9 a qualitative: any example where only words are used to describe the observation
b quantitative: any example where numbers have been used in the observation
c visual: any measurement made with the eyes; e.g. measuring length with a ruler
d made with the sense of touch only: the texture of a substance, particularly in the
dark or underwater
e made with the sense of hearing only: the sound of a bird, car etc.
f made with the sense of taste or smell only: foods, wine, perfumes etc.
10 The appropriate metric unit for the measurement of:
a the length of a sugar ant: mm
b the amount of water in Port Philip Bay: ML
c the distance from here to the next galaxy: Gm (normally light years are used
instead).
Analysis questions
11 An insect of length 2.1 0.1 cm could have been as big as 2.2 cm or as small
as 2.0 cm.
12 a 2.5 0.5 s
b 105 3oC
13 a 87 mL, 90 mL, 86 mL and 93 mL: average = 89 mL
b 126 g, 123 g and 125 g: average = 124.67 g
14 All scientists use the same units for their measurements so that they know what each
other has recorded.
15 215 kW = 215 000 W
16 10.9 MJ = 10 900 000 J and 13 500 kJ = 13 500 000 J. This means that Australians
eat far more than the WHO recommends.
17 a The independent variable is the one on the horizontal axis; i.e. distance (m).
b The variable that changed naturally is on the vertical axis; i.e. sound intensity.
c The unit for sound intensity is missing from the vertical axis.
1: Science skills
d
Distance (m) Sound intensity
0.5 52
1.0 40
2.0 25
3.0 18
4.0 14
5.0 12
e Diagrammatic answer is needed.
18 a 1.5 m: sound intensity = about 30
b 2.8 m: sound intensity = about 19
c 350 cm = 2.5 m: sound intensity = about 20
d 6000 mm = 6 m: sound intensity = about 10
e 0 m: sound intensity = about 65
19 a 45: 0.7 m
b 32: 1.4 m
c 20: 2.6 m
d 55: 0.3 m
2: Atoms
Unit 2.1
Elements, compounds and mixtures
Questions
Revision questions
Elements
1 Elements:
are the building blocks of all matter
cannot be broken down into anything more simple
have symbols
are found in the Periodic Table.
2 A simple way of testing if a substance has carbon in it is to burn it. If it goes black,
it probably has carbon as an element.
3 LEGO blocks of different colours can be put together to make new things. Elements
can also be put together to make different substances, called compounds.
4 There are 92 naturally occurring elements.
5 The two most abundant elements on Earth are oxygen (47 per cent) and silicon
(28 per cent).
Element symbols
6 Elements given could be carbon (C), chlorine (Cl), calcium (Ca), chromium (Cr),
cobalt (Co), copper (Cu), cadmium (Cd), cesium (Cs), cerium (Ce), curium (Cm),
californium (Cf).
7 Elements given could be hydrogen (H), boron (B), carbon (C), nitrogen (N), oxygen
(O), fluorine (F), phosphorus (P), sulphur (S), potassium (K), vanadium (V), yttrium
(Y), iodine (I), tungsten (W), uranium (U).
8 Elements given could be sodium (Na), potassium (K), iron (Fe), copper (Cu), silver
(Ag), tin (Sn), tungsten (W), gold (Au), mercury (Hg), lead (Pb).
9 a Pt: platinum
b Hg: mercury
c Fe: iron
d K: potassium
10 a hydrogen: H
b helium: He
c sulphur: S
d sodium: Na
2: Atoms
Atoms
11 Atoms are so small they cannot be seen with the naked eye or a normal light
microscope, although they can be seen by some electron microscopes.
12 The element gold (Au) is made of lots and lots of atoms of gold (Au).
Compounds
13 A molecule is a group of atoms tightly joined or bonded together.
14 Examples of compounds that:
a have a lattice structure are sodium chloride (NaCl), silicon dioxide (SiO2), iron
oxide (Fe2O3)
b are made up of molecules are oxygen (O2), hydrogen (H2), chlorine (Cl2),
methane (CH4), sucrose (C12H22O11), octane (C8H18).
15 Bonds hold atoms together.
Compound formulas
16 a water: H2O
b carbon dioxide: CO2
c sugar: C12H22O11
d hydrochloric acid: HCl
e methane: CH4
f rust: Fe2O3
17 a H2SO4 : 2 hydrogen, 1 sulphur, 4 oxygen
b Al2N3: 2 aluminium, 3 nitrogen
c C12H22O11: 12 carbon, 22 hydrogen, 11 oxygen
Mixtures
18 Simple methods that can often be used to separate mixtures are filtration, decanting,
magnetic force, evaporation, distillation, chromatography and centrifuging.
19 Soft drinks are a mixture of water, carbon dioxide gas, sugars, flavours and
colouring.
20 Many examples are possible.
Thinking questions
21 There are many possibilities, the most likely of which are:
a a place: californium (Cf) (California), americium (Am) (America), berkelium
(Bk) (Berkley University), europium (Eu) (Europe)
b a person: einsteinium (Es) (Albert Einstein), curium (Cm) (Marie Curie),
mendelevium (Md) (Igor Mendeleev)
c a planet: mercury (Hg) (Mercury), plutonium (Pu) (Pluto), neptunium (Np)
(Neptune).
22 in order from smallest to biggest: a hydrogen atom (H), a water molecule (H2O), a
glass of water
2: Atoms
23 a sweet, white tea: water, sugar, tea flavouring, tannin (the dark colouring),
milk fats
b champagne: water, alcohol, carbon dioxide, flavours, sulphur dioxide
preservative
c mud: dirt, water
24 a: mixture; b: element; c: molecule; d: compound; e: atom
25 a glucose (C6H12O6): compound
b iodine (I): element
c beer: mixture
d phosphoric acid (H3PO4): compound
e perfume: mixture
f tungsten (W): element
g alcohol (C2H5OH): compound
26 a compound: words
b a mixture: paragraph
c an element: letters of the alphabet
Unit 2.2
Physical and chemical change
Questions
Revision questions
Physical change
1 A physical change is any change where no new substance is formed.
2 Many examples of the five forms of physical change could be drawn from changes
in state, dissolving, mixing, breaking and crushing.
Chemical change
3 A chemical change produces new substances, a physical change does not.
4 Examples of a chemical change could be drawn from burning, explosions, cooking,
rotting and ripening.
5 Observations that suggest a chemical change has taken place are a temperature
change, permanent colour change, bubbles or gas and light.
Types of chemical reactions
6 Four types of chemical reaction are combination (synthesis), breaking-down
(decomposition), precipitation and combustion.
7 The ingredients of a chemical reaction are called its reactants.
8 A precipitate is an insoluble solid powder that forms when two solutions are mixed.
2: Atoms
9 means a change has happened

(s) means the substance is solid
(l) means the substance is liquid
(g) means that the substance is gaseous
(aq) means that the substance is a solution, having been dissolved in water
10 a methane gas + oxygen gas carbon dioxide gas + water vapour
b magnesium metal + oxygen gas magnesium oxide powder
c glucose solution + oxygen gas carbon dioxide gas + water vapour + energy
d silver chloride silver + chlorine gas
e iron + oxygen gas iron oxide
11 a Fe + O2 Fe2O3
b AgCl Ag + Cl2
12 a Mg (s) + O2 (g) MgO (s)
b AgNO3 (aq) + NaCl (aq) AgCl (s) + NaNO3 (aq)
c CH4 (g) + O2 (g) CO2 (g) + H2O(g)
d C6H12O6 (aq) + O2 (g) CO2 (g) + H2O (g)
Speeding up reactions
13 a The increased surface area will make the fire go faster and faster.
b When a vent is closed so that less air to gets to the fire, then the reaction is being
starved of a reactant. The reaction will slow.
14 Explosions are fast reactions. Rusting is a slow reaction.
15 A chemical reaction may be sped up by increasing the concentration of the reactants,
increasing the surface area of its reactants, increasing its temperature and adding a
catalyst or enzyme.
16 A catalyst is a helper chemical that speeds up a reaction while not taking any part
in it.
17 An enzyme helps speed digestion by breaking up food molecules, specifically
sugars.
Thinking questions
18 a mowing grass: physical
b burning wood: chemical
c mulching tree branches: physical
d frying an egg: chemical
e filing finger nails: physical
f dissolving Milo in milk: physical
g cornflakes going soggy: physical
h a green tomato ripening and turning red: chemical
i rain turning the sports oval muddy: physical
2: Atoms
j vegetable scraps in the compost bin producing a rich soil: chemical

k dynamite exploding: chemical
l concrete hardening: chemical
m margarine melting in a frypan: physical
n leaves turning red in autumn: chemical
o wet clothes drying on the line: physical
p a match burning: chemical
q unrefrigerated milk going off: chemical
r butter burning in a frypan: chemical
s bread going mouldy: chemical
t water freezing to make ice cubes: physical
u red wines tasting like vinegar after many years: chemical
v a soluble asprin fizzing away in a glass of water: chemical
19 a hydrogen gas + oxygen gas water
b sodium + water sodium hydroxide solution + hydrogen gas
c mercury oxide solid liquid mercury + oxygen gas
20 a C + O2 CO2 or C (s) + O2 (g) CO2 (g)
b H2 + O2 H2O or H2 (g) + O2 (g) H2O (g)
c H2 + Cl2 HCl or H2 (g) + Cl2 (g) HCl (g)
21 hydrochloric acid + sodium sodium chloride + hydrogen gas
22 a To cook toast, the bread needs to first dry out (physical change) then burn
(chemical change).
b To make toffee, sugar first needs to be melted (physical change) and then burnt
(chemical change).
c A candle burns (chemical change), the wax drips (physical change).
23 You want to process food quickly to make use of its energy and to remove the bulk
from your stomach. Enzymes speed this process up.
24 As a reaction proceeds it uses up reactants. The reactants are less concentrated and
the rate slows.
25 A capsule containing fine grains has a greater surface area and will work quicker
than a solid tablet.
Analysis questions
26 reactants: Mg and HCl; products: MgCl2 and H2
27 a zinc + sulphur zinc sulphide: combination
b Pb(NO3)2 (aq) + NaCl (aq) PbCl2 (s) + NaNO3 (aq) : precipitation
c NaCl Na + Cl2 : decomposition
d Ethane + oxygen gas carbon dioxide + water vapour: combustion
28 C the same
2: Atoms
Unit 2.3
Inside atoms
Questions
Revision questions
Sub-atomic particles
1
Sub-atomic Symbol Charge Mass Location
particle
proton p+ positive 2000 times nucleus
heavier than
an electron
neutron n neutral little heavier nucleus
than a proton
electron e negative lightest, spins around
1/2000 the nucleus
mass of p+
2 See Figure 2.3.1.
Atoms and numbers
3 a true
b true
c true
d false
e false
f false
g true
4 a atomic number: 17
b mass number: 17 + 18 = 35
35
c symbol: 17 Cl
5 a atomic number = 5
b mass number = 11
More about electrons
6 Another name for an electron shell is energy level.
7 a innermost shell = 2
b second shell = 8
8 first shell = 2, second shell = 8, third shell = 1
2: Atoms
Thinking questions
9 Hydrogen is unusual atom because it has no neutrons.
10 Although electrons are attracted to the nucleus, they do not crash into the nucleus
because they are travelling too fast.
11 Electrons would crash if they slowed down.
Analysis questions
12 a protons = 3
b neutrons = 4
c electrons = 3
13 a protons = 92
b neutrons= 143
c electrons = 92
14 a Ca = 20
b mercury = 80
c nitrogen = 7
d Fe = 26
15 a 25
b 6
c 19
16 a 7
b 11
c 15
17 a particles in an aluminium nucleus = 27
b atomic number of aluminium = 13
c 13 protons, 14 neutrons and 13 electrons
18 Uranium is most likely to be radioactive.
Chapter review
Summary questions
1 D one or more new substances are formed
2 A an element
3 a carbon: C
b aluminium: Al
c gold: Au
d tin: Sn
2: Atoms
4 a Ag: silver
b Fe: iron
c Cu: copper
d B: boron
5 A: molecule; B: atom; C: element; D: mixture; E: compound
6 A combination reaction puts reactants together to produce one product. A breaking-
down reaction is the reverse: it takes one reactant and splits it up.
7 Any of the equations in Unit 2.3.
8 Atoms are made up of protons (positive, about 2000 times heavier than an electron),
neutrons (no charge, heaviest of all, a little heavier than a proton), electron
(negative, 1/2000 the mass of a proton).
10 a true
b false
c true
d true
Thinking questions
11 To make caramel, sugar needs to be dissolved in milk (physical change) and then
heated until the sugar slightly burns (chemical change).
12 a adding more wood to a fire: speeds up
b setting the gas control low on a stove when a stir fry is being prepared:
slows down
c adding a chlorine tablet to a spa instead of the same chemical in powder form:
slows down
d your digestive system releasing enzymes: speeds up
56
13 a 26 Fe: 26 protons, 30 neutrons, 26 electrons
64
b 29 Cu: 29 protons, 35 neutrons, 29 electrons
126
c 53 I: 53 protons, 73 neutrons, 53 electrons
238
d 92 U: 92 protons, 146 neutrons, 92 electrons
3: Geology
Unit 3.1
Rocks and minerals
Questions
Revision questions
Minerals
1 Petrology studies rocks and how they are formed. Geology is much broader. It looks
at rocks, the Earth, its fossils, earthquakes etc.
2 The study of minerals is called mineralogy.
3 A native metal is one found in its natural or native state.
4 Three examples of native metals are gold, silver and platinum.
Characteristics of minerals
5 crystal structure, lustre, pigment, streak, hardness
6 Diagrammatic answer is required.
7 Minerals can be broken more easily if they are struck along a line of cleavage.
8 Mineral pigments are sometimes toxic and so have largely been replaced by
synthetic dyes in paints.
9 Frederic Mohs invented the scale of hardness.
10 The hardest mineral on this scale is diamond (10).
Uses of minerals
11 salt: food preservative, source of sodium and chlorine
graphite: lead in pencils, electric motors
phosphate: matches, fertilisers
tungsten: light bulb filaments, saw blades, drill bits
sulfur: to make sulfuric acid, fertiliser
12 Traditional Aboriginal artists grind minerals, mix them with juice, egg or blood to
make paints for their bodies and for their art.
Rocks
13 Minerals are the building blocks of rocks.
14 Clay and sand are simply rocks ground into very fine particles.
Ores
15 An ore is a rock or mineral that contains elements that may be profitably extracted.
3: Geology
16 The ore that contains:

a iron is haematite
b aluminium is bauxite.
Thinking questions
17 a A mineral is any substance found in a rock.
b All minerals are made up of eight elements.
c Gold and silver are native metals and are also minerals.
d Mineralogy is the study of minerals, not rocks.
18 Iron would never be found as a native metal because it rusts too quickly.
19 A traditional Aboriginal artist would mix white kaolin with black charcoal to make
the colour grey.
20 a The paintings underneath the nest had to be more than 15 000 years old because
it would be impossible to paint underneath the nest.
b Taking a sample of the painting itself would destroy the painting.
21 a Feldspar, quartz, mica and hornblende are minerals.
b Gneiss is a rock.
22 Chalcopyrite and azurite both contain copper.
23 a true
b false
c false
Analysis questions
24 red: haematite; black: charcoal; yellow: limonite
25 Diagrammatic answer is required
26 softest to hardest: talc, calcite, apatite, quartz, diamond.
27 a Orthoclase would scratch gypsum.
b Quartz would not scratch topaz.
c Calcite would not scratch your fingernail.
Unit 3.2
Types of rocks
Questions
Revision questions
Igneous rocks
1 Rocks are classified according to how they are formed.
2 The Latin word ignis means fire.
3: Geology
3 a Magma is molten rock below the ground. Lava is when it emerges above the
ground.
b Intrusive rocks are formed below the ground. Extrusive rocks are formed above
the ground.
c Although dykes and sills are both intrusive igneous rocks, a dyke is vertical and
may reach ground level. A sill is flatter and doesnt reach the surface.
4 The faster the cooling, the smaller the crystals formed.
5 basalt, granite
6 granite: bridges, buildings, kitchen benchtops, gravestones
basalt: bridges, buildings, crushed and placed under railway sleepers, crushed and
covered with tar to make bitumen roads
7 Some ancient Aboriginal axes found in Kakadu National Park are 20 000 years old.
8 Much of inner Melbourne is built from basalt (bluestone).
Sedimentary rocks
9 a sediment: small rocks and particles from non-living and living matter that forms
in layers
b lithification: when the particles in sediment compress and stick together
10 sandstone: sand
mudstone: mud
conglomerate: particles of different sizes
limestone: remains of sea organisms (e.g. fish, corals)
chalk: skeletons of tiny sea animals
coal: compressed plant material
11 The particles in a sedimentary rock stick together due to pressure and minerals
dissolved in water that cement the particles together.
12 Inner Sydney is built predominantly from sandstone.
Metamorphic rocks
13 heat and pressure
14 marble: parent rock is limestone
gneiss: parent rock is granite
slate: parent rock is shale
schist: parent rock is slate
gneiss: parent rock is schist
The rock cycle
15 The three types of weathering are physical, chemical and biological.
16 Weathering is when a rock is broken down, erosion is when it is carried to
another spot.
3: Geology
Thinking questions
17 Although formed underground, the granite boulders are above ground because the
ground level has been eroded down over the centuries or has folded and faulted to
expose deep layers.
19 Igneous rock is formed by a volcano.
Sedimentary rock is formed by layering of broken down bits of other rocks, plants
and animals.
Metamorphic rock is formed when heat and pressure changes igneous or
sedimentary rock into a new rock form.
20 Marble is sometimes used to make food cutting boards because it is tough.
21 a chalk: sedimentary
b limestone: sedimentary
c basalt: igneous
d marble: metamorphic
e greenstone: igneous
f sandstone: sedimentary
g coal: sedimentary
Analysis question
22 Diagrammatic answer is required
Unit 3.3
Fossils
Questions
Revision questions
Types of fossils
1 Scientists currently believe that the Earth is about 4.5 billion years old.
2 A fossil is evidence of past life found in a rock.
3 Fossil casts can be made:
by pouring plastic or plaster into the hollow mould left by an animal as it
decomposes
pouring plaster or plastic into a footprint
minerals filling the mould or parts of the organism.
4 Heat may burn away everything except black carbon, which is left as a picture or
carbonised fossil of the organism.
5 Mammoths, insects, sabre-tooth tigers and even humans have been found intact.
3: Geology
6 Freezing temperatures, mud or sap is required to preserve the creatures intact.

Fossil formation
7 Flow chart is required.
8 Fossils are found in the layers of sedimentary rock because the animal or plant
becomes one of the layers. Being molten, igneous rock would burn the organism.
9 Fossils will not form if the life forms:
decay too quickly for them to be preserved
are eaten or their bodies are scattered by scavengers like vultures
are too fragile and are crushed leaving nothing to be preserved
die in the wrong spot (85 per cent of all rock is inappropriate for fossil
production; e.g. fossils are never found in igneous rocks since any remains
would have been destroyed by the hot lava or magma).
10 Many good fossils probably will never be found because:
they are buried too deep
they are in remote locations
they are not recognised as important by the villagers or farmers that find them.
Dating fossils
11 Fossils can be dated by the layers in which they are found, by uranium decay and by
radioactive carbon dating.
12 Ammonites are an index fossil.
13 Uranium changes into lead over time.
14 Carbon is a radioactive substance that may be used to date plant and animal fossils.
It could not be used to date fossils that are 100 000 years old because its limit is
70 000 years.
15 uranium: more than 100 million yeas old
carbon: less than 70 000 years
Geological time scale
16 Cenozoic, Palaeozoic, Archaeozoic, Azoic
17 Cretaceous, Jurassic, Triassic
18 a Carboniferous
b Cretaceous
c Silurian
d Precambrian (Archaeozoic era)
e Jurassic
f Jurassic
g Ordovician
h Precambrian (Proterozoic era)
3: Geology
i Jurassic
j Cretaceous
Thinking questions
19 The growth rings of trees can be used to trace back time because each ring
represents one year.
20 a The statement is false. A dinosaur footprint is a fossil.
b The statement is true. Minerals may replace the shell or bone of an animal to
make a fossil.
c The statement is true. Soft-bodied animals are less likely to form fossils than
animals with shells or skeletons.
d The statement is false. Fossils are most likely to be found under oceans or other
bodies of water.
e The statement is true. Generally speaking, lower layers of rock in a region
contain older fossils.
f The statement is false. Fossils of complete animals do exist.
21 Rock containing fossils of sea life can end up in a desert or inland area far from the
ocean because:
the land has faulted and folded
the coastline has changed
the sea levels have changed
the continents have shifted.
22 Models were made of the victims by filling the hollows with plaster.
Analysis questions
23 Based on the year 2006, the Earth would be 10 010 years old if it was formed in
4004 BCE.
24 a A group of three creatures were travelling together when they were frightened
and scattered in three directions.
b A large creature tracked a smaller creature, caught it and ate it.
25 a The common fossil is a.
b Layers of the same age are 1, 7, and 9; 6 and 8; and 2 and 10.
c Layer 3 and fossil f are the oldest.
26
Period Span (millions
of years)
Quaternary 2
Tertiary 63
Cretaceous 79
Jurassic 64
3: Geology
Triassic 40
Permian 42
Carboniferous 72
Devonian 46
Silurian 30
Ordovician 67
Cambrian 65
Precambrian 2130
27 Timeline is required.
28 The Precambrian era extends for almost five times the length of time of the first
three eras combined, so it would be difficult to fit on the same page and leave room
for clear labels. Diagrammatic answer is required.
Unit 3.4
Dinosaurs
Questions
Revision questions
Clues from the past
1 The distance between dinosaur footprints can be compared with modern animals
allowing scientists to estimate their speed.
The approximate weight of a dinosaur can be found from the depth of a
footprint.
Series of parallel sets of tracks indicates that dinosaurs congregated in herds.
The discovery of several groups of fossilised eggs in the one area indicates
breeding colonies.
The skull of a dinosaur provides clues about its diet. Long sharp teeth indicate a
dinosaur was probably a meat-eater, while a front plate indicates the dinosaur
was probably a herbivore, using it to crop plants.
Marks on bones show how muscles were attached. By comparing these marks
to those on bones of todays animals, scientists can reconstruct the basic shape
of a dinosaur.
Coprolites can give scientists information about the feeding habits of the
dinosaur species they came from.
The pelvis strength of fossilised dinosaur embryos or hatchlings indicate
whether or not newborn dinosaurs were independent of their parents.
3: Geology
Cold-blooded or warm-blooded?
2 An advantage of being:
a cold-blooded is you need less food
b warm-blooded is that you can move about and be active at any temperature and
at any time of the day.
3 The density of blood vessels in some dinosaur bones resembles that of warm-
blooded birds of today.
The number of predators compared to prey for todays warm-blooded animal
populations is known, and is similar to the ratio found in dinosaur fossils.
Dinosaur fossils have been discovered at Dinosaur Cove in southern Victoria.
Australia was then within the Antarctic Circle, suggesting that the dinosaurs
were warm-blooded to cope with the freezing or near-freezing conditions.
Dinosaur families
4 Hip shape is used to classify dinosaurs into lizard-hipped and bird-hipped.
5 Many possible examples are found in Figure 3.4.5.
6 a ankylosaurs and nodosaurs
b coelurosaurs
Extinction theories
7 Volcanoes could have killed off all the dinosaurs by throwing huge amounts of dust
and gas into the atmosphere.
8 Being small also means that you are nimble and quick and more likely to get around
a dinosaur to attack and eat its eggs. Warm-blooded mammals would be quicker
than cold-blooded dinosaurs.
9 The carnivorous meat-eating dinosaurs might have eaten all the herbivorous
plant-eaters.
The plant-eaters might have exhausted their food supply and died out, leaving
the carnivores without food.
The new types of flowering plants that appeared in the Cretaceous period might
have competed with existing plants, leaving too few for dinosaur consumption.
The new plants might have been indigestible by the dinosaurs or might have
poisoned them.
10 A thin layer of the element iridium is found all over the Earth in rocks 65 million
years old.
There is a massive asteroid crater in Mexico.
Thinking questions
11 a The statement is false. Dinosaurs may have been cold-blooded.
b The statement is true. A coprolite is a dinosaur egg.
c The statement is false. Qantassaurus was not a flying dinosaur, but was named
after the airline Qantas.
3: Geology
d The statement is true. Carnivorous dinosaurs depended on plant-eating dinosaurs

for food.
12 a footprint depth: weight, size
b parallel tracks: herding behaviour, size of herds
c several groups of eggs in the one area: breeding colonies
d fossilised droppings: food types and variety, size of dinosaur, health
e pelvis strength of a baby dinosaur fossil: dependence on its parents, size
13 Suggest where each of the following dinosaurs were discovered:
a Austrosaurus: Australia
b Argentinosaurus: Argentina
c Indosaurus: Indonesia
14 The large tail would have given big two-legged dinosaurs such as Tyrannosaurus
more balance, a little like the tail on a kangaroo.
15 carnosaur: large carnivorous
stegosaur: plated
hadrosaur: duck-billed
sauropod: long-necked
ceratopian: horned
16 Personal ranking of theories required.
17 The very large asteroids were vaporised by the heat caused by friction with the
atmosphere and the heat caused by the collision. They made a hole but evaporated in
doing so.
Analysis questions
19 An Olympic sprinter runs 100 m in less than 10 seconds. This is equivalent to
10 m/s or 36 km/h. The Tyrannosaurus runs at 40 kilometres per hour and would be
able to catch even Olympic sprinters. T. Rex would definitely be able to catch you!
20 a Deinonychosaur
b Ceratopian
c Carnosaur
d Ceratopian
e Hadrosaur
Chapter review
Summary questions
1 a Minerals are the building block of rocks. Rocks have up to six minerals in them.
b A crystal is the shape of a single unit in a mineral. Habit is the overall shape
multiple crystals give.
3: Geology
c Pigment is the colour of a crushed mineral. Streak is the colour when it is rubbed
against a white tile.
d A rock contains minerals. Ore is rock that contains enough of a mineral to make
it worthwhile mining and processing.
2 corundum, topaz, quartz, calcite
3 igneous: formed from molten material
sedimentary: made from broken down particles compressed into layers
metamorphic: made from other rocks changed by heat and pressure
4 a shale: sedimentary
b sandstone: sedimentary
c granite: igneous
d limestone: sedimentary
e conglomerate: sedimentary
f gneiss: metamorphic
g basalt: igneous
6 igneous rocks: buildings, kitchen benchtops, gravel
sedimentary rocks: buildings, paving, cement
metamorphic rocks: paving, building, sculpture
7 Scientists date a rock by measuring the amount of uranium in it.
8 a Palaeozoic
b Palaeozoic
c Cenozoic
d Mesozoic
9 Various answers are possible, e.g.:
a fish
b algae
c humans.
10 mega-dust storms, lack of food, disease, evolution, climate change
Thinking questions
11 A mineral with a hardness on Mohs scale of 6.5 would:
a be able to scratch orthoclase, apatitie, fluorite, calcite, gypsum and talc
b not be able to scratch quartz, topaz, corundum and diamond.
12 Copper may be extracted from chalcopyrite.
13 animal dies, animal covered by sediment, movement in Earths crust lifts layers of
rock, weathering breaks down exposed rock
14 Animals with large bones or shells are more likely to form fossils.
3: Geology
15 The Velociraptor was probably trying to grab and eat the eggs of Protoceratops. A
fight occurred killing both dinosaurs.
4: Ecology
Unit 4.1
Ecology
Questions
Revision questions
Communities and their address
1 An ecosystem is an ecological community. It includes all of the living and non-
living factors in the environment.
2 The populations of different organisms that live together are considered a
community.
3 Four things that make up the physical environment of an ecosystem include any of
the following: temperature, soil type, light intensity, water availability, humidity,
oxygen availability.
4 biosphere, biogeographical region, biome, habitat, micro-habitat
Biospheres and biogeographical regions
5 Biosphere is the least specific category of an organisms address. It includes the
Earths surface, and its atmosphere.
6 The Earths biosphere is divided into biogeographical regions.
7 Some biogeographical regions are North America, Asia, Europe, Australia,
Antarctica and South America.
8 Biogeographical regions differ in their physical characteristics, and tend to be major
land or water masses.
Biomes
9 A biome refers to areas that have similar climate and physical features.
10 Biomes that are similar are likely to have any of the following in common:
temperature, soil type, humidity, water availability and light availability.
11 Camels are from a desert biome of the Middle East and have characteristics that help
them survive in other deserts.
Habitats
12 a The term habitat is less specific than the term biome.
b Tropical biomes have many types of habitats.
c Conditions throughout a habitat are different.
d Living organisms can be found in all parts of a habitat
4: Ecology
Microhabitats
13 A microhabitat is a habitat within a habitat, such as beneath the bark of a tree,
underneath a rock, at the top of a tree canopy. The organisms that live in the
microhabitat tend to spend most of their life there.
14 a A desert microhabitat might include the area between the roots of a grass or
beneath a rock.
b A tropical rainforest microhabitat might include the hollow of a tree or between
the leaves of a plant.
Australias ecosystem
15 Fire, flood and drought are the three factors that have influenced the Australian
landscape the most.
16 Three plants that require the heat of a bushfire in order to be able to release their
seeds include the banksia, hakea and acacias.
17 Epicormic buds are an advantage because they can regenerate quickly after a fire,
giving that plant an advantage over other plants that take longer to regenerate.
18 Birds are the organisms most likely to survive all forms of natural disasters,
including floods.
Thinking questions
19 Similar biomes, even though they may be in different biogeographical regions, show
many similar characteristics. Because of this, the organisms that live there have
adapted to those characteristics, and so they will be similar to one another.
20 Factors that are different in water environments include the water temperature (this
depends on the depth of the water, the currents it is exposed to, the amount of
sunlight it receives); the amount of salt it contains (freshwater compared to sea
water); the amount of oxygen present (fast-flowing water has a higher oxygen
content than slow-moving water); dissolved minerals present.
21 People who keep fish replace some of the water to remove the wastes released by
the fish. In a freshwater habitat, these wastes would be naturally recycled and would
not build up to a point where they harmed the fish. Not all of the water should be
replaced, however, because this would change the environment too quickly for the
fish to acclimatise to.
22 The vegetation would be vastly different because different plants rely on different
amount of water. Drought tolerant plants are more likely in those areas with little
water, more lush vegetation is likely in the wetter area.
23 Very hot, slow burning fires have a more devastating effect on the environment than
those that move through an area quickly because they superheat the soil as well as
burning off everything on the surface. Because the soil contains seeds, this prevents
the area from regenerating quickly, if at all.
4: Ecology
24 Winter and spring are the seasons most likely to experience fires at the top end of
Australia. This is after the growing season when there is a lot of vegetation to
provide fuel for fires. Conditions are warmer and drier at this time.
25 Floodwaters carry with them bits of debris that can devastate everything it comes
into contact with. Top soil is removed, and because it contains seeds and surface
vegetation, the area is left without the capacity to regenerate after the flood. The soil
carried along by the flood often causes blockages further along.
Analysis question
26 a The year 19161917 showed widespread, heavy flooding.
b This was a La Nina year.
c Central Australia was the area where flooding occurred in 198889.
d The Hunter river flooded in 1955.
Unit 4.2
Adapting to change
Revision questions
Effects of the non-living environment.
1 The term environment refers to the sum of all the biotic and abiotic factors that a
particular species lives and interacts with.
2 a An environment can be categorised as either a terrestrial or aquatic
environment.
b Biological processes such as photosynthesis and metabolism take place in an
optimum temperature range.
c The measure of the amount of water vapour in the air is referred to as the
humidity.
d The photic zone refers to the area beneath the surface of the water that light is
able to penetrate.
e Acidity is measured using the pH scale.
f The area between low and high tide is referred to as the intertidal zone.
3 Abiotic is the term for non-living factors.
4 a Light provides plants with the energy they need to carry out photosynthesis.
b Organisms that live in desert biomes lose more water to the environment than
those living in more humid environments.
c On land, the percentage of oxygen in the air decreases with altitude.
d Water that flows quickly has more oxygen than water that is still.
Effects of the living environment.
5 Biotic is the term for living factors.
6 food, nesting materials, shelter, water
4: Ecology
7 light, water, nutrients

8 predation: the act of catching and eating another organism
predator: an animal that catches and eats other animals
prey: an animal that gets eaten by a predator
Adaptations
9 By being well adapted to the environment an organism has a better chance for
survival. The longer an organism survives, the more offspring it can produce. This
benefits the species.
10 behavioural, structural, developmental, physical, biochemical, geographical
11 The statement means that any feature is good if it allows the organism to have a
better chance of survival. But that same feature in another environment may hinder
the organisms survival.
Thinking questions
12 Spreading out on a hot day is a behavioural adaptation. The animal chooses to
do this.
13 The shape of a birds beak is a structural adaptation, not behavioural, as the bird
does not have control over the shape of its beak. See Figure 4.2.9.
14 Because they have a similarly shaped beak, we would expect African finches to eat
seed as well. For this reason, we would also expect them to live in a similar habitat,
as they would need to live in an environment where seed-producing plants are
abundant.
15 a true
b true
c true
d false
16 a orca (killer whale): temperature and salinity of the water; light availability to
water vegetation (this in turn influences what fish live in the area, which are a
source of food for larger food items that the orca eats)
b red-back spider: temperature; water, light and nutrients in the soil (this
determines what vegetation grows, and indirectly, which potential food items
might live there); wind intensity
c mushroom on a forest floor: water and nutrient availability; light intensity;
humidity
d family pet: temperature; water availability
17 Three abiotic factors that affect you might include temperature, humidity, water
availability.
18 micro-organisms you come into contact with, surrounding vegetation and the people
you live with
4: Ecology
19 The ears of an elephant help to keep them cooler (the abiotic factor is temperature).
The large, thin ears have a big surface area from which heat can be lost.
20 Fish living in the sea are adapted for a salt water environment. The fresh water of
rivers is not suitable for these adaptations.
21 Because both live in the same environment, they will have similar adaptations.
Some of the abiotic factors include salinity, temperature, and the speed of the
water flow.
22 Each species will take from the soil exactly what it needs for growth. By alternating
crops, farmers give the soil a chance to replenish those particular nutrients.
Legumes, in particular, are also able to put nitrogen back into the soil, making it
more nutrient rich for subsequent crops.
23 Although alpine regions receive snow, this is not available as liquid water. At that
time of the year when the snow melts, it melts quickly and runs off into river
systems, again making it unavailable to the plants that are there. For this reason,
alpine plants have spiny needles rather than leaves so as to conserve water.
24 The area above the tree line is obviously not suitable for trees, or they would grow
there. There are several reasons why this might be the case, including too little soil
for trees to put down an appropriate root system and too little water. Alternatively,
many plants require animals to carry seeds and pollinate flowers. If the temperature
is too cold for these animals to survive, the trees also cannot grow there.
25 Mangroves living in intertidal areas have a constantly changing environment. They
are regularly submerged, which causes constant changes in carbon dioxide
availability, temperature and light availability.
Analysis questions
26 a 7 = neutral
b 6 = weak acid
c 2 = strong acid
d 9 = weakly alkaline
27 a animal A: approx 36C, approx 36C, approx 36C
animal B: approx 10C, approx 20C, approx 30C
From this, it is likely that animal A is endothermic (constant body temperature
independent of environment temperature) while animal B is ectothermic (body
temperature changes as the environment temperature changes).
b Animal As metabolic rate is highest when the environment temperature is <5C.
It is at its lowest when the external temperature is >30C.
c As the external temperature drops, animal As metabolic rate increases. This is
to maintain its internal body temperature at a constant level. As the external
temperature increases, animal As metabolic rate decreases because it is losing
little heat to the environment. Animal Bs metabolic rate is very low at all times,
slowly increasing only as temperature increases. As its body temperature
increases as the external temperature increases, it does not need to adjust its
metabolic rate to the extent that animal A does.
4: Ecology
Unit 4.3
Food chains and food webs
Questions
Revision questions
Source
1 Without the Suns light enabling plants to photosynthesise, no further life on our
planet would be possible.
2 Green plants are producers because they make their own food by photosysnthesis.
3 6CO2 + 6H2O + sunlight C6H12O6 + 6O2
Flow of nutrients
4 grass mouse snake owl
5 Animals are either herbivores (eating vegetation) or carnivores (eating other
animals).
6 Omnivores eat both plant and animal material.
7 The links in a food chain are referred to as trophic levels.
8 Nutrients flow in a cyclical manner, with all organisms, after they die, providing
nutrients for the next generation of life.
Biodiversity
9 a A field of wheat would have a low biodiversity.
b For an ecosystem to be healthy, it should have a high biodiversity.
c In those ecosystems where there are a large number of different species, we say
there is a high biodiversity.
d Ecosystems that have low biodiversity are more susceptible to environmental
changes.
Flow of energy
10 During photosynthesis, light energy from the Sun is converted into chemical energy
within plants.
11 The last organisms in the food chain need the most energy. These will be carnivores
or omnivores and will be either secondary or tertiary consumers.
12 See Figure 4.3.6.
Decomposers
13 An organic molecule is a complex molecule containing the element carbon. It can be
of either plant or animal origin.
14 Fungi and bacteria can be referred to as natures recyclers.
4: Ecology
Relationships between organisms.

15 a mutualism: fungi and lichen
b commensalism: remora fish attached to sharks
c amensalism: cattle destroying grass underfoot as they move around a paddock
d competition: weeds and flowers competing for water in a flower bed
e parasitism: a tapeworm in the gut of a human
Thinking questions
16 (+) indicates the organism is benefited from the relationship
() indicates the organism is harmed from the relationship
NA indicates the organism is neither harmed nor benefited
Relationship Species A Species B
Mutualism + +
Commensalism + NA
Amensalism NA
Exploitation
Predation +
Herbivory +
Parasitism +
17 a All living things require energy.
b Carbon dioxide is an example of an organic compound.
c Humans are examples of omnivores.
18 Because the amount of energy passed on from one level (link) to the next decreases,
there are rarely more than six links in a food chain.
19 Decomposers are the main recycling organisms in an ecosystem.
21 Area B would have the greatest biodiversity because there are many more species
there.
22 a parasitism
b commensalism
c mutualism
23 A dog and its fleas is an example of parasitism.
24 By hunting together, carnivores are able to predate on larger animals than they could
individually, with more chance of success.
25 Organisms have different food requirements. Those species that have a higher
metabolic rate require more food. Those organisms that are young and growing, or
pregnant, will also require more food than others of the same species.
4: Ecology
26 By having a range of behaviours to assist them in catching prey, carnivores increase

their chance of success. This is because those animals they predate on are not able to
know what the carnivore will do next.
Analysis questions
27 Time period A shows a constant level of biodiversity; time periods C and D show
decreasing levels of biodiversity; time period B shows an increasing level of
biodiversity.
a Decreases in biodiversity come about due to an adverse change in the conditions
in the ecosystem. Several reasons can account for the decrease shown during
time period B. These include a bushfire, human intervention or introduction of a
new species into the ecosystem.
b It was during time period D when this decrease was most rapid. This is shown
by the slope of the graph. Several reasons can account for thissee above.
c The biodiversity was constant during time period A. At this stage, the ecosystem
was in equilibriumno adverse events had been introduced.
28 a Rainforests show the greatest amount of biodiversity.
b Grazed woodlands, heaths and rainforests had more than 100 species
per 1000 m2.
c Temperate rainforests, southern forests, sandstone scrubs and southern
woodlands showed less than 50 species per 1000 m2.
d Southern forests showed the least biodiversity.
Unit 4.4
Human impact on ecosystems
Questions
Revision questions
Environmental revolution
1 The Industrial Revolution took place in the mid 1800s and was that period of time
when humans began to use machines to do simple and repetitious jobs.
Pollution
2 Pollution refers to the presence of things in the environment that cause it to
become unhealthy.
3 Nitric oxide, carbon monoxide, lead, hydrocarbons and sulphur dioxide are
common pollutants.
4 In the presence of sunlight, some of the pollutants emitted from motor vehicles
become even more deadly. These include ozone, nitric acid and formaldehyde.
5 The five most common greenhouse gases are carbon dioxide, ozone, water vapour,
methane and nitrous oxide.
4: Ecology
6 The reason for calling these gases by this name is that they act like the glass of a
greenhouse, preventing heat from escaping from the surface of the Earth.
7 There are many different effects, including recession of glaciers causing an increase
in sea level resulting in reduced salinity that will affect organisms living in aquatic
environments; coral bleaching; warmer temperatures in some areas will result in
increases in cyclones.
8 Five sources of water pollution include sewage, agricultural run-off, sediment
(silting of waterways), chemicals from industry (inorganic) and salinity.
9 Nitrogen and phosphorous are the two elements most predominant in agricultural
fertilisers.
10 Overgrazing and deforestation are the two most common causes of soil degradation.
11 Both overgrazing and deforestation remove plants from an area. As the roots of
plants hold the soil together, their removal allows the soil to be easily blown away.
12 Trees, whose roots are deep underground to subterranean water sources, keep this
water at a low level. If they are removed, the level of this water rises, bringing
dissolved salts to the surface with it. This increases the salinity of the soil. Various
diagrams would be suitable.
Introduced species
13 The introduction of animals from one environment into another is commonly the
result of human intervention.
14 A variety of answers is possible. These include:
rabbits, which have eaten vegetation formerly available to native animals (such
as kangaroos)
foxes have preyed on native animals
starlings and Indian miner birds have competed for nests and food with native
birds
carp have caused the destruction of water plants
cane toads are poisonous and kill native animals when eaten, they also compete
for food with native insect eating species.
15 Various answers are possible, similar to question 14.
Endangered species
16 Destruction of habitat, introduction of non-native species and pollution are the three
main factors that are most harmful to the well being of native organisms.
17 The term extinct is used when no further organisms of a particular species are
present on Earth.
Conservation
18 oxygen, basis of all food chains, pharmaceutical drugs, food
19 approximately 500 000 to 750 000
4: Ecology
Thinking questions
20 Because there is less pollution in the country, trees are more likely to live
longer there.
21 Various answers are possible, including rabbits, foxes, cane toads and carp.
22 Biodiversity refers to the number of different species in an ecosystem.
23 If, in an area ravaged by drought, there are many plant species, at least some of
these are likely to withstand the drier conditions. This allows the animals in that area
to find something to eat.
24 Frogs have a water form and a land form. Any pollutants in the water will affect the
tadpole stage, and any pollutants on the land will affect the adult. By observing if
there are lots of one form as opposed to the other, scientists can determine where a
problem might be found.
Analysis question
25 a Pond 2 had the highest number of tadpoles survive.
b After three years, Pond 1 had the highest number of adult frogs. This provided
the best environment for them.
c Pond 1 has the highest number of mature frogs who will create more tadpoles.
This in turn will mean more adults.
d Because the number of mature frogs was minimal, it is likely that the area
surrounding the pond is not suitable for them. By providing more habitat and
areas of protection, the enthusiast might increase the suitability of this pond.
Chapter review
Summary questions
1 Biomes are categorised according to their climate.
2 Abiotic factors are the living organisms that influence each other in an ecosystem.
Biotic factors are the non-living things in an environment that have an influence
over the organisms that live there.
3 Abiotic factors that influence humans are the types of micro-organisms in the
environment; the animals that become the food we eat; the plants around us that
provide us with oxygen, or become food.
Biotic factors affecting humans include the temperature; the amount of water
available to us; the type of soil available to us (because this determines what plants
we can grow).
4: Ecology
4
Biome Water Temp. Soil Light Animals Plants
grassland plentiful has both a thick abundant plentiful plentiful:
during wet cold and a topsoil, lots during the (mammals, large
season only warm/hot of nutrients day birds, number, but
season (fertile) reptiles, little variety
insects, (mostly
spiders, grasses, few
worms) trees)
swamp plentiful at usually thick abundant plentiful plentiful:

all times warm topsoil, lots during the (mammals, large
of nutrients day birds, number, but
(fertile), reptiles, little variety
covered insects,
with water spiders,
worms)
5 Plants require light and water, and so in biomes where these are plentiful, there is
abundant plant life. Because plants are the first step in all food chains, abundant
plant life means there will be abundant animal life. Biodiversity is a measure of the
number of different species in an environment, and so in areas where light and water
are readily available, biodiversity is high.
6 Animals that catch and eat other animals are called predators or carnivores. They
would have teeth designed to catch and eat their prey, and bodies that would be able
to chase down or sneak up on them. Predators require a keen sense of smell, sight
and hearing.
7 The Sun provides plants with the energy they need to grow. Plants, herbivores and
carnivores end up on our dinner plates because of this initial energy input from
the Sun.
8 Drought causes loss of vegetation that in turn causes erosion. Erosion of the
landscape may result in the loss of topsoil, preventing further regeneration, or may
cause the silting of waterways as the runoff water carries much of the soil with it.
9 Planting trees increases the amount of carbon dioxide removed from the atmosphere,
and increases the amount of oxygen released into the atmosphere. Trees provide
habitat for a variety of animals, and prevent the erosion of the surface. Trees also
have a noticeable effect on the temperature of the environment, reducing it by
several degrees.
10 Kangaroos are able to cover ground quickly due to their strong, muscular legs, while
their tail gives them balance. Wombats are able to burrow, as are echidnas (to a
lesser extent). Both of these have feet and claws designed for this purpose. Most
Australian animal life, however, are birds, and they are able to fly to safety.
11 Rain allows seeds present in the soil to germinate. The removal of old growth
provides room for the new.
12 Worms filter the soil, feeding on decaying matter and, in the process, aerate the soil.
4: Ecology
13 By keeping their leaves above the water, rather than having them submerged, lilies
maximise their exposure to light.
14 Because blue wavelengths of light are able to penetrate more deeply than other
wavelengths, this allows the algae to photosynthesise at a greater depth.
15 By eating a variety of foods, the greater bilby is able to survive if one or two of its
food sources becomes depleted. Animals with a more limited diet would not be able
to survive in this situation.
16 A pollutant is something that causes the environment to become unhealthy for the
organisms that live there. Around the schoolyard, litter is likely to be the most
predominant pollutant. Plastic (in the form of lunch bags or pieces of wrapper) can
take more than 300 years to decompose. These eventually find their way to a water
source and then out to sea, and as they look very similar to jellyfish when immersed,
marine animals often mistake them for food. Huge numbers of these animals die
each year as a result.
17 By digging up the plants, the area becomes more susceptible to erosion. In many
parts of Australia, because rain can be scarce, this area then takes a long time to
regenerate. During this time, much of the topsoil can be lost.
18 In those ecosystems that have a high degree of biodiversity, if numbers of one
species become reduced, there are usually others that can take its place in the
food chain.
19 nitrogen and phosphorous
20 Humans are the final link in the food chain. Unless we conserve the organisms that
live in the world around us, we too will eventually be without the foods we need for
survival.
Thinking questions
21 Biomes found along the equator tend to be hot and dry when they are located in the
interior of continents, and hot and humid in those areas by the oceans. Because they
have similar climatic conditions, they would tend to have similar plant life.
22 The fungus is a decomposer, and derives its nutrients from decaying organic
material around it. The ghost orchid, because it contains no chlorophyll, is unable to
produce its own food, and would therefore rely on the fungus to provide it with
food. For this reason, when the fungus is removed, the orchid soon dies. In this
relationship, both organisms benefitthe fungus has access to moisture and support
from the orchid, and the orchid receives nutrients from the fungus. This is an
example of a mutualistic relationship.
Analysis question
23 See Figure 4.4.11.
a Various answers are possible.
b Various answers are possible.
4: Ecology
c The cane toad is most likely to have spread all across the northern area around
Darwin and possibly anywhere north of the Great Sandy desert and the Tanami
Desert, where it would be unable to survive. These deserts would act as an
isolating factor, and restrict (but perhaps not completely prevent) its movement
further south.
d The presence of appropriate food is the biotic factor that will stop the cane
toads spread. Its poisonous gland in the area at the back of its head means it is
not prey for other organisms.
e High temperatures that cause it to dry out and the lack of water will prevent its
spread.
5: Cells
Unit 5.1
The microscope
Questions
Revision questions
Light microscopes
1 If something is microscopic then the only way of seeing it clearly is through
a microscope.
2 A simple microscope has only one glass or plastic lens, while a compound
microscope has more than one. A compound microscope gives finer details.
3 specimen
4 An image is what you see through the microscope eyepiece.
Parts of the microscope
5 ocular lens
6 A = eyepiece or ocular lens
B = objective lens
C = stage
D = diaphragm
E = light
F = base
G = arm
H = coarse focusing knob
I = fine focusing knob
7 A stereo microscope has two eyepieces, a monocular has only one. A stereo needs
light reflecting off the specimen, a monocular needs light passing through the
specimen. A stereo gives a more three-dimensional view of the specimen than a
monocular microscope. A stereo microscope is more expensive than a monocular.
8 Monocular: advantage is that its cheaper; disadvantages are that only thin slices can
be investigated, and the view is less three-dimensional
Stereo microscope: advantages are that it gives a more three-dimensional image and
there is no need for thin slices of specimen; disadvantage is that its dearer.
Using a microscope
9 Specimens are often stained to make their features darker and easier to see.
10 Place the specimen on a microscope slide with a drop of water.
Lower a thin glass cover slip gently onto it.
Use a piece of filter paper or tissue to soak up any excess water.
5: Cells
11 The field of view is what is able to be seen through the eyepiece of a microscope.
12 Bubbles in microscope specimens are a nuisance because they can be confused with
the details of a specimen.
13 the important objects, main lines and features
the magnification used
a brief written description
Electron microscopes
14 TEM stands for transmission electron microscope. SEM stands for scanning electron
microscope.
15 TEM: advantages are that it has colour images, you can see the fine inner structures
of cells, it has higher magnification and more detailed images than SEM;
disadvantages are that more preparation is needed, and a fine slice of the specimen
is needed.
SEM: advantages are that the specimen needs less preparation, thin slices of
specimen arent needed and false colour images are available; disadvantages are that
it gives less detail than TEM and is not as magnified.
16 A false colour image is a black and white image to which a computer has added
colour. An SEM microscope makes false colour images.
From microscope to cells
17 a Hans Janssen and his son Zacharias at the same time as Hans Lippershey, 1609
b Robert Hooke, 1665
c Robert Hooke, 1665
d Anton van Leeuwenhoek, 1676
e Anton van Leeuwenhoek, 1683
f Theodor Schwann and Mathias Schleiden, 1839
Thinking questions
18 A magnifying glass, spectacles and a drop of water can all be considered to be
microscopes since all magnify objects.
19 If the objective lens is moved downwards while looking through the eyepiece, it
might go straight through the microscope slide and specimen placed on the stage,
breaking both.
20 Both: monocular microscope and TEM:
need thin specimen
light/electrons pass through specimen.
Both: stereo microscope and SEM:
produce more 3-dimensional image
require less preparation of image
give lesser views of the insides of a cell
use the reflection of light or electrons off the specimen.
5: Cells
21 Anton van Leeuwenhoeks magnifying glass: magnification = 50 to 100

the first microscopes: magnification = 40 to 50
modern compound microscopes: magnification = up to 1500
electron microscopes: magnification = up to 1 000 000.
Analysis questions
22 Flow chart is required.
23 Total magnification = 20 40 = 800
24
Eyepiece Objective lens Total
magnification magnification magnification
10 20 200
15 20 300
5 20 100
10 100 1000
30 20 600
25 a The image would appear to be 1.1 200 = 220 mm long

b The image would appear to be 0.2 1000 = 200 mm long
c The image would appear to be 0.8 300 = 240 mm long.
26 Diagrammatic answer is required. The specimen should be drawn four times larger
than shown in Figure 5.1.16.
28 The image in Figure 5.1.19 was probably made with an SEM because it is super-
magnified, is three-dimensional and has details that a magnifying glass or light
microscope would be unlikely to give.
Unit 5.2
Plant cells
Questions
Revision questions
Structure of a plant cell
1 Plants need photosynthesis to make their food.
2 The chemical formula for:
a carbon dioxide: CO2
5: Cells
b oxygen gas: O2
3 a C6H12O6: glucose
b H2O: water
4 a word equation: carbon dioxide + water + sunlight glucose + oxygen gas
b unbalanced chemical equation: CO2 + H2O + sunlight C6H12O6 + O2
5 The green substance in plant cells is chlorophyll in the chloroplasts of the cell.
Chlorophyll allows the plant to carry out photosynthesis.
6 a vacuole
b cell wall
c chloroplasts
Specialised plant cells
7 a root hair cell
b guard cells
c conducting cells
8
Cell type What it does
Photosynthetic Processes photosynthesis
Conducting Transports food and water
Guard Opens and closes stomata
Root hair Absorbs water from the soil
Plant systems
9 reproduction, food storage, root, transport
10 A leaf is really an organ of a plant because it is a collection of similar cells all doing
much the same job; that is, using photosynthesis to make food.
Plant pathways
11 The two types of plant transport tubes are xylem (transports water and minerals) and
phloem (transports the food of plants; i.e. glucose).
12 Plants need the minerals phosphorous (P), potassium (K), nitrogen (N), sulphur (S),
calcium (Ca), iron (Fe) and magnesium (Mg).
13 Fluid is moved through a plant by the pressure in the roots and evaporation of water
from the stomata.
14 A vascular bundle is a collection of xylem and phloem tubes grouped together.
15 Plants can store energy for future use either as glucose or starch.
5: Cells
16 Cambium cells are able to become either new xylem or new phloem cells as
required.
Plant skeletons
17 Some plants wilt in hot weather because there is not enough water in their cells to
keep them firm or turgid.
18 Vascular cylinders made from xylem cells forms wood that provides support for a
tree.
Thinking questions
19 Photosynthetic cells are normally located on the top of a leaf because that is where
the sunlight will fall. Very little photosynthesis would happen if the cells were on
the underside of the leaves.
20 Animals do not need to carry out photosynthesis because they eat other things to get
their energy.
21 Plants are usually green because of the chlorophyll in their leaves.
22 a reproductive system: flower
b food-making system: leaf
c food and water transport system: stem
d root system: roots
e food storage system: bulb
23 A plant without:
a cellulose in their cells would droop and not stand upright
b chlorophyll in their cells would not be green and would probably not produce
sufficient food for it to live.
24 If a plant had no:
a guard cells it would probably dry out, wilt and die because it could not control
water loss
b photosynthetic cells it would die from a lack of food
c conducting cells it would die because the water collected from the roots would
not get to the cells
d root hair cells it would die from a lack of water.
27 Trees grow at different rates during a year due to differences in the amount of
sunlight, water and nutrients.
26 When a rabbit nibbles the base of a small tree it removes the outer cells which are
phloem cells.
27 Flowers in a vase of water will still be able to suck enough water up to keep its cells
firm or turgid. Without water the cells would become flaccid and the flowers would
go limp.
28 Removing the leaves from a plant will remove its ability to make food for itself. It
will stunt its growth or possibly kill it.
5: Cells
29 The carbon in plants comes from the carbon dioxide they absorb when carrying out
photosynthesis.
Unit 5.3
Animal cells
Questions
Revision questions
Specialised animal cells
1 A very big animal cell is a hens egg.
2 D over 100 million million
3 Types of body cells include:
blood cells to carry food and oxygen around the body and to fight off infection
from bacteria and viruses
muscle cells to give the animal movement
nerve cells to send messages from the brain to the muscles and back from nerve
receptors to the brain
skin cells to cover bodies and to provide a barrier for infection
bone cells to help support the body and protect internal organs.
4 a skin cells
b nerve cells
c blood cells
d muscle cells
Structure of an animal cell
6 a mitochondria
b cytoplasm
c cell nucleus
d mitochondria
e cell membrane
Thinking questions
7 Plants have fewer types of cells because they are far simpler organisms than
animals.
8 Muscle cells contain large numbers of mitochondria because the mitochondria give
the muscles the energy they require.
9 Animals usually have some form of skeleton holding all the cells in place and
protecting their inner organs and systems. Hence animal cells do not need a tough
5: Cells
cell wall. Plants do not have this type of skeleton and each cell needs to be able to
stand upright and protect itself. Hence they need a tough cell wall.
10 Humans produce sperm and egg cells only after puberty.
11 If human cells contained chloroplasts full of chlorophyll then they would probably
look very green.
Analysis question
12 cellulose
Unit 5.4
Microbes
Questions
Revision questions
Single-celled organisms
1 animal-like protists: paramecium and amoeba; plant-like protists: euglena; protists
that invade cells: sporozoan
3 flagellates (whip-like tails), cilia (wave-like beating hairs), flowing
Bacteria
4 Diagrammatic answer is required. It must show spherical, rod-shaped and spiral
shapes.
5 good: bacteria help:
break down food
decompose dead plants and animals
decompose faeces and wastes
produce some medicines
make cheese, yoghurt and yoghurt drinks
bad: bacteria:
give you bad breath
make old sweat smell
cause pimples
cause cuts and wounds to become infected.
Fungi
6 Fungi are not classified as plants because they do not carry out photosynthesis,
living instead on decaying or dead material.
7 The main types of fungi are mushrooms and toadstools, mould and yeast.
5: Cells
8 Aerobic respiration needs oxygen, anaerobic respiration does not. Aerobic

respiration produces water, anaerobic respiration produces alcohol.
9 a glucose + oxygen carbon dioxide + water + energy
C6H12O6 + O2 CO2 + H2O + energy
b glucose alcohol + carbon dioxide + energy
C6H12O6 C2H5OH + CO2 + energy
10 The bubbles in beer come from the carbon dioxide produced when yeast ferments
glucose.
Viruses
11 Diseases caused by viruses are the flu (influenza), the common cold, chicken pox,
measles, mumps, HIV-AIDS.
12 Viruses are different to other living things in that they must invade other cells to
survive and reproduce.
How microbes grow
13 a mushrooms and mould (fungi)
b bacteria and protists
c yeast (fungi)
d bacteria and protists
e viruses
f mushrooms and mould (fungi).
Controlling microbes
14 a protists: addition of chlorine to water supplies
b bacteria: cleanliness, antibiotics
c fungal infections: anti-fungal powders and creams
d viruses: vaccinations
15 Antibiotics kill most bacteria. If just one strong antibiotic-resistant bacterium is
left alive then a new population of strong bacteria will grow that will not be able to
be killed by antibiotics.
16 The cold virus mutates quickly into slightly different forms. Although you may have
had a cold last year and therefore have antibodies in your system, the cold this year
is a new and slightly different form. Your antibodies cannot work on this new
form of the virus and so you get ill once again.
Thinking questions
17 Wet clothing that is not allowed to dry is the perfect breeding ground for protists
and bacteria. These will start to breed and begin to smell.
18 The protist sporozoan and viruses both take over a host cell, living and breeding
in it.
5: Cells
19 Body wastes, particularly faeces, are full of bacteria. Some of these bacteria are
always left on your hands after going to the toilet. These can be transferred to food
that you are about to prepare or eat. They can then make you very ill if they enter
your digestive system.
20 Meat left out of the fridge quickly becomes unsafe to eat because the bacteria
naturally in it reproduce rapidly to dangerous levels. Bacteria will not reproduce as
quickly if kept cool. Bacteria in meat in the fridge will reproduce but much slower
than if left out of the fridge.
21 Some people are allergic to the antibiotic penicillin. Some bacteria are resistant to
penicillin. Penicillin and all other antibiotics can only be used to fight bacteria and
are ineffective against viruses, fungi and diseases caused by protists.
22 Smallpox is a virus that has been largely eliminated because of a worldwide
vaccination program.
23 HIV-AIDS is a virus. Antibiotics do not work against viruses but vaccinations give
some protection. In the future, an HIV-AIDS vaccination will be the best
prevention.
24 If all the decomposing bacteria suddenly disappeared, then fungi would be the only
things assisting dead objects (people, plants, animals, etc.) and all waste products
(faeces, urine, etc) to decay. All these things would largely still be here.
Analysis questions
26 a
Time Number of bacteria
0 3
1 hour 6
2 hours 12
3 hours 24
4 hours 48
5 hours 96
6 hours 192
7 hours 384
8 hours 768
9 hours 1536
5: Cells
10 hours 3072
11 hours 6144
12 hours 12 288
13 hours 24 576
14 hours 49 152
15 hours 98 304
16 hours 196 608
17 hours 393 216
18 hours 786 432
19 hours 1 572 864
20 hours 3 145 728
21 hours 6 291 456
22 hours 12 582 912
23 hours 25 165 824
1 day 50 331 648

b Diagrammatic answer is required.
27 Antibiotics:
a cannot cure or treat a cold, since a cold is caused by a virus
b cannot cure or treat Black Death, since Black Death is a bacteria
c cannot cure or treat vomiting caused by giardia, since giardia is caused
by a protist
d cannot cure or treat tinea, since tinea is caused by a fungus
28 Vaccinations could help you avoid getting a cold, but you would need a new
vaccination each year because it keeps mutating.
29 a The most likely aim is to compare how well mouthwashes kill mouth bacteria.
b
Bacteria count Bacteria count % bacteria % bacteria
before using after using left killed
mouthwash mouthwash
5: Cells
Listerkill 20 10 50 50
Bacterbang 60 15 25 75
Whammo 30 10 33.3 66.7

c as shown in table above
d least effective: Listerkill, Whammo; most effective: Bacterbang
e Diagrammatic answer is required.
30 The 1916 flu killed millions worldwide because it was a new mutated type of
influenza virus. No-one had antibodies and there were no vaccinations. Hence
many died.
31 a Avian flu is a new flu variety for humans. No-one has antibodies for it and as
yet there is no vaccination to protect us from it.
b It is unlikely that the people who survived would catch it again since they have
the antibodies in their system that would fight re-infection.
c We can keep away from birds but it is difficult to keep away from other humans.
d Because avian flu is a virus, scientists should be working on a vaccination to
protect humans from this disease.
Chapter review
Summary questions
1 A compound microscope is one with two or more lenses.
2 See Figure 5.1.1.
3 overall magnification = 20 50 = 1000
4 Robert Hooke was looking at cork when he discovered cells.
6 photosynthetic, guard, conducting, root hair cells
7 muscle, sperm, egg, blood, nerve, brain etc.
9 a cell membrane: contains the cell and controls what moves in and out of the cell
b cell wall: same as cell membrane but contains cellulose to make it rigid
c cytoplasm: the chemical factory of a cell where new substances are made and
energy is released and stored
d vacuole: storage area that contains air, water, wastes and food particles in
animals, and sap in plants
e nucleus: the control centre, containing coded instructions for what it does and
how it reproduces
f chloroplasts: contains chlorophyll in a plant cell
5: Cells
10 A vacuole contains:
a sap if it is in a plant cell
b air, water, wastes and food particles if it is in an animal cell.
11 euglena (flagellate), paramecium (ciliate), amoeba (amoeba), malaria (sporozoan)
13 A flagellum is a whip-like tail that moves a type of protest.
14 Ciliates are protists that move by beating many hair-like structures.
Thinking questions
15
Feature Animal cell Plant cell
Cell wall no yes
Cell membrane yes yes
Vacuole yes, contains water, yes, contains sap

wastes etc.
Cytoplasm yes no
Mitochondrion yes yes, but fewer than

animal cell
Cell nucleus yes yes
16 a There are more specialised animal cells than plant cells because animals are
more complex than plants and need more cells to carry out all the different
functions that animals do.
b Animal cells need more mitochondria than plant cells because they need energy
to move about.
17
Microbe Example Good Bad effect How it How it can
type effect reproduces be controlled
protist euglena none diarrhoea, binary added

vomiting fission chlorine
etc.
bacteria lactobacillus makes bad breath binary cleanliness,

acidophilus yoghurt fission antibiotics
5: Cells
fungi mushrooms vegetable tinea spores, fungal

broken creams,
piece buds powders
virus influenza none illness invades vaccinations

cells
18 You only see a little of a mushroom because its hyphae are hidden underground.
19 Bread dough rises when baked because of the carbon dioxide produced when yeast
consumes glucose.
20 a water: H2O
b carbon dioxide: CO2
c glucose: C6H12O6
d alcohol: C2H5OH
21 If you have had chicken pox, you will probably never catch it again because you still
have in your system chicken pox antibodies from the first infection. Any new
infection will immediately be fought by these antibodies giving them almost no
chance to reproduce.
6: Body systems
Unit 6.1
Body systems
Questions
Revision questions
Cells to systems
1 A zygote is the newly formed cell created when a sperm cell fertilises an egg cell.
2 smallest to largest: sperm cell, egg cell, zygote, baby
3 smallest to largest: cell, tissue, organ, system
4 a a cell: A
b tissue: B
c an organ: C
d a body system: E
5 Examples could be lungs, heart, brain, kidneys, testes, ovaries, stomach, large and
small intestines.
Body systems
6 A body system is a group of organs working together to do a particular job in your
body.
7 circulatory: heart, arteries, veins, capillaries
digestive: mouth, stomach, small intestines, large intestine
muscular: muscles, diaphragm, tendons, ligaments
nervous: brain, spinal cord, nerves
reproductive: penis, testes, prostate, vagina, uterus, ovaries
respiratory: lungs, trachea, diaphragm
skeletal: skull, pelvis, spine, bones
urinary: kidneys, bladder, urethra
8
System Job description
circulatory carries food and oxygen to cells
carries waste materials from cells for separation before being
removed from the body
digestive breaks down food into substances small enough to be absorbed into
the bloodstream
some separation of waste also occurs here
6: Body systems
muscular attached to skeleton

allows it to move
nervous sends, receives and processes tiny electrical messages detected and
carried by nerves.
reproductive male:
produces sperm cells
produces semen
contains the apparatus required for sexual reproduction
female:
produces egg cells
contains the apparatus for sexual reproduction and development
of a baby
includes the uterus where a baby develops
respiratory oxygen is inhaled

oxygen is transferred to the blood for circulation to other parts of the
body
carbon dioxide is removed from the blood
carbon dioxide is exhaled
skeletal holds the body upright

provides support for the other organs
muscles attach to skeleton to allow it to move
urinary the kidneys filter out wastes and control the amount and contents of
body fluids
other wastes such as water and carbon dioxide are removed by the
lungs and sweating from the skin
9 The CNS is the central nervous system comprising the brain and spinal cord.
Thinking questions
10 Cells need to specialise so that they can make up the specialised tissues and organs
your body needs to function.
11 a circulatory
b nervous
c urinary
6: Body systems
d digestive
e respiratory
12 Females and males have different organs in their reproductive systems.
13 The locomotion system allows a human to move. The muscular and skeletal
systems both get the body moving and could be referred to as the locomotion
system.
Analysis questions
14 a egg + sperm = zygote
b mouth + stomach + intestines = digestive system
c spine + skull + pelvis + bones = skeletal system
d kidney + bladder = urinary system
15 1, 2, 4, 8, 16, 32, 64, 128, 256, 512, 1024, 2048, 4096, 8192, 16 384
16 333, 2084, 4100, 121 567
Unit 6.2
Digestion
Questions
Revision questions
Why you need digestion
1 Two other names for the digestive system are the alimentary system and the gut.
2 mechanical digestion, chemical digestion
Teeth
3 incisors: cutting
canine: biting
pre-molars: grinding
molars: grinding
4 starting from the outside: enamel, dentine, pulp cavity, blood vessels
5 a an adult human: 32 teeth
b a shark: 12 000 teeth
c a hippopotamus: 40 teeth
d a narwhal: 1 tooth
Digestive system
6 mouth, oesophagus, (liver), (gall bladder), stomach, (pancreas), (duodenum), small
intestine, large intestine, anus
6: Body systems
7 When food is swallowed, the top of the windpipe extends slightly, and a flap called
the epiglottis folds over to cover its entrance. This stops food from going down the
wrong way into the windpipe.
8 Enzymes are chemicals that help break down large molecules in food into smaller
ones that can be digested.
9 Harmful bacteria are killed in the stomach by the hydrochloric acid (HCl) in the
gastric juices.
10 Chyme is partly digested semi-liquid food leaving the stomach.
11 The liver:
converts glucose into glycogen
stores vitamins and minerals, including iron
helps in the production of a blood-clotting chemical
breaks down poisons such as alcohol.
12 The liver may enlarge due to excessive alcohol.
What happens next?
13 glucose + oxygen carbon dioxide + water + energy
C6H12O6 + O2 CO2 + H2O + energy
14 Glucose is converted into:
a carbon dioxide, water and energy by body cells
b glycogen by the liver
c fat if it is not able to be stored in the liver.
Problems of the digestive system
15 Plaque is not the same as tooth decay. Plaque is a film of food, saliva and bacteria
which weakens the tooth enamel and allows decay to happen.
16 Gases that may be present in the digestive system are air, sulphur dioxide, methane
and hydrogen.
17 Sphincters stop most digestive gases emerging as burps.
18 Bacteria break down undigested food to produce useful vitamins.
19 Reverse peristalsis are contractions which force food up and out of the stomach
and mouth in the opposite direction to usual.
20 Anorexia nervosa: Sufferers unrealistically perceive that they need to lose weight
and diet to the point of starving themselves to death.
Bulimia: Sufferers binge eat and then purge.
Compulsive eating: Sufferers eat huge amounts when they are not hungry.
Obesity: Sufferers are more than 25 per cent overweight.
6: Body systems
Thinking questions
21 a small intestine
b large intestine
c stomach
d large intestine
e small intestine
22 a liver
b large intestine
c mouth
d stomach
e gall bladder
f oesophagus
g pancreas
h small intestine
23 If the small intestine was smooth, rather than covered with villi, many fewer
nutrients would be absorbed into the bloodstream, possibly leaving you starved
of nutrients.
24 Animals need to be able to store fat as an energy reserve for times when there is
little food.
25 The green colour often present in vomit comes from small amounts of bile.
26 Chewing food breaks the food down physically into smaller pieces. This increases
the surface area of the food allowing them to be more easily attacked by enzymes.
27 Heartburn is not a condition of the heart. Instead it is a small amount of acid rising
from the stomach into the oesophagus.
28 Constipation is when faeces stay too long in the large intestine, allowing more water
to be absorbed from it, leaving it dry and hard.
Analysis questions
30 The gall bladder releases bile constantly into the digestive tract. Hence 700 mL of
bile are produced each day, of which only 50 mL is stored.
31 a If you had your gall bladder removed, no bile would be produced and fat would
not break down as well.
b If your appendix was removed, nothing would happen unless you were a baby or
small child. It may then have some effect on the development of your immune
system.
c If you lost almost all your small intestine in an accident, you would not absorb
as many nutrients. You would become deficient in them and would lack energy.
d If the mucous lining of your stomach had an ulcer or hole in it, the acid would
begin to burn the stomach itself, causing pain.
6: Body systems
32 a If the sphincter at the top of your stomach failed, food and gastric juices would
rise regularly, leading to heartburn.
b If the sphincter at the bottom of your stomach failed, food would not stay in the
stomach and would enter the small intestine less digested and less ready to be
absorbed.
c If the anus failed, faeces would fall out of the rectum.
33 Diagrammatic response required.
Unit 6.3
Blood and circulation
Questions
Revision questions
Blood
1 Three main jobs of the blood:
it carries water, oxygen and nutrients obtained from digestion to the cells around
your body
it removes waste material and carbon dioxide from the cells
it maintains body temperature by delivering heat from the liver.
2 a Red blood cells carry oxygen on the haemoglobin they contain.
b White blood cells surround bacteria and viruses in an attempt to kill them.
c Plasma regulates body temperature and carries dissolved food, waste products
and hormones.
d Platelets trigger the formation of fibrin which helps the blood clot when you cut
yourself.
Heart
3 Your heart is about the size of your clenched fist. To find its place and orientation,
place your right fist in the centre of your chest.
4 The heart is made of cardiac muscle.
5 An atrium is where blood is pumped into the heart. A ventricle is where blood is
pumped out of the heart.
6 a The aorta carries fresh oxygenated blood from the heart to the body.
b The pulmonary vein carries fresh oxygenated blood from the lungs to the heart.
c The right ventricle pumps stale deoxygenated blood out of the heart to the lungs.
d The left atrium pumps fresh oxygenated blood from lungs to the heart.
Blood tubes
7 Arteries carry blood away from the heart, have thick elastic walls, are under high
pressure and have a pulse.
6: Body systems
Veins return blood to the heart, are at lower pressure than arteries and have
valves in them to stop the blood flowing back the wrong way.
Capillaries are only one cell thick. They allow nutrients and oxygen to pass into
and waste out of body cells.
8 The blood in arteries is under high pressure. This high pressure causes an artery to
spurt if it is cut. Veins are under much lower pressure and will not spurt.
Circulatory system
9 a pulmonary artery (to lungs)
b main vein from head
c main artery (aorta)
d pulmonary veins (from lungs)
e main vein from body
f lungs
g liver
h small intestines (gut)
i kidney.
Problems of the circulatory system
10 Two blood pressure readings are taken because one measures the systolic blood
pressure and the other measures diastolic blood pressure.
11 most worrying to least worrying: heart attack, angina, high blood pressure, bruises
12 Cholesterol is a chemical carried by the blood that can stick to the walls of the
arteries, narrowing them or possibly blocking them.
13 A heart attack is when part of the heart dies because of a lack of blood caused by a
blockage in one of the arteries supplying the heart with blood.
Heart technology
14 Methods of fixing a blockage in a coronary artery:
The artery can be widened by inflating a special balloon in the affected area.
A special titanium alloy sleeve (called a stent) can be inserted to keep the
artery walls apart.
The blockage can be destroyed with a laser beam.
The blockage can be bypassed by connecting a section of vein taken from
the leg.
15 stents, heart valves, pacemaker
Thinking questions
16 a false
b true
c true
d true
6: Body systems
17 One advantage of blood being red is that it is easy to see if a severe injury has
occurred.
18 People donate their blood to a blood bank for:
a other people to use because they want to help others, allowing them to survive
accidents or recover from operations
b later use by themselves to ensure that a safe supply of perfectly matched blood is
available for transfusion if they are in an accident or need a major operation.
19 The right ventricle must pump blood to the lungs only, while the left ventricle must
pump blood to the rest of the body, and so requires stronger walls.
20 Your heart beats faster when you are running because the muscles need more
oxygen. When you feel threatened or get a fright, your body readies itself for action.
Your heart beats faster to supply your muscles with the oxygen they may need if
you have to run.
21 a If you had insufficient red blood cells, you would probably have little energy to
do anything since there would be insufficient oxygen carried around the muscles
and organs that need it.
b If you had insufficient white blood cells, you would probably find it difficult to
fight off infection from bacteria and viruses and would come down with diseases
more frequently and more severely.
c If you had insufficient platelets, any cut would probably take much longer to
heal and you would probably bleed for a longer time before it did.
Analysis questions
22
Donors blood
Patients A B AB O
blood
A yes no no yes
B no yes no yes
AB yes yes yes yes
O no no no yes
23 Percentage of their weight = 100 0.5/50 = 1%

24 Red blood cells last about 100 days. A year is 365 days and hence you would go
through about 365/100 = 3.65 sets (about 3 12 sets) in a year.
25 B little under 50 per cent
6: Body systems
26 The adult heart pumps up to 5 litres of blood every minute. The amount pumped in:
a an hour = 60 5 = 300 L
b a day = 24 300 = 7200 L
c a week = 7 7200 = 50 400 L
d a year = 52 50 400 = 2 620 800 L
e an average lifetime (say 80 years) = 80 2 620 800 = 209 664 000 L
Unit 6.4
Urinary system
Questions
Revision questions
Excretion
1 Excretion is the removal of wastes from the body.
2 a carbon dioxide: chemical reactions in the cells
b water: chemical reactions in the cells, extraction of water from food by the large
intestine, filtering of some water out of the blood by the kidneys
c urea: produced by the liver and filtered out of the blood by the kidneys
3 a solid: faeces
b liquid: urine
c gas: carbon dioxide and some water in your breath
4 Waste products are carried by the blood to the lungs and kidneys.
Kidneys and bladder
6 The kidneys can filter 78 litres of blood in an hour.
7 A nephron is a tiny filtration unit filtering waste urea and some water from
the blood.
8 The bladder can hold 1 litre, but 300 millilitres gives you the urge to urinate.
9 The urethra exits from the male body via the penis.
10 Bile gives urine its yellow colour.
Kidney problems
11 If both kidneys fail then there is nothing to filter the waste from the blood. The
amount of waste would build and slowly poison the person.
12 A person can lead a normal life with only one healthy kidney.
13 Dialysis is when the blood is artificially filtered by a machine.
6: Body systems
Thinking questions
14 Carbon dioxide is being excreted by your lungs in your breath all the time.
15 Match each body part to its function.
Body parts Functions
circulatory system transports wastes and nutrients
kidneys filter blood
ureters allow urine to reach storage area
bladder urine storage
urethra tube which allows urine to leave the body
16 In cold weather you sweat less. Excess water must therefore leave the body as urine.
17 The production of thick sticky urine with little water helps animals of the desert
conserve water.
18 A urine sample holds all the wastes that you produce in your body. A doctor can
analyse the amount of wastes and the types of wastes that are being produced. From
that information, the doctor can tell if your organs are functioning properly.
19 Kidney transplants are generally more successful if the donor kidney comes from a
close relative because they are genetically similar to you. The new kidneys will
therefore be less likely to be rejected.
20 Kidney stones can be quite large and the only way they can exit is from the urethra
which will either be impossible or will hurt a lot. They will exit more easily and
with less pain if they are first blasted into smaller fragments.
21 Lots of water will tend to flush out of the kidney any particles that might make up a
stone. A stone is therefore less likely to build.
Analysis questions
23 a every week = 3 8 = 24 hours ( = 1 day)
b in one year = 52 24 = 1248 hours ( = 52 days or nearly 2 months)
6: Body systems
Unit 6.5
Skeleton and muscles
Questions
Revision questions
Skeleton
1 Three types of skeleton are endoskeleton (internal), exoskeleton (external and shell-
like) and an internal liquid-filled skeleton.
2 a beetle: exoskeleton
b dog: endoskeleton
c canary: endoskeleton
d tapeworm: liquid-filled internal skeleton
e prawn: exoskeleton
f bluebottle jellyfish: liquid-filled internal skeleton
3 support, protection, movement
4 Your bones are alive, otherwise they could never repair themselves in an accident.
5 a hardness: calcium phosphate
b elasticity: collagen
6 Bone marrow makes new blood cells.
7 hinge (knee, elbow), ball and socket (hip), pivot (bottom of skull)
8 Synovial fluid is in the joints. It reduces friction between the bones.
Muscles
9 Muscles are attached to bones by special fibres called tendons.
10 An antagonistic pair is a pair of flexors and extensors that always contact to move
a bone.
11 When discussing muscles, the opposite of contract is relax.
12 Voluntary muscles are muscles that you decide when to move and when not to (e.g.
your arm muscles, triceps and biceps). You have no choice as to whether
involuntary muscles work or not (e.g. diaphragm, heart).
Injuries and disease
13 Osteoporosis affects more females than males.
14 Two types of arthritis are osteoarthritis and rheumatoid arthritis.
Thinking questions
15 a your skull: brain
6: Body systems
b pelvis: parts of small and large intestines, bladder, ovaries in women, prostate
in men
c ribs: heart, lungs
16 The spine protects the spinal cord, a set of nerves that run from the brain sending
messages to the rest of the body.
17 Birds probably would not be ably to fly with solid bones. Hollow bones are lighter,
making flying easier.
18 Cartilage needs to be slippery to reduce friction at joints.
19 Ligaments are strong fibres holding bones in place. Tendons attach muscles to
bones. Cartilage is found in joints, protecting the bones and making the joint more
slippery.
20 a triceps: voluntary
b heart muscle: involuntary
b jaw muscles: voluntary
c the muscle controlling your pupil in the eye (ciliary muscle): involuntary
d muscles that move food through your digestive system: involuntary
e hamstring: voluntary
21 Stretching and warming up before playing sport minimises the possibility of
damaging muscles such as the hamstring.
22 The movement of the knee is very unpredictable and moves in many directions in
football and skiing. The hamstring may be placed under severe strain and be placed
at strange angles and therefore is more likely to be torn or injured.
23 A broken bone needs time to repair itself and for the new bone material to knit. If
it is not placed in a plaster or inflatable cast any new-formed bone material would
constantly break and the bone would never repair.
Analysis questions
24 a kneecap: patella
b shoulder blade: scapula
c collar bone: clavicle
d thigh bone: femur
25 a fibula: lower leg
b radius: forearm
c tarsels: foot
d tibia: lower leg or shin
Chapter review
Summary questions
1 An adult normally has thirty-two teeth.
6: Body systems
2 A normal filling is where a small cavity in the enamel is filled. Root canal treatment
involves the sterilisation and filling of the pulp cavity.
3
Part of digestive Comments
system
mouth digestion begins here
oesophagus connects mouth to stomach
stomach like a cement-mixer for food and gastric juices
pancreas produces enzymes including insulin
liver the bodys chemical factory
gall bladder stores bile
duodenum start of small intestine
small intestine where most absorption of nutrients occurs
large intestine where water is absorbed
4 a vena cava (from head)

b aorta
c pulmonary artery
d left atrium
e pulmonary veins
f bicuspid valve
g left ventricle
h spetum
i right ventricle
j tricuspid valve
k vena cava (from body)
l semi-lunar valves
m right atrium
5 a tongue
b epiglottis
c trachea
d liver
e gall bladder
f bile duct
g duodenum (small intestine)
6: Body systems
h ileum (small intestine)

i large intestine
j caecum
k appendix
l anal sphincter muscles
m bolus
n salivary glands
o oesophagus
p diaphragm
q stomach
r pancreas
s rectum
t anus
6 The eating disorder that involves binge eating followed by purging is called bulimia.
7 Enzymes that could be mentioned are amylase (saliva in mouth) and pepsin
(stomach)
8 Platelets are broken down blood cells produced in bone marrow. They trigger the
formation of fibrin that helps clot the blood.
9 vein: return blood to heart
artery: under high pressure
capillary: fine tubes near cells
10 Angina is when there are pains due a partly blocked artery in the heart. In a heart
attack, these arteries are blocked completely and part of the heart muscle dies.
11 Fat and cholesterol may clog arteries.
12 An ECG is an electrocardiogram. It measures the electrical impulses or beats of
your heart.
13 Joints are protected from wear by cartilage and synovial fluid.
14 Tendons attach muscles to the bones they move.
15 Biceps/triceps is an antagonistic muscle pair. It raises or lowers your arm.
16 Examples could be chewing muscles, neck muscles, shoulder muscles, arm muscles,
leg muscles.
17 Arthritis is inflammation of the joints. All inflammation is painful.
Thinking questions
18 a true
b true
c false
d false
6: Body systems
e false
f true
19 A sphincter is a ring-shaped muscle that stops substances going the wrong way.
Peristalsis is a series of muscular contractions that push material in one direction.
20 If the diaphragm and heart were voluntary muscles, then you would need to
consciously think about them and move them all the time just to stay alive. Sleep
would be impossible!
21 An atrium is an entry.
Analysis questions
22 a no
b yes
c no
d yes
23 a damage to the stomach lining: ulcer
b inflammation of a small offshoot of the large intestine: appendicitis
c scar tissue forming in the liver: cirrhosis
7: Electricity
Unit 7.1
Static electricity
Questions
Revision questions
Positive, negative or neutral?
1 a a positive charge: +
b a negative charge:
c an electron:
d a proton: +
2 Neutrons are ignored when discussing electricity because they have no charge.
3 Electrons are affected by rubbing because they are the particles furthest out in the
atom. Protons are safe in their nucleus, deep in the atom.
4 a a neutral object: equal
b a positively charged object: more protons than electrons
c a negatively charged object: more electrons than protons
Attraction and repulsion
5
Positive charge Negative charge Neutral charge
Positive charge repel attract no force
Negative charge attract repel no force
Neutral charge no force no force no force
6 The special name given to the forces between charges is electrostatic force.
7 Static means that it is an electrical charge that does not move.
No charge, but still attracted
8 Induced charge is when negative electrons are moved within an object, making one
side positive and one side negative.
9 The pen rubs its electrons off onto the jumper, leaving the pen positive and the
jumper negative. When placed near paper, the electrons on the paper are attracted to
the pen and move to the side of the paper closest to it. The positive pen and the
negative side of the paper attract.
Good, bad and fun static electricity
10 a one fun use of static electricity: Van de Graaff generator
b one practical use for static electricity in schools: photocopiers
7: Electricity
c ways static electricity can be a problem: lightening, aircraft refuelling problems,

problems with anaesthetics in operating theatres, carpet static
11 Your hair becomes negative with excess electrons from the Van de Graaff generator.
The electrons gather at the ends of each hair. The negative charges repel each other
so each hair tries to get away from every other hair.
12 Sparks gather on points and less on flat surfaces. Therefore a spark is more likely to
jump to your pointy finger than your flat forehead when you approach a charged
Van de Graaff generator.
Fields
13 Both an electric field and a gravitational field attract objects (positive charges and
masses).
14 An electric field points in the direction a positive charge would move.
Thinking questions
15 a The statement is false. A positively charged object contains more positive
charges than negative charges.
b The statement is false. A neutral object contains equal numbers of positive and
negative charges.
c The statement is true. Induction occurs when negative charges in a neutral object
are repelled by a negatively charged object and move as far away as they can.
d The statement is true. An object may become charged only by rubbing electrons
off it.
e The statement is true. Lightning can be caused when a build-up of charge within
a cloud jumps from the cloud to the ground.
16 a The brush rubs against your hair.
b The tyres of the car rub against the road surface.
c One piece of clothing rubs against another piece of clothing and the drum of
the dryer.
d The thin plastic rubs against the top of the container.
e Your body rubs against the chair.
17 a The paint spreads out nicely because the paint particles are all negatively
charged. The paint particles repel each other and spread themselves across
the panel.
b The paint is given an opposite charge to the metal panel to attract it to the panel.
c This would be useful in any spray-painting factory (refrigerators, for example,
also need to be sprayed).
18 Diagrammatic answer is required. Negative charges should be shown pushed to the
left of the ball and positive charges pushed to the right.
19 You clean a mirror by rubbing it. This charges it and will attract dust.
20 As you tear the bag, pieces might rub against each other, charging them. They can
then be attracted to a neutral object because of the charge they induce in it.
7: Electricity
21 Cars charge up because their tyres rub against the road. The thin rubber strips allow
excess charge to travel back to the road.
23 A photocopier uses static electricity to produce its images. Photstat contains part
of the word static.
24 On warm, dry days there is less humidity or water vapour in the air. On humid days,
much of the static electricity discharges to the water vapour in the air.
25 Computer technicians must discharge themselves and remove any charge they have
built up before they touch the chip. Otherwise, the chip and motherboard might get
damaged by any stray spark.
Analysis questions
26 The charge in a Van de Graaff generator is formed by the rubbing of the felt pad and
rubber belt.
27 Diagrammatic answer is required, similar to Figure 7.1.11.
Unit 7.2
Moving electricity
Questions
Revision questions
Electrical circuits
1 Static electricity is charge that doesnt move. Current electricity is charge
that moves.
2 an energy source (battery, power pack or power point), an energy user (globe,
motor, heating element), switch, wires to connect it all
3 Diagrammatic answers are drawn from Figure 7.2.2.
Current
4 Current measures the amount of charge flowing around a circuit every second.
5 An ammeter measures current. Its units are amperes (A).
6 a 1 mA = 1/1000 A
b 1 A = 1/1 000 000 A
Voltage
7 Voltage is a measure of the amount of energy available to push charges around
a circuit.
8 A voltmeter measures voltage. Its units are volts (V).
7: Electricity
Energy sources
9 battery, power pack, power point
10 A battery is a collection of individual cells.
11 In a cell, chemical reactions produce the charges that provide current.
12 Car batteries are heavy because their electrodes are made of lead and lead oxide.
13 sulfuric acid
15 1.5 V
16 zinc-carbon cells: cheap
alkaline-manganese: longer-lasting
lithium cells: compact, light and long-lasting
nickel-cadmium cells: rechargeable
Conductors and insulators
17 Aluminium is lighter than copper and so will droop less and exert less weight
on pylons.
18 The copper conducts the electricity. To ensure that nothing touches the wires, they
need to be wrapped in plastic.
Energy users
19 Moving charges lose most of their energy in the resistance.
20 Tungsten heats and lights up and copper wires do not because tungsten has a higher
resistance than copper. The tungsten wire used is thinner than the copper wire and
so has higher resistance.
21 electric kettles, electric jugs, water heaters, radiators, electric urns, toasters, irons,
electric hotplates
22 Oxygen is replaced with other gases in a light globe so that the tungsten doesnt
burn.
23 If there is no resistance in a circuit then an extremely high current flows, heating
the circuit.
Thinking questions
24 Rubber is an insulator for normal voltages. Everything will conduct electricity if
the voltage is high enough. An insulator is a material that does not conduct at
normal voltages.
25 You should always be careful with batteries because they are electrical devices
capable of giving you a shock, and are full of acid or acidic paste.
7: Electricity
27 A dry cell battery should be used for a heart pacemaker because dry cell batteries
are smaller, lighter and safer than a wet cell, having no liquid acid.
28 An electric motor would be an energy user.
Analysis questions
29 a 1000 mA = 1 A
b 1 000 000 A = 1 A
c 1500 mA = 1.5 A
d 6.25 A = 6 250 000 A
e 500 000 A = 0.5 A
f 2.3 A = 2 300 mA
30 4 1.5 = 6 V
31 a a car battery: 12/1.5 = 8 AA batteries
b the power point: 240/1.5 = 160 AA batteries
32 Diagrammatic answer is needed showing an ammeter cut into the wire that contains
the globe and a voltmeter piggybacking the globe.
33 Circuits A, C and D are equivalent. All circuits would, however, perform in the
same way.
Unit 7.3
Using circuits
Questions
Revision questions
Series circuits
1 The current is the same and the voltage is shared between them.
2 A go out
Parallel circuits
3 Voltage is the same and the current is shared between them.
4 D stay the same
Fairy lights
5 a parallel: no change
b series: all will go out
6 Twenty 12 V globes can operate at full power in a 240 V series circuit of fairy lights
(20 12 = 240).
More complex circuits
7 More current takes the easy path in a circuit.
7: Electricity
Household circuits
8 Household power is 240 V.
9 Household circuits are parallel circuits.
10 Household electricity is AC because it is easier to generate and transmit than DC.
When something goes wrong
11 A fuse is a thin metal wire designed to melt when excessive current flows through it,
protecting the circuit.
12 fuses, circuit breakers, residual current detector (RCD)
13 An RCD measures the current going into a circuit and the current coming out of the
circuit. If the circuit is good, then the current in and out will be the same. If less
current is coming out, then there is a current leak probably caused by a short-circuit.
The RCD then cuts the current to the circuit.
14 Electrocution kills by damaging your tissues and interfering with the electrical
signals that drive your heart.
15 Turn off the power. If this is not possible, do not touch the person directly. Perhaps
use an insulator such as a plastic rope or garden hose to move them away from the
source of electrocution. Then give first aid. Phone 000.
16 The emergency phone number is 000.
Thinking questions
17 Two globes in series share or split voltage, have the same current and will be duller
than globes in parallel. If one blows, the other will go out too. Two globes in a
parallel circuit have the same voltage, will share or split the current and will be
brighter than series bulbs. If one blows, the other will stay lit.
18 If your house was wired as a series circuit, then everything would need to be on at
the same time. If one thing failed, everything would fail.
19 Fuses are there to protect circuits and you from too much current. Replacing a fuse
with a solid piece of metal such as a coin or nail would allow excessive and
dangerous currents to flow.
21 Diagrammatic answer is required. The circuit should have nine parallel branches,
each with five bulbs in it.
22 Parents of young children often have caps on their power points to stop children
sticking metal objects in them and getting electrocuted.
Analysis questions
23 240/6 = 40 fairy lights
24 a brightest: the globes in circuit A and C would be the brightest and be equally
bright since each globe gets all of the battery voltage
7: Electricity
b most dimly: the globes in circuit B would be the most dim since the voltage and
energy is shared
25 a If globe A blows, B will also go out.
b If globe B blows, A will also go out.
c If globe C blows, D will also go out.
d If globe D blows, C will also go out.
e If globe E blows, all globes will go out.
26
Switch 1 at Switch 2 at Light
position position
A X ON
B X OFF
A Y OFF
B Y ON
27 B half the size of the current through point B

28 Half of the battery voltage is used by globe G.
29 a Globe 4 will be four times brighter than before. Globes 1, 2 and 3 will go out.
b Globes 1 and 2 will both go out.
30 C would switch off the mains power because there is a slight leakage of current.
Chapter review
Summary questions
1 a neutral object: D and E
b positively charged object: A and B
c negatively charged object: C and F
2 a false
b true
c true
d true
e false
3 a Current is the flow of electric charges.
b Current is measured in amperes.
c An insulator does not allow charge to flow through it.
d Most metals are good conductors.
7: Electricity
e Voltage is a measure of the energy available to push charges around a circuit.

f A dry cell contains a chemical paste and electrodes to produce free electrons.
5 a true
b true
c false
d false
e false
f true
7 A safety switch works by comparing the current going in to a circuit and the current
going out. If there is a difference, it is probable that something is wrong and it shuts
off the circuit.
Thinking questions
8 C
9 2 9 = 18 V
10 Fuses are made of a thin section of metal with a low melting point to make sure they
get hot and melt when too much current is flowing.
11 Wearing rubber-soled shoes helps protect electricians by insulating them. If they
receive a shock, it is less likely to travel to the ground.
12 The current is alternating, changing directions at a rate of 50 Hz, or 50 times
a second.
13 Household power supply is 240 V AC, while a battery or cell is DC and a much
lower voltage (typically 1.5 to 12 V).
8: Using forces
Unit 8.1
Simple machines
Questions
Revision questions
Making tasks easier
1 ramps, wedges, screws, levers, wheels, gears, pulleys
2 A simple machine is a ramp, wedge, screw, lever, wheel, gear or pulley. A complex
machine is made from a number of simple machines connected together.
3 Examples could be eggbeaters, staplers, can openers, robots, the hinges on a garage
door, bikes or cars.
Effort and load forces
4 Effort is the force you need to put into a machine. Load is the object and its weight.
5 The effort is lower than the load when using an effective machine.
Work in science
6 In science, work is the amount of energy needed to move an object a certain
distance.
7 The unit normally used for work is joule (J).
Ramp
8 Another name for a ramp is the inclined plane.
9 Ramps reduce the effort needed by increasing the distance moved.
10 a advantage: takes less effort than normal
b disadvantage: you have to travel further
11 Ramps assist wheelchair users and elderly people by reducing the amount of effort
they need to exert to get into a building. They do however have to travel further.
12 An escalator is a moving ramp and requires less force to lift you up than a lift.
Mechanical advantage
13 Mechanical advantage = load effort
14 The best machine has the highest mechanical advantage.
Other types of ramps
15 Other types of ramps are wedges, zip fasteners, screws, nuts and bolts.
16 A screw is a ramp that winds up and around a metal cylinder. It reduces the effort
force required by increasing the distance travelled along the screw.
17 a solid: woodscrew, self-tapping metal screw, some tent pegs
8: Using forces
b liquid: propeller on a ship

c gas: propeller on aircraft, fan
Thinking questions
18 In bolt cutters, the load is the padlock, the effort is you pushing down on the
handles.
19 Work is energy, not force.
20 A path zigzagging up a mountain is really a ramp. It is longer so the effort needed is
less than a track straight up to the top.
21 Various examples could be used.
22 Sharpening an axe makes its cutting edge longer. The wood is forced along a long
distance thus requiring less effort and making the chopping easier.
Analysis questions
24 a MA = 12/6 = 2
b MA = 18/6 = 3
c MA = 18/3 = 6
d MA = 50/10 = 5
25 The best machine has the highest mechanical advantage, which is (c).
26 The load force that Sarah was trying to lift was 24 N.
27
Work (J) Ramp length Effort needed Proof this will Mechanical
(m) (N) do the job advantage
24 1 24 1 24 = 24 24/24 = 1
24 2 12 2 12 = 24 24/12 = 2
24 3 8 3 8 = 24 24/8 = 3
24 4 6 4 6 = 24 24/6 = 4
24 6 4 6 4 = 24 24/4 = 6
24 8 3 8 3 = 24 24/3 = 8
24 12 2 12 2 = 24 24/2 = 12
24 24 1 24 1 = 24 24/1 = 24
28 The longest ramp (24 metres) had the highest mechanical advantage (24) and makes
the job easiest for Sarah.
8: Using forces
Unit 8.2
Levers
Questions
Revision questions
Force multipliers
1 A fulcrum is a pivot around which a lever rotates.
2 A force multiplier multiplies the effort force and is able to lift larger loads.
4 Examples could be:
class 1: seesaw, scissors, scales, a screwdriver opening a paint can
class 2: nutcracker, wheelbarrow, tweezers, chopsticks.
5 Mechanical advantage
= load effort
= distance of effort from fulcrum distance of load from fulcrum
6 The lever with a mechanical advantage of 10 would be better than one with a
mechanical advantage of 2.
Speed multipliers
8 Class 3 levers are used in most ball sports since they multiply the speed of the load
(the ball).
9 A class 3 lever acts as a speed multiplier because a small movement with your hand
on the handle produces a large movement at the bat end. The force is not great, but
more than large enough for the light balls that bats hit.
10 any bat or racquet
Thinking questions
12 a The original statement is false. Many levers are force multipliers. Some are
speed multipliers.
b The original statement is false. The fulcrum of a lever is not always somewhere
in the middle. It could be at the end of the lever.
c The original statement is false. A golf club is an example of a speed multiplier.
d The original statement is true. A pivot is the same as a fulcrum.
e The original statement is true. A speed multiplier is needed in most ball sports.
13 The arm must be long to give a high mechanical advantage, increasing the force on
the load (the nut of the wheel).
8: Using forces
14 Diagrammatic answer is required. The heavy person should be close to the pivot,
while the light person should be far away.
16 A sword has its pivot at one end. The hand moves a short way with great force so
that the tip of the sword moves fast and a long way, doing a lot of damage as it
does so.
Analysis questions
17 a scales: class 1
b hammer pulling nail out: class 1
c hammer hitting nail in: class 3
d bottle opener: class 2
18 a MA = 10/5 = 2
b MA = 15/5 = 3
c MA = 5/25 = 1/5 = 0.2
19
Mass #1 (g) Distance of mass #1 Mass #2 (g) Distance of mass #2
from pivot (cm) from pivot (cm)
6 4 8 3
6 4 2 12
1 24 12 2
10 1 5 2
3 6 2 9
8 2 1 16
Unit 8.3
Wheels, axles and gears
Questions
Revision questions
Wheels
1 A wheel is like a lever in that it has a fulcrum (the axle) and a rim at which the effort
can be applied.
2 The fulcrum of a wheel is its axle.
3 Torque is a force that causes something to turn.
8: Using forces
4 The axle of a doorknob or tap is called its spindle.

5 a speed multiplier: electric fan, propeller, driving wheel on bike or car
b force multiplier: tap, doorknob, spanner, steering wheel, screwdriver, can opener
6 a wheel acting as a force multiplier: effort = the turning force applied to the rim
(low force, high speed); load = the turning force that is exerted on its axle (high
force, low speed)
b wheel acting as a speed multiplier: effort = the turning force applied by the axle
(high force, low speed); load = the turning force exerted at the rim (low force,
high speed).
Changing the motion
7 belts, gears
8 Examples could be fan belt in a car, chain on a bike, many steam-driven pieces of
machinery.
9 The driving gear is the one that turns first because the force is applied to it. The
driven gear is the one that is turned by the other driving gear. It is the second gear.
10 Gearing up is used when the driven gear needs to go faster, such as in a power drill
or kitchen blender. Gearing down is used when the driven gear needs to go slower,
such as gear boxes that allow a bike or car to accelerate from rest.
11 A gear train is a series of connected gears.
12 The speed of a driven gear and the torque it can apply depends on the size of the
driven gear, compared with the driving gear.
13 Diagrammatic answer is required similar to Figure 8.3.9.
Thinking questions
14 a The original statement is false. Rotary motion is not updown motion, it is a
spinning motion.
b The original statement is false. The axle is at the centre of the wheel. The rim of
a wheel is at its edge.
c The original statement is true. The driving wheel of a bicycle is an example of a
speed multiplier.
d The original statement is false. Parallel gears turn in opposite directions.
e The original statement is false. The steering wheel of a car is an example of a
force multiplier.
f The original statement is true. Gearing up is used when high-speed rotation is
needed.
g The original statement is false. Gearing up is used in drills and kitchen blenders.
8: Using forces
Analysis questions
16 Diagrammatic answer is required. The rim would move the fastest, the axle moves
the slowest.
17 a All wheels rotate clockwise. The smallest wheel goes the fastest and the largest
goes the slowest.
b The big wheel rotates anticlockwise and at a slower speed.
18 a small gear rotates anticlockwise.
b middle gear rotates clockwise and slower, large gear rotates anticlockwise and
even slower.
c middle gear rotates anticlockwise and faster, large gear rotates clockwise and at
the same speed as the first large driving gear.
Unit 8.4
Pulleys
Questions
Revision questions
Single pulley
1 You naturally find pulling an object down easier than lifting it up because your own
weight is already pulling down.
2 The mechanical advantage of a single pulley should be one.
3 Friction is a nuisance in a pulley because you need to exert extra effort to
overcome it.
Multiple pulleys
4 Pulleys are force multipliers because they reduce the force required to lift or
move something.
5 Other names given to multiple pulley arrangements are block and tackle or
chain hoist.
6 A hoist uses a chain instead of a rope.
7 Efficiency is a measure of how effective a machine or pulley is.
8 The mechanical advantage of a multiple pulley is equal to the number of pulleys
used.
How do pulleys reduce effort?
9 advantage: they reduce the force required to lift something; disadvantage: you have
to pull the rope a long way.
10 The work formula says that the further you need to pull a rope, the easier the job
becomes.
8: Using forces
Thinking questions
11 A pulley is different to a gear in that it has no teeth but has a groove instead. It also
uses a rope or chain whereas gears do not; they mesh together.
12 You need to keep holding onto the rope when using a pulley, otherwise the load will
fall. A clamp allows you to lock the rope in position, leaving you free to do other
things.
13 a It would be difficult to climb to the top of the mast of most yachts. A pulley at
the top changes the direction of the pull so that you can stay on the deck of the
boat. You pull down and the sail goes up.
b A sail full of wind exerts extreme forces and you would find it nearly impossible
to pull it in normally. Multiple pulleys reduce the force required and make
movement of the sail much easier.
Analysis questions
14 If a pulley arrangement halves the effort required to do a job, then the rope must be
pulled twice as far as before.
15 a 3
b 11
16 a MA = 3
b MA = 11
Chapter review
Questions
Summary questions
1 a false
b true
c true
d false
e true
f true
g false
h false
i false
j false
k true
l false
2 A simple machine decreases the effort force required to do a job.
3 A complex machine is a number of simple machines connected together.
8: Using forces
4 Effort is the force you need to put in to a job. Load is the force required to do a job.
It is the object and its weight. Various examples are possible, such as a nutcracker
where load is the nut and effort is your push on the handles.
5 Work = effort force distance moved
6 Mechanical advantage measures if the machine is a good one. MA = load effort. It
should be high in a machine.
7 Ramps reduce effort by making you go further.
9 MA = load effort = distance of effort from fulcrum distance of load from
fulcrum
10 a force multiplier: steering wheel, spanner, wheel brace, tap, door handle,
screwdriver, can opener
b speed multiplier: fan, propeller, driving wheel on a bike or car
11 Parallel gears are two identical gears that mesh. They turn at the same speed but in
opposite directions.
12 The main advantage of using a single pulley to lift a load is to re-direct the force
downwards, in the same direction as your weight naturally pulls. The disadvantage
is that friction in the pulley generally makes the effort force required greater than it
was before.
13 The more pulleys in a system the easier the job becomes.
Thinking questions
14 Idler, worms and bevel are examples of gears.
Analysis questions
16 a pizza cutter = wheel + wedge (blade) + class 2 lever
b corkscrew = wheel (handle) + levers or wheels (arms) + screw (corkscrew) +
wedge (point) + gears (mechanism)
c tongs = class 2 lever
d garlic crusher = class 2 lever
17 a 10 g 10 cm = 100 = 20 g 5 cm. The 20 g mass would need to be 5 cm from
the fulcrum.
b 100 g 2 cm = 200 = 20 g 10 cm. The 20 g mass would need to be 10 cm
from the fulcrum.
18 a MA = 20/10 = 2
b MA = 20/100 = 1/5 = 0.2
19 a large gear rotates clockwise and slower
b small wheel rotates clockwise and faster
c large wheel rotates anticlockwise and slower
8: Using forces
20 A double pulley can lift twice the load. This means that distance the rope must be
pulled is twice that of a single pulley.
9: Astronomy
Unit 9.1
Space rocks
Questions
Revision questions
Meteors and meteorites
1 A shooting star is a meteoroid, a small rock or piece of dust, burning up as it enters
the atmosphere. It could end up being a meteor or a meteorite, depending on its size
and whether it hits Earth or not.
2 A meteor does not hit the ground because it has burnt right through leaving nothing.
Although meteorites also burn, there is still some rock left to hit the ground, usually
leaving an impact crater.
3 Shooting stars are visible at night because the meteoroid burns up as it enters the
atmosphere. By day, this burning would not be visible because it is not bright
enough.
Asteroids
4 In the solar system, asteroids are found in a 345 million kilometre belt located
between Mars and Jupiter.
5 Ceres: largest; diameter 975 km; first to be discovered (in 1801); to be visited by
space probe Dawn (launched 2006)
Vesta: big enough to be visible from Earth without a telescope; to be visited by
the space probe Dawn (launched 2006)
Ida: 56 km long; has its own moon, Dactyl (1.6 km across)
Trojan asteroids: orbit the Sun in two groups; have the same orbit as Jupiter; one
group is ahead and one is behind the gas giant.
Comets
6 Comets come from the Oort cloud, way beyond Pluto.
7 a false
b true
c true
d true
8 a Halleys comet appear every 76 years.
b Hale-Bopp comet appears every 4000 years.
Missions to asteroids and comets
9 a NEAR-Shoemaker landing on Eros:
landed on 12 February 2001
a NASA spaceprobe
9: Astronomy

Eros is 33 km long and 13 km wide asteroid

almost 320 million kilometres from Earth

took five years to get there

had been in orbit around Eros for a year

transmitted 160 000 images of its surface

scientists surprised by the number of rocks and boulders scattered over its
surface and that its craters came in many different sizes, with far fewer small
craters than expected.
b Deep Impact crash on Tempel 1:
launched on 12 January 2005
travelled 140 million kilometres
split in two
impactor guided itself into the path of Tempels head
crashed into it on 4 July 2005
impactor about the size of a small car
crater several storeys deep and as long as a football field.
Fatal impact
10 It is thought that an asteroid would need to be 1 kilometre or more across for it to
represent a danger to all life on Earth.
11
Asteroid Year Width Missed Earth by
unknown 1991 unknown 170 000 km
unknown 1993 unknown 145 000 km
XM1 1994 10 m 104 000 km
2004 FH 2004 30 m 43 000 km
12 A massive asteroid crater was discovered in 1991 at Chicxulub in the Yucatan

Peninsula in Mexico.
A thin layer of the metal iridium seems to have been laid over all the Earth
around 65 million years ago. This is when the dinosaurs disappeared. Iridium is
normally found deep underground and the only way it could cover the globe was
if it was blasted into the atmosphere and then spread. An asteroid strike would
provide just these conditions.
13 Comets originate in the distant Oort cloud, in the far outer reaches of the solar
system. We dont know when they might emerge and become a threat.
They are coated with a dark outer layer that makes them difficult to observe until
they are relatively close, near the Sun.
9: Astronomy
14 Comets and asteroids would not be blown up if approaching Earth because their
fragments would probably still hit the planet. Instead, the explosion would try and
knock it off course so that it would not hit Earth.
Thinking questions
15 a The original statement is true. Astronomy is the study of the solar system.
b The original statement is false. A shooting star is a fast moving rock or dust
burning up in the atmosphere.
c The original statement is true. Meteors and meteorites are both meteoroids.
d The original statement is false. All meteorites hit the ground.
e The original statement is true. Meteors may be caused by comets.
16 Shooting stars suddenly die because the particle of dust or piece of rock making up
the meteoroid has completely burned through, leaving nothing left to burn and shine.
17 Ceres is the biggest asteroid and the easiest to see, especially through a telescope.
Therefore it was the easiest to find.
18 where they come from (meteoroids: space in general; asteroids: belt between
Mars and Jupiter; comets: Oort cloud)
path (meteoroids: no real path except down into the Earths atmosphere;
asteroids: no real path; comets: orbit around the Sun)
material (meteoroids: rock or dust; asteroids: irregular rocks; comets: snowball
of dust, frozen carbon dioxide)
19 Meteor Crater is wrongly named because no meteor ever hit Earth; only meteorites
hit Earth and leave a crater.
20 The dust is more affected by the Suns gravity and will be attracted more towards
the Sun.
21 Tempel 1 returns every 5.5 years, while Halleys only returns every 76 years and
Hale-Bopp every 4000 years. More is therefore known about Tempel 1 and its orbit
than Halley and Hale-Bopp.
22 Tempel 1 is far too fast and heavy to be affected by the much lighter Deep Impact.
Analysis questions
23
Crater Size of Width of Depth Location
meteorite crater
Meteor Crater 60 m 1.26 km 275 m Arizona USA
Lake Acraman 4.7 km 90 km XXXXXX west of Port

Augusta SA
Wolf Creek XXXXXX 850 m 50 m northern WA
24 All the names of meteor showers have ids in their name.
9: Astronomy
25 Halleys returns every 76 years. It was last seen in 1986. Previous sightings were in
1910, 1834, 1758 and 1682.
26 Hale-Bopp was last seen in 1997 and returns every 4000 years. Its next appearance
will be in 5997.
27 1991: Flyby of the asteroid Gaspra
1993: Flyby of the asteroid Ida and the discovery of its moon Dactyl by the Galileo
spaceprobe on its way to Jupiter
1995: Clementine spaceprobe heads towards asteroid 1620 but failed en route
1997: NEAR-Shoemaker flies by asteroid Mathilde on its way to Eros
1999: Deep Space 1 probe flies by Braille asteroid
2001: Deep Space 1 probe flies by the comet Boreally
Unit 9.2
Navigating the night sky
Questions
Revision questions
Starry night
1 C stars
2 a 2000
b 5000
c 300 000
3 one, the Sun
4 the Sun and Proxima Centauri (part of a three-star cluster Alpha Centauri)
Light years
5 The distances in space are so huge that measuring in kilometres is too clumsy
because of the huge numbers involved.
6 1 light year = 9.5 trillion kilometres = 9 460 000 000 000 km
7 a Proxima Centauri: 4.3 light years
b Dorado: 170 000 light years
c Sirius: 9.1 light years
d The Sun: 0.000015 light years
e Sombrero: 50 million light years
f Pleiades: 400 light years
Celestial street directory
8 The celestial sphere is an imaginary sphere around the Earth, with the stars attached
to it.
9: Astronomy
9 The stars appear to rotate east to west because the Earth rotates west to east.
10 Latitude and longitude are used to describe positions on Earth.
11 RA: right ascension, measured in hours
DEC: declination, measured in degrees
Constellations
12 A constellation is a pattern in the sky traced out by the stars. Examples are the
Southern Cross, Orion, Scorpio and Centauris.
13 Crux Australis
14 a Scorpius
b Triangulum Australe
c Pegasus
d Hercules
15 a Crux, Hydra, Tiangulum Australe
b Tucana, Phoenix, Sculptor, Pavo
16 Although there are many constellations, the Sun only appears to move through
twelve of them. These constellations make up the zodiac.
Thinking questions
17 The Sun is the closest star to Earth, being the centre of the solar system. Proxima
Centauri is the next closest star but is the closest star to Earth outside the solar
system. Alpha Centauri is a three-star cluster of which Proxima Centauri is one star.
This cluster is what we see on Earth and could be called the closest to us.
18 It is unsafe to look at one star, the Sun. You should never look at the Sun.
19 When you look at stars, the light you see left them years, hundreds of years or even
millions of years ago.
20 If the Pleiades died today, it would take 400 years for the lack of light that
signalled its death to arrive on Earth.
21 Stars leave trails in time lapse photography because the Earth is rotating.
22 The planets of the solar system look like stars because they reflect the Suns light.
The ones you can easily see tend to be a little brighter than the stars and tend not to
twinkle as much.
23 Stars that seem to move across the night sky are either meteoroids or artificial
satellites reflecting sunlight.
Analysis questions
24 Alpha Centauri is 41 000 000 000 000 kilometres away.
a A bicycle travelling at 10 kilometres per hour would take 4 100 000 000 000
hours or 470 000 000 years (470 million years).
9: Astronomy
b A car travelling at 100 kilometres per hour would take 410 000 000 000 hours or
47 million years.
c A passenger jet travelling at 1000 kilometres per hour would take
41 000 000 000 hours or 4.7 million years.
d A space shuttle travelling at 30 000 kilometres per hour would take
1 370 000 000 hours or 156 000 years (156 thousand years).
25 Achernar = 1400 trillion kilometres
= 1400 000 000 000 000 km 9 460 000 000 000
= 148 light years
27 300 000 kilometres per second
= 300 000 60 km per minute
= 300 000 60 60 km per hour
= 300 000 60 60 24 km per day
= 300 000 60 60 24 365.25 km per year
Therefore one light year = 9 460 000 000 000 km
= 300 000 60 60 24 365.25 km.
Unit 9.3
Stars and galaxies
Questions
Revision questions
Stars
1 Hydrogen is the main fuel of stars.
2 Nuclear fusion is when heat and pressure force two hydrogen atoms together to form
a helium atom, energy and radiation.
3 H + H He + heat + radiation
4 The Sun and stars emit the radiations of visible light, UV, X-rays, radio waves and
gamma radiation.
5 Another type of nuclear reaction is nuclear fission. It is used in nuclear power
stations and atomic bombs.
Birth of a star
6 A nebula is a cloud of gas and dust that is the birthplace of a star.
9: Astronomy
Death of a star
8 Stars die when they run out of their fuel hydrogen. For a star about the size of our
Sun, this will happen at about 10 billion years. For a much larger star about ten
times the Sun, it will happen after only 30 million years.
9 A pulsar is a rapidly rotating neutron star with a strong magnetic field. A pulsar
emits radio waves.
10 A black hole is formed when a very massive star collapses even more than a
neutron star.
11 A star close to a black hole might get its gases sucked into a black hole, ripping it
apart or it may revolve around the black hole.
Galaxies
12 The main types of galaxy are barred spiral, spiral, elliptical or irregular.
13 a A galaxy whose centre is very bright: quasar
b A galaxy that emits radio waves: radio galaxy
The Milky Way
15 One Indigenous name for the Milky Way is Wodliparri, a watercourse winding
through the stars.
The Universe
16 from smallest to biggest: Earth, the Sun, solar system, Milky Way, Andromeda,
Local Group, Local Supercluster, Universe
Thinking questions
17 SRUPAL: pulsar
WIKLY YAM: Milky Way
XYALAG: galaxy
LABEL HOCK: black hole
DARTH FEWWI: white dwarf
SUQAAR: quasar
ANOVERSUP: supernova
18 Currently the only time nuclear fusion occurs on Earth is when a hydrogen bomb
is tested. We are lucky its rare because hydrogen bombs are devastating in
their effects.
19 It is generally thought that light cannot escape a black hole due to its intense gravity.
Hence no-one has ever seen one.
20 The Southern Cross can only be viewed from the southern hemisphere. It cannot be
seen in the northern hemisphere in countries like Italy, Canada or China.
9: Astronomy
Analysis questions
23 Lets assume a spoon of matter has a mass of 10 grams. An average 70 kilogram
person would have 7000 spoons of matter in them. On this basis, a person would
weigh 70 000 tonnes if they were made from white dwarf material.
24 A spoonful of matter from a neutron star is the mass of several Suns. Even if there
were a million grains in the spoon, each grain would be many millions of tonnes and
hence impossible to lift.
25 The spiral galaxy in Figure 9.3.9 is probably spinning anticlockwise.
26 a spiral
b irregular
c elliptical
d barred spiral
Chapter review
Summary questions
1 a comet
b meteoroid
c asteroid
2 A meteor does not hit the ground, whereas a meteorite does.
3 The radiant is where all the meteors in a meteor shower seem to come from.
4 Two thousand stars are visible on a clear night in the country with the naked eye,
5000 with binoculars and 300 000 with a small telescope. You see less in the city
because of pollution and the glare from city lights.
5 A light year is the distance that light travels in one year.
6 X-rays and the odd behaviour of nearby stars are the main signs that there is a
black hole.
7 A pulsar is an individual rapidly rotating neutron star, which is itself the remains
of another star. A quasar is a galaxy, a massive grouping of stars, with a very
bright centre.
Thinking questions
9 Shooting stars do happen in the daytime but the Sun is so bright that we cannot
detect the small amounts of light coming from them.
9: Astronomy
10 Asteroids are not at all starlike. They are lumps of rock that can be quite large.
They can be cratered and have moons, just like planets. Hence they are better
described as planetoids.
11 crater shapes and depths
changes to rocks nearby
debris around the crater
12 The North Star would remain stationary in the same position all the time.
13 Nebulae are known as star nurseries.
14 house number/street name/suburb/state/Australia/southern hemisphere/Earth/solar
system/Milky Way/Local Group/Local Supercluster/Universe
Analysis questions
16 RA 23 hours and DEC 30 degrees
17 The ecliptic is the path of the Sun across the sky and so the constellations along the
ecliptic are the signs of the zodiac.
Answers to activities
A N S W E R S
1.1 Carls new experiments
1 Qualitative. They were qualitative because all observations were recorded using only words.
2 Carl thought that he should also do a quantitative analysis; that is, record the observations using
numbers to measure how much the grass actually grows under different situations.
3 a Controls.
b Every experiment needs a control against which results can be compared.
4 Types of grass, amount of grass.
5 The amount of water was kept the same.
6 The amount of sunlight.
7 The amount of water.
8 The soil would have had some water in it on Day 1 and would take a few days to dry out.
9 Measurements to be taken at the same time of day. Same ruler to be used and measured from the same
place. Others as appropriate.
10 Repeating measurements is a good way to improve accuracy. Once a collection of different
measurements is taken, an average can be obtained.
11 a
Carl's experiments
18
2C
16
1A
14
2D
Average height (mm)
12
Key
10
1A
1B
8
1B 2C
6 2D
0
0 1 2 3 4 5 6
Days
b 1A 16 or 17 mm
1B 6 or 7 mm
2C 16 or 17 mm
2D 12 or 13 mm
Science Dimensions 2 Homework Book Answers Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page may be photocopied for classroom use.
A N S W E R S
1.2 Graphing skills
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2 Predicted energy consumption in Australia in 200910

solar other
1.0% 3.3% electricity
oil 45.2%
0.4%
wood
15.3%
natural gas
34.9%
3 Blood glucose levels

8
7
Blood glucose level
0
0 1 2 3 4 5 6 7 8 9 10 11
Reading number
A N S W E R S
1.3 Extreme units
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
T H E M A R I A N A T R E N C H
A N S W E R S
1.4 Body mass index
1 Mass (kg) BMI (1.6 m tall people) BMI (1.8 m tall people)
50 19.5 15.4
60 23.4 18.5
70 27.3 21.6
80 31.3 24.7
90 35.2 27.8
100 39.1 30.9
110 43.0 34.0
120 46.9 37.0
2, 3 The greater the height,

8C?\eh'$,cWdZ'$.cjWbbf[efb[
the lower the graph.

4 a 16
b 40
5 Height (m) BMI (50 kg people) BMI (60 kg people)
1.2 34.7 41.7
1.3 29.6 35.5
1.4 25.5 30.6
1.5 22.2 26.7
1.6 19.5 23.4
1.7 17.3 20.8
1.8 15.4 18.5
1.9 13.9 16.6
6, 7 The greater the mass, 8C?\eh+&a]WdZ,&a]f[efb[
the higher the graph.

+& ,&a]
*+ +&a]
8 a 13
*&
b 28.5 )+
9 a high BMI )&

8C?
b medium BMI (+
c low BMI (&
d medium BMI '+
'&
10 Various answers, eg: +
a 1.4 m, 39.2 kg &

' '$' '$( '$) '$* '$+ '$, '$- '$. '$/ (
b 1.6 m, 64 kg >[_]^jc
c 1.8 m, 129.6 kg
A N S W E R S
1.5 Science skills crossword

H : ; 8 >

; 7 L ; H 7 = ; H ? D I J H K C ; D J
I J I H 8 C 7

J

; 7 E B 7 8 E 8

7 C ? 9 H E C ; J ; H ? B ? D ; K
C

H E G B

9 7 9 = K 7

> O F E J > ; I ? I E 8 I ; H L 7 J ? E D I J
; N D 7 D ;

F 9 F J ? :

? D < ; H ; D 9 ; B > ? D
H K O J :

: ? I 9 K I I ? E D 7 ;

C C ? J F ; H ? E :

: ; F ; D : ; D J E ? ;

J D D 9 E D L ; D J ? E D I

H C ? I J 7 A ; ; :

7 ? C H ; 7 : ? D =
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A N S W E R S
1.6 Sci-words
1.1: What scientists do? 5 reading error
1 experiment 6 instrument errors
2 micrometer 7 average
3 research 8 metric
4 observations 1.3: Conventions scientists use
5 quantitative
1 conventions
6 qualitative
2 apparatus
7 inference
3 procedure
8 variable
4 discussion
9 hypothesis
5 conclusion
10 aim
6 bibliography
11 conclusion
7 data
1.2: Making measurements even better 8 tabulated
1 estimate 9 independent variable
2 mistake 10 dependent variable
3 error 11 line of best fit
4 parallax error 12 period
A N S W E R S
2.1 Element wordfind
G Y M P T N U M N H J G K N D
A R U L U E P U O E N O T O N
L U I U N O E I R L D L I B O
U C D T G N U N O I P D T R R
M R A O S E R I B U O L A A I
I E R N T G O E C M T M N C P
N M M I E O P T A U A U I V L
I A U U N R I S L I S I U E A
U G I M I D U N C N S C M N T
M N M T D Y M I I A I I C I I
L E O I O H D E U R U R O R N
E S R N I T Q D M U M E P O U
A I H C H L O R I N E M P U M
D U C I E M U I R A B A E L X
Q M S K R Y P T O N D P R F B
A N S W E R S
2.2 The elements
1 tungsten W 3 a radium, Ra e sulfur, S
sodium Na b potassium, K f helium, He
zinc Zn c iodine, I g silver, Ag
einsteinium Es d mercury, Hg
tin Sn 4 a 12
boron B b Any atoms before carbon on the list, eg
cerium Ce oxygen, helium
radon Rn c Any atoms after carbon on the list, eg zinc,
silver
2 Am americium
d Atomic weight generally increases
Uub ununbium
e AW of Mg = 24
Ne neon
AW of C = 12
Ar argon
24/12 = 2 times heavier
Cd cadmium
f AW of He = 4
O oxygen
AW of C = 12
H hydrogen
12/4 = 3 times lighter
Si silicon
5 a hydrogen, H
S sulfur
b caesium, Cs
A N S W E R S
2.3 The Periodic Table
1 112
2 The number of protons in the nucleus of the element
3 nobelium, einsteinium, mendelevium, lawrencium, seaborgium, bohrium, rutherfordium, curium,
fermium. There may be others.
4 lead 82 Pb
gold 79 Au
oxygen 8 O
potassium 19 K
sulfur 16 S
carbon 6 C
silver 47 Ag
iron 26 Fe
sodium 11 Na
5 9 fluorine F
4 beryllium Be
40 zirconium Zr
13 aluminium Al
94 plutonium Pu
80 mercury Hg
22 titanium Ti
27 cobalt Co
15 phosphorus P
14 silicon Si
6 a sodium, sulfur, silicon, selenium, seaborgium, scandium, strontium, silver, samarium.
b In order as above: Na, S, Si, Se, Sg, Sc, Sr, Ag, Sm.
c As many elements start with the same letter, a second letter is needed to tell them apart.
7 a alkaline metals, alkaline earth metals, noble gases
b helium He, neon Ne, argon Ar
c helium balloons, blimps
neon neon lights
argon fluorescent light tubes
A N S W E R S
2.4 Body elements
1 a 99.99
b They are averages based on experimental data and are not 100 per cent accurate.
2 Students to colour in diagram.
3 Iron is needed to carry oxygen in our blood from the lungs to all parts of our body.
4 Breathe in, eat them in food, drink them.
A N S W E R S
2.5 Combination reactions
Element Mass of oxide Increase in Percentage Atomic Reactivity

(g) mass (g) increase (%) number order
aluminium 190.1 90.1 90.1 13 5
calcium 139.7 39.7 39.7 20 3
copper 124.5 24.5 24.5 29 9
iron 142.9 42.9 42.9 26 7
lead 103.1 3.1 3.1 82 8
magnesium 166.7 66.7 66.7 12 4
potassium 141.8 41.8 41.8 19 1
sodium 175.3 75.3 75.3 11 2
zinc 124.5 24.5 24.5 30 6
1 Plot of mass increase v reactivity order

100
90
80
Increase in mass (%)
70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10
Reactivity order
2 The points are scattered all over the graph. This shows no relationship between reactivity and mass
increase on reaction.
3 Plot of mass increase v atomic number
100
90
80
Increase in mass (%)
70
60
50
40
30
20
10
0
0 20 40 60 80 100
Atomic number
4 As atomic number increases there is a decrease in percentage increase in mass.

5 The higher the atomic number of the metal, the lower the mass gain on reaction with oxygen
6 a Approximately 17 per cent increase in mass.
b Approximately 10 per cent increase in mass.
7 a Iron.
b The result was well above the line of best fit and may have been incorrectly weighed.
8 The purity of the reacting metals and the surface area of the metal sample. There may be others.
A N S W E R S
2.6 Atomic graphs
1 )+&
)&&
(+&
7jec_Ym[_]^j
(&&
'+&
'&&
+&
&
& (& *& ,& .& '&& '(& '*&
7jec_YdkcX[h
2 The graph is very close to a straight line, sloping upwards as you move right. You can predict the atomic
weight by multiplying the atomic number by 2.5, or you could read the atomic weight from the graph.
3 250
200
Atomic radius (pm)
150
100
50
0
0 10 20 30 40 50 60 70 80 90
Atomic number
4 The graph is cyclical, with several peaks and troughs.
A N S W E R S
2.7 Atoms crossword
' ) ( *
8 < E H C K B 7 B
+ ,
E J K D 7
- .
> > 9 7 J 7 B O I J ; B ; C ; D J
/ '& ''
7 H ; 7 E > C K J
'(
D C ; B ; 9 J H E D I J ?
P I H B H 9
O E < ; E ;
') '* '+
99 E C 8 ? D 7 J ? E D 9 E C F E K D :
E ; H K > I
', '- '.
D I O C 8 E B : H B O D
9 ; ; I K
'/
: ; 9 E C F E I ? J ? E D 7 ? 9
(& ('
D 9 > ; C ? 9 7 B
((
J : J ? 7 ;
()
F H ; 9 ? F ? J 7 J ; 7 N B K
7 B D J I
(* (+
J ; C F ; H 7 J K H ; J K 7
(,
? E F H E : K 9 J
(-
E F H E J E D I ; E
(.
D 7 J E C ? 9
A N S W E R S
2.8 Sci-words
2.1: Elements, compounds 2.2: Physical and 2.3: Inside atoms

and mixtures chemical change 1 Dalton
1 element 1 physical 2 Thomson
2 symbol 2 chemical 3 Rutherford
3 atom 3 combination 4 Bohr
4 molecule 4 reactant 5 alpha
5 lattice 5 product 6 nucleus
6 compound 6 decomposition 7 protons
7 formula 7 precipitate 8 neutrons
8 mixture 8 arrow 9 electrons
9 solid 10 charge
10 concentration 11 atomic
11 area 12 mass
12 catalysis
13 enzymes
A N S W E R S
3.2 Rock types
1 Long rectangular grains, All the same material. Three different minerals.
squashed.
3 Rounded grains, all the same 5 D, igneous
Grains range in size from
size, medium.
small to medium. 6 C, sedimentary
All the same material.
Two different minerals. 7 B, sedimentary
4 Interlocking grains of two
2 Rounded grains, some semi- 8 A, metamorphic
different shapes.
angular.
Grains in two main sizes, 9 Shale, diagrammatic answer
Grains in two main sizes, large
medium and large. required.
and small.
A N S W E R S
3.3 The soil texture triangle
100 0
90 10
80 20
70 30
clay
Pe
rc
60 40
en
tag
lay
ec
es
tag
50
ilt
50
sandy silty
en
clay clay
rc
Pe
40 60
clay loam silty clay loam

30 sandy
70
clay loam
loam
20 80
silt loam
10 sandy 90
loamy loam
sand sand silt
0 100
100 90 80 70 60 50 40 30 20 10 0
Percentage sand
2 Which type of soil is each of the following?

a 60% sand, 10% silt, 30% clay; sandy clay loam
b 20% sand, 60% silt, 20% clay; silt loam
c 30% sand, 10% silt, 60% clay; clay
d 45% sand, 10% silt, 45% clay; sandy clay
A N S W E R S
3.4 Outrun a dinosaur
1 Dinosaur speed
Tyrannosaurus
Gallimimus
Dinosaur
Diplophosaurus
Carnotaurus
Diplodocus
0 5 10 15 20 25 30 35 40 45 50
Speed (km/h)
2 As a guide, an Olympic sprinter would be doing well to run 100 metres in 10 seconds, at a speed of:
100 10 = 10 metres per second = 10 3.6 = 36 kilometres per hour. This would be fast enough to
outrun all of the dinosaurs listed except Gallimimus and Tyrannosaurus, but for how long?
3 a
Dinosaur length versus mass
14 000
12 000
10 000
Mass (kg)
8000
6000
4000
2000
0
0 5 10 15 20 25 30
Length (m)
b Dinosaur mass versus speed

50
45
40
35
Speed (km/h)
30
25
20
15
10
5
0
0
00
00
00
00
00
00
00
00
00
0
00
00
00
00
10
20
30
40
50
60
70
80
90
10
11
12
13
Mass (kg)
Tyrannosaurus is unusual in that it has a very large mass and speed for its size.
A N S W E R S
3.5 Dino discovery
Tyrannosaurus rex
A N S W E R S
3.6 Geology crossword
1 2 3 4
L D I P L O D O C U S P
5 6
H A B I T A U R A N I U M
V U M
7 8 9 10
H A D R O S A U R S I N T R U S I V E I
A T O X C
11 12
R W E A T H E R I N G P L U S T R E
D L O R
13 14
N A P D O U
15 16
E R A C Q U A N T A S S A U R U S
S T L N I
17 18 19 20
A S T E R O I D A O R E I V P
T E O T E E
21
M E T A M O R P H I C H T
22
N K I B R
T S I O
23 24
P A C H Y C E P H A L O S A U R U S C L L
Y L H L O
25
C T H E R O P O D S I I G
26
L G M I N E R A L O G Y
E Y N
A N S W E R S
3.7 Sci-words
3.1 Rocks and minerals 3.4 Dinosaurs

1 petrology 1 Diplodocus
2 mineralogy 2 Pachycephalosaurus
3 palaeontology 3 saurischia
4 mineral 4 ornithischia
5 native 5 Qantassaurus
6 crystal 6 sauropods
7 habit 7 theropods
8 pigment 8 hadrosaurs
9 streak 9 flowering
10 lustre 10 volcanoes
11 cleavage 11 asteroid
12 hardness 12 Chicxulub
13 rock 13 mammals
14 ore 14 iridiums
3.2 Types of rocks

1 magma
2 lava
3 igneous
4 intrusive
5 extrusive
6 sediment
7 chalk
8 metamorphic
9 marble
10 stalactite
11 weathering
12 cycle
3.3 Fossils
1 fossil
2 trace
3 footprint
4 index
5 uranium
6 carbon
7 billion
8 era
9 Tertiary
10 Azoic
11 trilobite
A N S W E R S
4.1 Bushfire intensity
1 A measure of the ferocity, size and impact of 6 Lower limit
the fire. I=HWR
2 Fuel consumed, rate of spread and heat energy 20 = 4 W 5
available in the fuel. 20 = 20 W
W = 1 kilogram per square metre
3 I = H W R Upper limit
4 I = kilowatt per metre, H = kilojoule per I=HWR
kilogram, W = kilogram per square metre, 500 = 4 W 5
R = metres per hour 500 = 20 W
5 a I = H W R W = 25 kilograms per square metre
= 4 10 50 A sample of the area would need to have
= 2000 kW/m between 1 and 25 kilograms per square metre.
Ecological impactmedium impact, trees 7 a More moisture, lower intensity; less
killed, slow recovery of ecosystem. moisture, higher intensity.
b I = 4 50 200 b Higher wind, higher intensity, as the wind
= 40 000 kW/m supplies more oxygen and keeps fire moving
Ecological impactextremely high, faster.
ecosystem completely destroyed. c Fires burn faster and hotter when travelling
uphill than down. Sheltered areas may burn
at lower intensity than open, exposed areas.
A N S W E R S
4.2 Whodunnit?
1 Huntsman spider and mermithid worm.
2 An organism that lives in or on another.
3 Either directly or via food.
4 Body fluids, digestive glands, gonads, muscles.
5 By bursting out of its body.
6 Weakened.
7 a To water.
b Possibly thirst.
c The worm is aquatic, so its chances of survival are increased.
A N S W E R S
4.3 A load of garbage
1 FWYaW]_d] 6 a 133.64 kg
.&
b 127.92 kg
-&
c 190.84 kg
,& FWf[h
a]f[hf[hied
+&
FbWij_Y
7 Various answers, e.g. paper used in non-
Ij[[b
*& 7bkc_d_kc packaging steadily increases.
=bWii
)&
8 1994: 205.40 kg, 1999: 193.96 kg, 2004: 244.40
(&
kg
'&
& 9 Packaging and non-packaging totals show

'//* '/// (&&*
different trends. The vertical scale for non-
2 a 71.76 kg packaging involves values around three times
b 66.04 kg larger than those for packaging.
c 53.56 kg
3 a Steady decrease.
b Initial increase, then steady.
4 Possibly plastic being used to replace glass
containers.
5 Ded#fWYaW]_d]

'//*
A N S W E R S
4.4 Rabbit advance
16
15
14
13
1980
12
11
0
190
10
9
90
18
8
7
1880
6
5 1870
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 x
A N S W E R S
4.5 Threatened plants
1 Total numbers of rare or threatened Australian plants in all conservation categories
150
51100
101200
250
201400
401 + 78 774
34 30
27 7
13 45
162
29
62 44
18
63 31
78
86 85
99
14 57 82
17 28
40
24
125 128 209
464
32
197 15 150
28 30 237
35 35
435 47
419 76
480 51
452 71
128 152
308 41
27 16
19
46 34 154
48
73 133 73
9 27
45 37
5 3 15
13
16 23
42 63 48
27 74
56
66
2 Various answers, e.g. cattle grazing, land clearing, food for rabbits and other introduced species.
3 Various answers depending on student research.
A N S W E R S
4.6 Ecology crossword
1 2 3
G C M
4 5 6 7 8
G L O B A L A D A P T A T I O N S A C I D
U I H M C
9
C O E M R
10 11
C O M M U N I T Y C O N S E R V A T I O N
S E V N H
12 13 14 15
W E B I B I O D I V E R S I T Y A
R E A R B
16 17 18
C A R N I V O R E F C L A I
19 20
A N X O O I N A T
21 22
U D E C O M P O S E R S M S S Q A
T H E T E P M P U T
23
O H A N I S E I A
24
T A B I O T I C T T R T
25
R B N M A G N I F I C A T I O N
O I T T T C
26
P H O T O S Y N T H E S I S I I
27
H A O O P R O D U C E R
28
M U T U A L I S M N N N
A N S W E R S
4.7 Sci-words
4.1: Ecosystems 10 dispersal 14 decomposers

1 ecosystem 11 predation 15 mutualism
2 community 16 commensalism
4.3: Food chains and
3 biosphere 17 parasitism
food webs
4 biomes 4.4: Human impact on
1 glucose
5 habitat ecosystems
2 photosynthesis
6 microhabitat
3 producer 1 pollutant
4.2: Adapting to change 4 autotroph 2 global warming
1 environment 5 consumer 3 acid rain
2 terrestrial 6 heterotroph 4 desertification
3 aquatic 7 carnivore 5 overgrazing
4 adaptations 8 omnivore 6 deforestation
5 abiotic 9 herbivore 7 exotic species
6 photic zone 10 food chain 8 conservation
7 pH 11 food web
8 biotic 12 biodiversity
9 competition 13 organic matter
A N S W E R S
5.1 Water movement in trees
1 A push and a pull force.
2 a Evaporation: Change of state of water from liquid to gas.
b Transpiration: Evaporation of water from a plant.
c Stomata: Hole in the leaf that allows water and gases in and out.
3 See Figures 5.2.10 and 5.2.12 in Science Dimensions 2.
4 See Figure 5.2.11 in Science Dimensions 2.
5 Strong attractions between water molecules that make them stick together.
6 The Sun.
7 The water in the straw should be higher than the water in the glass.
8 Fill a glass above the rim and observe the curved surface. This is due to the cohesion forces between
water molecules.
9 There is a push and pull force involved. Pressure in the roots pushes water upwards. The force of
this push can take water about two to three metres. Evaporation of water from the leavescalled
transpirationpulls the water molecules up the tree. As molecules evaporate they attract the molecules
around them, as there are strong attractions between water molecules that make them stick together.
This creates a small suction force and pulls water upwards. The attraction chain continues to the ground
and causes the water to move from the roots to the tree top. Capillary action also helps. As the xylem is a
tube, water molecules are attracted to and rise up the walls of the tube a little.
A N S W E R S
5.2 Cell diagrams
animal cell see Figure 5.3.3 in Science Dimensions 2
plant cell see Figure 5.2.4 in Science Dimensions 2
A N S W E R S
5.3 The history of cloning
1 59 years
2 Many people
3 Different people think of and find out different pieces of information. One persons discovery leads to
another person finding out more new information and so on. The pieces are put together a bit like a
jigsaw to make a final discovery.
4 Research is slow, and many people working in different ideas take a long time to put it all together.
Many experiments do not work and need to be redesigned and tried again.
5 An embryo is the first group of cells that grows after the egg and sperm join together.
6 Dolly was cloned using the nucleus from the udder of a six-year-old sheep, not from an embryo.
7 In 1952 the cloned eggs did not grow at all. In 1970 the cloned eggs grew into tadpoles and died.
8 Science research was ongoing all the time.
9 To get credit for a great discovery and become famous.
10 In 2000a merino sheep named Matilda, and a calf named Suzi.
11 A sheep that produces high-quality wool could be copied into a flock of sheep that all produce high-
quality wool.
A N S W E R S
5.4 Microbes
1 See Figure 5.4.3 in Science Dimensions 2
2 \bW][bbkc protein coat
YojefbWic
chemical with
instructions for
making new
viruses
Y[bbc[cXhWd[
Y[bbmWbb
A N S W E R S
5.5 The size of microbes
1 Microbe size Micrometres (m) (mm X 1000) Nanometres (nm) (m X 1000)

3 millimetres 3000 3 000 000
5 millimetres 5000 5 000 000
7 millimetres 7000 7 000 000
5 micrometres 5 000
8 micrometres 8 000
10 micrometres 10 000
2 Microbe name Length or diameter as shown Length or diameter in nanometres

Yeast (fungi) 5 m 5 000
E. coli (bacteria) 3.5 m 3 500
Cholera bacteria 2.5 m 2 500
Filovirus 1 400 nm 1 400
Thiomargarita (fungi) 200 nm 200
Retrovirus 100 nm 100
Cold virus 1.1 nm 1.1
Water molecule 0.3 nm 0.3
3 Thiomargarita (fungi).
4 Thiomargarita (fungi), E. coli (bacteria), yeast (fungi), cholera bacteria.
5 Filovirus, retrovirus, cold virus, water molecule.
A N S W E R S
5.6 Bacterial growth
1 Growth of bacteria
55
50
45
Number of bacteria (thousands)
40
35
30
25
20
15
10
0
0 5 10 15
Time (hours)
2 Identify the time periods that correspond to each of the four phases:
lag phase = 0 to 2 hours
log phase = 3 to 8 hours
stationary phase = 9 to 12 hours
death stage = 13 to 15 hours.
3 a The antibiotic was taken at about the thirteenth hour of infection.
b The number of microbes fell very quickly between hours 13 and 14.
4 If you extended the graph to the sixteenth hour, the number of bacteria would be about 4000.
5 The bodys immune system starts killing the bacteria.
A N S W E R S
5.7 Preserving foods
1 Kills most microbes Stops or slows growth of microbes
pickling refrigeration
pasteurisation freezing
heating in cans
salting
2 To keep microbes out; to stop microbes infecting the food, making it go off.
3 The frozen peas contain frozen microbes that will reproduce once the peas are defrosted.
4 a The milk goes off because microbes start to reproduce.
b This implies that the pasteurisation process does not kill all of the microbes present in milk.
5 Microbes like warm conditions in which to reproduce and grow. At lower temperatures they grow more
slowly, as chemical reactions are slower at colder temperatures.
6 Salted meat would last longer as the salt actually kills the microbes. Dried meat would be more easily
spoilt, as the bacteria are already there waiting to grow, but the salted meat would need to be reinfected.
7
Food Preservation method
cream refrigeration, pasteurisation
apricots dried, refrigeration, heating and sealing in a can or jar
fish refrigeration or freezing, pickling, salting
pasta sauce refrigeration or freezing, heating and sealing in a jar
potato chips salting, airtight
pizza base refrigeration
grapes dried (sultanas), refrigeration
orange juice refrigeration
peanuts salting, airtight
salad refrigeration
onions refrigeration, pickling
jam heating and sealing in a jar
A N S W E R S
5.8 Cells crossword
1 2
S A P
R
O
3
V T
4 5
O R G A N I S M
6
C C S I
7 8
M U T A T E F U N G I C T T
L E I S O
L R N C
9
S T O M A T A A H
E T O
10 11 12
F A N T I B O D I E S N
13
C H L O R O P H Y L L T O P D
14
A A N N E R
G T U C I
15 16
E M F L A C C I D C I A
17
L O O L M M
18 19 20
L N P H O T O S Y N T H E S I S E
U O T E U C N
21
M I C R O S C O P E M S R
U R O
22
L B A C T E R I A B
23
A O X Y L E M
R
A N S W E R S
5.9 Sci-words
5.1: The microscope 5.3: Animal cells

1 microscope 1 blood
2 compound 2 muscle
3 Janssen 3 nerve
4 Lippershey 4 brain
5 Hooke 5 skin
6 eyepiece 6 bone
7 focus 7 fat
8 stage 8 sperm
9 objective 9 egg
10 lens
11 clips 5.4: Microbes
12 mirror 1 protists
13 base 2 ciliates
14 magnification 3 flagellates
15 specimen 4 sporozoans
16 image 5 binary
17 scanning 6 Chlamydomonas
18 Hooke 7 Euglena
19 cells 8 cocci
20 organism 9 fungi
10 yeast
5.2: Plant cells 11 virus
1 cell wall 12 hyphae
2 cytoplasm 13 antibiotics
3 nucleus 14 vaccinations
4 vacuole 15 bacteria
5 photosynthesis
6 chloroplasts
7 chlorophyll
8 sap
9 glucose
10 starch
11 photosynthesis
12 xylem
13 phloem
14 vascular
15 minerals
16 flaccid
17 turgid
18 cambium
19 stomata
20 guard
21 root
A N S W E R S
6.1 Digestive system
1 See Figure 6.2.4 in Science Dimensions 2. h Stores bile, which helps digestion of fats.
i Absorbs protein, carbohydrates and lipids
2 a Produces enzymes that aid in digestion.
from food. Most digestion occurs here.
b Digests food through chemical and
j Pushes food from mouth to stomach.
mechanical processes.
c Cut and grind food. 3 a Large intestine.
d Absorbs minerals and water from food. b Pancreas.
e Stores glucose, detoxifies blood. c Small intestine.
f Helps manipulate and push food back for d Rectum.
swallowing. e Mouth.
g Produces saliva.
A N S W E R S
6.2 Analyse this!page 1
1 100 grams contains
2 a b
c d
A N S W E R S
6.2 Analyse this!page 2
e f
g h
3 a All contained similar amounts of energy, though Nutri-Grain, Corn Flakes and Coco Pops
contained the most (about 1600 kJ).
b Nutri-Grain stands out as containing the most protein (21.9 g per 100 gabout double all the
others).
c All contained low amounts of fat, but Vita Brits and Weeties contained most (2.2 g per 100 gabout
triple that of the others).
d Corn Flakes and Coco Pops contained the most carbohydrate (about 85 g per 100 g).
e Vita Brits and Weeties contained almost no sugar compared with the others, while Nutri-Grain
and Coco Pops were made up of about one-third sugar.
f Vita Brits, Weetbix and Weeties contained most fibre (about 12 g per 100 g).
g Corn Flakes stand out as containing most sodium (800 mg per 100 g).
h Weetbix contained most potassium (340 mg per 100 g).
4 a Vita Brits and Weeties are low in sugar and high in fibre.
b Coco Pops and Nutri-Grain are high in sugar and low in fibre.
5 Various answers depending on student response.
6 Various answers depending on student response.
A N S W E R S
6.3 The heart
1 See Figure 6.3.7 in Science Dimensions 2. 3 The left side pumps blood to the entire body
and must work harder than the right, which just
pumps to the lungs.
A N S W E R S
6.4 Circulatory system
1 See Figure 6.3.14 in Science Dimensions 2. 2 See Figure 6.3.14 in Science Dimensions 2.
A N S W E R S
6.5 Bloodflow rates
1 Blood flow 12 500

2000
At rest
During strenuous exercise
1500
Blood flow rate (mL/minute)
1000
500
0
Abdomen Brain Heart Kidney Muscles Skin Other
Part of the body
2 The brain. 4 a 5800 mL/min

3 The muscles. b 17 500 mL/min
A N S W E R S
6.6 Urinary system
1 See Figure 6.4.3 in Science Dimensions 2. 4 The urinary system acts like a filter. Blood flows
2 a The blood. through the kidneys and is cleaned, so that
b Body wastes, including excess water and useful substances are kept in the blood and the
salts, and urea. wastes are removed into the urine. It also ensures
that the amount and composition of body fluids
3 Kidneys, ureters, bladder, urethra.
are kept at levels that are safe.
A N S W E R S
6.7 Human skeleton
skull (cranium)
clavicle
scapula
ribs
humerus
sternum
vertebrae
radius
pelvis
ulna
carpal
metacarpal
phalange
femur
patella
tibia
fibula
tarsal
metatarsal
phalange
A N S W E R S
6.8 Body systems crossword
1
A
2
N T
G I
3 4 5 6
O E S O P H A G U S F C I S
7
L L I G A M E N T S
8 9
P A C B P A U
10 11
A R T H R I T I S H R I E
12
C Y M Y A I L
13 14
E D H A E M O G L O B I N L A
M R E I I N
15 16
A O M E A T R I U M
17 18
K C R F A E C E S X R S
19
E H H N C A N I N E
20
R P L A Q U E T R E
21
O S U R E A E S
R U R T
22
I N T E S T I N E Y I
C O
N
A N S W E R S
6.9 Sci-words
6.1: Cells to 4 decay 6.2: Science at 6.3: Blood and 5 nephron

systems 5 fluoride work: Analysing circulation 6 urine
1 tissue 6 alimentary food 1 plasma 7 ureter
2 organ 7 bolus 1 dehydration 2 fibrin 8 urethra
3 heart 8 oesophagus 2 water 3 transfusion 9 bladder
4 skin 9 peristalsis 3 lipids 4 artery 10 dialysis
5 brain 10 villi 4 proteins 5 aorta
6 intestines 11 caecum 5 vitamins 6 capillary
6.5: Skeleton
7 kidneys 12 anus 6 minerals 7 oxygenated
and muscles
13 rectum 1 endoskeleton
8 eyes 7 carbohydrate 8 atrium
14 liver 2 exoskeleton
9 system 8 deficiency 9 ventricle
15 sphincter 3 collagen
10 nervous 9 thiamine 10 valves
16 chyme 4 cartilage
11 circulatory 10 potassium 11 systolic
17 poisons 5 ligaments
12 digestive 11 energy 12 pacemaker
18 stool 6 marrow
13 reproductive 12 nervosa 13 vein
19 flatus 7 tendons
14 respiratory 13 bulimia
15 urinary 20 glycogen 14 obese 6.4: Urinary 8 antagonistic
21 diarrhoea system 9 osteoporosis
6.2: Digestion 22 vomit 1 excretion 10 arthritis
1 molars 2 urea
2 incisors 3 water
3 enamel 4 kidney
A N S W E R S
7.1 Zapping car doors
1
d[kjhWb fei_j_l[bo d[]Wj_l[bo

Y^Wh][Z Y^Wh][Z
2 Hot, dry windy weather.

3 The contact between your clothes and the seats surface causes the build-up of static electricity through
frictional or contact charging.
4 One surface ends up with more negative charges (your body) and the other surface has more positives
(the car).
5 Normally 10 000 V but up to 20 000 V.
6 Any one of the following:
changing the surface materials of the car seat
changing the type of material in your clothing; some materials, however, such as woollen jumpers
and pants, certain human-made fabrics and plastic raincoats, make the effect worse
always going barefooted, so the charge will leak away when you step outside the carnot good in
winter!
covering your car seats with a conductor such as aluminium foilthis stops the contact-charging
effect
before you get out of the car, touching something metal or glass, which may be enough to take the
charges away without the zap.
7 Your shoes insulate you. Removing them allows the charge to leak out.
8 Trampoline.
Carpet in a house.
Taking a hat on and off.
Taking clothing on and off.
Others as suggested by students.
9 Various answers as suggested by students.
A N S W E R S
7.2 Electrical symbols and circuits
1 An energy source, such as a battery, a conductor 6

(wires) for the electricity to flow through,
something to use up the electrical energy such
as a globe or motor, a switch to turn the current
on and off.
4 Circuit with symbols, as it is faster and requires 7
fewer details in diagrams; also it is 2D not 3D.
A N S W E R S
7.3 A footy analogy
1 Circuit A.
2 More people could enter the ground.
3 Total number = 2 5 = 10 people every minute.
4 Circuit B.
5 There are two ways for the current to go, so more current flows.
6 The gate is twice as wide so will admit 10 people every minute.
7 Resistance is lower (half).
8 All the people (current) would enter at the truck entrance gate.
9
A N S W E R S
7.4 Electricity costs
Appliance Power rating Power rating Time used Time used Energy used Cost ($)
(W) (kW) for for (hours) (kWh)
standard globe 75 0.075 36 hours 36 2.7 0.324
fluorescent light 40 0.04 24 hours 24 0.96 0.1152
hair dryer 1500 1.5 10 minutes 0.167 0.25 0.03
fan heater 2000 2 2 hours 2 4 0.48
iron 750 0.75 30 minutes 0.5 0.375 0.045
computer 350 0.35 5 hours 5 1.75 0.21
microwave oven 1200 1.2 15 minutes 0.25 0.3 0.036
stove 8000 8 30 minutes 0.5 4 0.48
frypan 1500 1.5 15 minutes 0.25 0.375 0.045
refrigerator 600 0.6 1 week 168 100.8 12.096
washing machine 1000 1 1.5 hours 1.5 1.5 0.18
television 250 0.25 2 hours 2 0.5 0.06
kettle 1800 1.8 5 minutes 0.0833 0.15 0.018
cassette player 10 0.01 20 minutes 0.333 0.003 33 0.0004
$14.1196
A N S W E R S
7.6 Electricity crossword
1 2 3
F S P O S I T I V E
4 5 6
D I R E C T H F U S E
E A O H
7 8 9
L A T T R A C T T A R G O N
D M I O E R
10
M C B V P T
11 12
I E A O P A R A L L E L
13 14
N T U N G S T E N L H L
D E T I T O
15 16
C U R R E N T E C A L T E R N A T I N G
C R H I O
17 18 19 20 21
N E U T R A L Y R C C C C V
22
D I O V O L T A G E O O
23
K E T T L E M P L M L
24
H N E G A T I V E L P T
25
S E R I E S E O M
26
U R E S I S T A N C E
27
M E T A L S E T
N E
28
I N S U L A T O R
A N S W E R S
7.7 Sci-words
7.1: Static electricity 7.2: Moving electricity 11 photovoltaic

1 positive 1 voltage 12 resistance
2 negative 2 currrent 13 argon
3 neutral 3 ammeter 14 tungsten
4 attract 4 voltmeter 15 component
5 repel 5 nichrome 7.3: Using circuits
6 static 6 insulator
1 parallel
7 induced 7 metals
2 series
8 photocopier 8 cell
3 transformer
9 field 9 battery
4 direct
10 lithium
5 alternating
A N S W E R S
8.1 History of ramps
1 A ramp.
2 Alien assistance and the use of giant kites
3 The pyramid was built using steps, with the stones lifted by means of a short wooden scaffold.
4 A short ramp.
5 They were moved using a lifting device.
6 A lever or pulley with ropes
7 Moving a stone straight up would require an effort force greater than the weight of the block itself. This
would be very difficult. By using a ramp, the job is made easier. Although the same work is done, less
effort force is required because you move the stone block a greater distance.
8 Student drawing
9 Answers will vary.
A N S W E R S
8.2 Levers in your body
1 a c 12 class 2
b a
13 Friction would wear down the cartilage, causing
c b
pain.
2 class 1
3 calf muscle
4 heel
5 effort
6 rectus muscle
7 class 3
8 ulna/radius
9 bicep and tricep
10 class 3
11 elbow
A N S W E R S
8.4 Gears
1 driving gear 8 Rack and pinion gears change rotary motion into
linear motion.
2 b
9 The worm gear is similar to a screw but the
3 a clockwise
thread stays the same size.
b faster
c decreased 10 bevel gears; pinion gear and spur gear
4 a anticlockwise
b slower
c increased
5 Rack is the bar and pinion is the round gear.
6 a anticlockwise
b anticlockwise
c clockwise
d backwards
7 Bevel gears change the direction by 90.
A N S W E R S
8.5 Pulleys
1 It changes the direction of the effort force.
2 The pulley moves up with the load.
3 2
4 Effort force = 800/2 = 400 N
5 4
6 Effort force = 800/2 = 200 N
7 The effort required to lift the load is halved.
8 Distance of effort force = 1 4 = 4 metres
9 Student diagram
10 Mechanical advantage = 5. Load = mechanical advantage effort force = 5 45 = 225 N.
A N S W E R S
8.6 Using forces crossword
1
M
2
M E S H
3
C C
H H
4 5
A A X L E S C R E W
6 7
P I N I O N R A M P
8 9
N I W I E F
10 11 12
C W O R M E F F O R T
A R D R R
13 14
F B L O C K C A
15 16 17
U S P I N D L E I
L U O N
18 19 20
E F F I C I E N C Y L A T
21
R O L W E D G E
22 23
T O R Q U E M A C H I N E E
M P Y T
L H
E
X
A N S W E R S
8.7 Sci-words
8.1: Simple machines 8.3: Wheels, axles and 8.4: Pulleys

1 work gears 1 pulley
2 ramp 1 axle 2 block and tackle
3 wedge 2 rim 3 chain hoist
4 screw 3 torque 4 efficiency
5 effort 4 spindle
6 mechanical advantage 5 teeth
6 mesh
8.2: Levers 7 gear train
1 fulcrum 8 rotary
2 force multiplier 9 torque
3 speed multiplier 10 worm
11 idler
A N S W E R S
9.1 Discovering the asteroid belt
1 Planet Astronomical distance (AU) Bodes Law

Mercury 0.39 0.4
Venus 0.72 0.7
Earth 1.0 1.0
Mars 1.52 1.6
Unknown planet? 2.8
Jupiter 5.2 5.2
Saturn 9.6 10.0
2 The discovery of Uranus provided proof that Bodes Law was correct and other scientists would more
strongly believe it.
3 Astronomers thought that the asteroids were fragments of a larger planet that had exploded.
4 Planet Astronomical distance (AU) Working Bodes Law

Uranus 19.2 192 + 4 = 196 19.6
196/10 = 19.6 AU
Neptune 30.1 384 + 4 = 388 38.8
388/10 = 38.8
Pluto 39.6 768 + 4 = 772 77.2
772/10 = 77.2
5 There is a large inaccuracy in the last two results. Bodes Law does not seem to work in these cases.
6 Bodes Law holds for the first seven planets only. A law must hold for all cases; therefore Bodes Law
is not a true law. The large error in the results for the last two planets showed that the law was a
mathematical coincidence only.
A N S W E R S
9.2 Constellations
Common name
Constellation Scrambled Clue Unscrambled
AQUARIUS RATEW RIRECAR A bucket is also one WATER CARRIER
AQUILA LEGEA Powerful bird EAGLE
ARA RATLA Found in a church ALTAR
BOOTES SAMNERDH Looks after herds HERDSMAN
CANCER ABCR Sea creature with CRAB
exoskeleton
CANIS GOD Common pet DOG
CAPRICORNUS TOAG Horned animal GOAT
CENTAURUS TENRACU Half-human, half-horse CENTAUR
CETUS AHELW Large aquatic mammal WHALE
COLUMBA VEDO Bird of peace DOVE
CORVUS RWOC Black bird CROW
CRATER UPC Drinking vessel CUP
CRUX SROCS On the Australian flag CROSS
CYGNUS SNAW The ugly duckling was SWAN
one
DELPHINIUS PINHOLD Intelligent sea mammal DOLPHIN
DORADO WORDSHISF Type of fish SWORDFISH
DRACO ARDNOG Medieval beast DRAGON
FORNAX ACENURF Oven FURNACE
GEMINI NITSW Born together TWINS
GRUS RANEC Lifting device or bird CRANE
HYDRA TARWE SONTREM Type of monster WATER MONSTER
HYDRUS ESA PENTERS Ocean-going snake SEA SERPENT
LEO LINO King of beasts (Africa) LION
LEPUS RAHE Like a rabbit HARE
LIBRA SASECL For measuring mass SCALES
MONOCEROS NINROCU Mythical horned horse UNICORN
MUSCA LYF Annoying insect FLY
ORION RENTUH Seeks animals HUNTER
PAVO PECKACO Bird that displays blue PEACOCK
and green colours
PEGASUS DINGWE ROSEH Flying thoroughbred WINGED HORSE
PICTOR TINREAP Artist PAINTER
PISCIS AUSTRINUS NERTHOUS HISF Fish from the south SOUTHERN FISH
SAGITTARIUS HERARC Uses bow and arrows ARCHER
SCORPIUS POONIRCS Stinging arthropod SCORPION
TAURUS ULLB Male cow BULL
TRIANGULUM HTOSNREU GIANRELT Three-sided shape in the SOUTHERN TRIANGLE
AUSTRALE south
TUCANA CANOUT Tropical bird with large TOUCAN
beak
URSA AERB The grisly is one BEAR
VOLANS NYILGF IFHS Fish that flies FLYING FISH
A N S W E R S
9.3 The HR diagram
A N S W E R S
9.4 Parts of a galaxy
3 The three main areas are the bulge, the disk and spiral arms, and the halo.
4 Elliptical galaxies have a bulge and a halo, but do not have a disk or spiral arms.
5 The bulge is about 10 000 light years in diameter and contains mostly old stars, gas and dust.
6 The halo contains either individual or clusters of old stars, called globular clusters.
7 Bulge = 1 cm, disk = 10 cm, halo = 13 cm
A N S W E R S
9.5 Astronomy crossword
2
C
1 3
C R U X A S T E R O I D
O M
M M
4
E L U
5
T W I N K L E N
G I
6
H G C
T H U B B L E A
7
Y O T
8 9 10
S A T E L L I T E B Z O D I A C
11
A W M A O
12
R C O N S T E L L A T I O N
T
13 14
H A L L E Y S S
15
O S P I R I T
16
C E R E S I
O R
17
M I L K Y W A Y
A L
A N S W E R S
9.6 Sci-words
9.1: Space rocks 4 declination

1 astronomy 5 constellation
2 asteroid 6 Crux
3 comet 7 Centauri
4 meteor 8 Hadar
5 meteorite 9.3: Stars and galaxies
6 meteoroid
1 galaxy
7 Halley
2 spiral
8 tails
3 Milky Way
9 Ceres
4 quasar
9.2: Navigating the night sky 5 radio
1 light year 6 AAT
2 sphere 7 Hubble
3 ascension 8 universe
A D D I T I O N A L A C T I V I T I E S
2: Atoms
A C T I V I T Y
Elements Bingo!page 1
Teacher instructions Estimated time: 40 to 45 minutes

1 Photocopy Bingo sheets 2 to 6 (see following pages) and cut into individual Bingo cards.
2 Photocopy individual element squares or a list of elements for recording which elements have been used
during a game.
3 Each student receives one card.
4 Read clues from the master list below.
5 If you follow these clues then the final completed card will be determined in the last five clues.
Hints: Depending on the ability and level of the class, you may give the hints as:
the element symbol, I have the symbol Ca.
the element name, My name is carbon.
the atomic number, I have an atomic number of 7.
the period and group, I am in period 3, group v.
a real puzzler, an old-fashioned nickname for the police (copper), Americans use coins called dime
and ________ (nickel).
based on their name, Im named after Einstein, Im named after the first planet in the solar system.
6 Students cross out an element when it is the answer to a question.
7 Award prizes for one or more of the following achievements
five in a row (vertically, horizontally or diagonally).
ten elements
any two rows or columns
a full card
the last student to begin crossing out elements.
Master list:
1 O 7 C 13 Al 19 As 25 Si 31 Ge 37 Sb 43 Bi
2 Ca 8 Ag 14 Mg 20 F 26 B 32 He 38 Li 44 Mn
3 H 9 Au 15 U 21 Ne 27 N 33 I 39 Be 45 Es
4 Na 10 Fe 16 Hg 22 Pt 28 Zn 34 Pb 40 Ar 46 Kr
5 Cl 11 Cu 17 P 23 Pu 29 K 35 Ni 41 Sr 47 Br
6 Cr 12 Sn 18 Ba 24 S 30 W 36 Cf 42 Ga 48 Ra
2: Atoms
A C T I V I T Y
C Cr Fe Ba Zn Na Es Cr Cu Pt
Bi Kr I Na Sr C S Mn N Kr
Pu Mg S Mn Ne Sb O K Fe Br
Cu Ag Li Cl W Cl Ag Bi Be Au
Cf O H As Ca He H Mg Pb F
Es Na Si Au I O Sr Cl Br Zn
Kr Ar Cu W H Sn Ca H Mg Pb
Li S Mn Sn Cl Fe Au Es He Pt
O Ra Ag Fe Ne Na Al Cu S C
C Pu Ni Cr Mg Be Si Cr Cf Kr
Ca Kr Ag Al O U Mg Ag Cr Cf
Ni Mg I Sn H H Al Fe Pb Au
Cr Fe Bi B Cl Na Mn N Cl Si
Sb C Ar Pu S S O Hg Cu Sr
B Br Na U Cu Li K C Kr Ra
2: Atoms
A C T I V I T Y
As Si Kr Ba Fe Pb Cu S Ba Na
Mn I C Pt Pu B F C Ag Kr
Mg Br Cu H S H Pu Es Si O
O Sn Ne Ca Sr Mg Pt Fe Hg Ra
U Ni Sb Na Cl Cf Al Cl Li Bi
Ba Na Ni S C Ar B Cf Ba C
P H Sb Pu Be H Si Cu Sn Es
N Br B Cl Mg Mg Zn Cl S Li
Au Si Cu Mn Ne Ra Kr As N Na
O Ca U Cl Fe Hg Cl Fe Ag O
Na Pt K Be C C W S U Ar
Au Al B H O O H N As Sn
Sb Mg P Cl F Cu Zn Cl Li Mg
Fe Ba S N Sr Ne Ba Pu Kr Fe
Zn Kr Cl Br Cu Cl K Ra Bi Na
2: Atoms
A C T I V I T Y
Hg Cu He Cr Fe Fe I Ar U Ra
Mn Ca Si Sr Be Es O P Cu Ge
C Ge O K S C Na B Bi Ag
W Zn Ba Cl Al K S W Cl Ga
Pt Mg Br Na F Pu H Ne Mg He
Na Ge Ga I Cu C Cu Pu Sn Kr
As Ca Pb Sr H Ni O He S F
W He C N S Na H Pb I Ra
Au Hg Cl Pt O Es P Ge Zn Ag
Si Br Mn Mg Fe Fe Mg B Bi Cl
Au Na Ca Pb K Es S Sb Sn Fe
Al I Cf H S Ni O W H Ga
C Kr Si O Mg C Cl U Pb Pt
As Ne Cl Ni Cu Zn Mg Na Ge Cu
Br N Ge Mn Fe Cf F Ra Ag Ba
2: Atoms
A C T I V I T Y
Es Cr Zn C B Cu He Cr Ca O
Sb Mg Au P Sn As Sn Fe Ba N
Br O Na U Cu Na Al Cf Hg Li
Be Ba Bi S Hg P S C Ra K
Fe W H Ni Cl H Mn Cl Ar Mg
Zn As Ag O Na K U O Cr Pb
F H Cr C Be Ne C Au S Ba
W Al Cu S Mg H As F Mg Ar
P Es Ba Sb Cl Hg Ca Cu Li Br
Sr Br Fe U I Bi Cl Ra Fe He
Ni O Cr Mg Pt O Pu Mg Pb Cf
Sr Na Hg Mn C Na P Al C Pt
W Ag H Sn S S As Cu F Bi
Be P Cu I F H Au Ar Ne Cr
Br Ba Ne Cl Fe He Cl Es Fe Ra
2: Atoms
A C T I V I T Y
Fe Br Al Ra Cl W Br I Ra O
Hg Pu Kr He Ni S C Sb P Sn
Au Cf Cu Li Ne Cr Fe Be Pt Cl
S Sb B C Mg Mg Be Cf Si U
H K Ge Na O H N Cu Li Na
He Br B Ge Fe I C Ra U Fe
As Cu Kr Pb Cl S Ni K Cr Si
Sb Al Ar Zn Mg Li Mg Ba Cl N
Hg O H C Be Ge O Be F P
Li Ba Pu S Na H Ar Cu Br Na
Ar As Ga Cu B Sr He Ba Kr Cu
Zn Ge Sr Cf H C S Mn Mg F
W C Pb Ne Mg Bi Fe K Sb N
S Hg Cl Bi O Ar Cl Pt Na O
Kr Be Br Na Fe P Ni Ra Ge H
Science Dimensions 2 TEST
1: Science skills
Name: _______________________ Class: __________ Date: _______
Instructions: Write answers in the right-hand column. Score: ___________ / 66 marks
Section AMultiple choice (20 marks)
1 Which statement best describes scientists?

A Scientists are people who wear white coats and thick glasses.
B Scientists are people who work in laboratories.
C Scientists investigate new substances made by mixing different chemicals.
D Scientists ask How, what and why? and use written resources and
experiments to find answers.
1
2 A series of experiments all investigating the one topic is called:
A observation B research
C explanation D hypothesising.
1
3 A Year 8 student is designing an experiment to test what variables affect the
quality of scones baked in an oven. Which of the following is the least logical
variable for this experiment?
A the size of each scone
B the length of time the scones are in the oven
C the day of the week when the experiment is performed
D the temperature of the oven
1
4 Which statement about observations is correct?
A Observations are always quantitative.
B Observations are things you see.
C Observations involve some guesswork.
D Observations may be made with any of the five senses.
1
5 Which is the odd one out?
A mistake B parallax error
C human reflex D instrument error
1
Pearson Education Australia (a division of Pearson Australia Group) 2006.

1: Science skills
6 The match below is approximately:
A 4.0 cm long B 4.2 cm long C 4.4 cm long D 4.5 cm long.

1
7 A measurement thought to be between 20 and 30 mm could be written as:
A 15 5 mm B 25 5 mm C 20 10 mm D 30 10 mm.
1
8 A micrometer is:
A a very accurate watch or timer used to measure small time intervals
B an electrical meter used to measure tiny electric currents
C a device that measures the thickness of objects to within a fraction of a
millimetre
D a miniature test tube.
1
9 The reading on the scale below is:
A 0.56 B 0.65 C 5.56 D 5.65

1
10 A bibliography is:
A a list of resources used to gather information
B the study of information in the Bible
C a diagram within a scientific report
D a scientific reference book.
1

1: Science skills
11 When plotting a graph of results, the independent variable:

A should be plotted on the horizontal axis
B should be plotted on the vertical axis
C may be plotted on either the horizontal or vertical axis
D is the heading for the graph.
1
12 In the graph below, if t doubles, then:
A so does B
B B more than doubles
C B increases, but not so much doubles
D B decreases.
1
13 What is the correct symbol for kilometres?
A kilo B k C km D kms
1
14 A length of 3500 mm is the same as:
A 3500 m B 35 m C 0.35 m D 3.5 m. 1
15 A length of 400 cm is the same as:
A 4m B 40 mm C 0.4 m D 4 km.
1
16 Litre is a metric unit used for the measurement of:
A mass B length C volume D temperature.
1
17 Which of the following is not a prefix?
A kilo B centi C Joules D nano
1

1: Science skills
18 A megagram is equal to:

A 1 kilogram B 1 tonne
C 1 thousandth of a gram D 1 millionth of a gram.
1
19 An experiment was run to find out what affected the amount of froth a shampoo
makes. Which of the following is a good aim for this experiment?
A The experiment was fun and I learnt a lot.
B I think that more shampoo will make more froth.
C To find out what affects the amount of froth produced.
D More shampoo makes more froth.
1
makes. Which of the following is a good conclusion for this experiment?
B Shampoo makes froth.
1
Section BWritten answers (46 marks)
1 List eight well-known inventions.
4
2 What is a:
a qualitative observation
b quantitative observation?

1: Science skills
3 Write an example of a:
b quantitative observation.
2
4 List four possible variables in an
experiment that tests the effect of a
Bunsen burner flame on a beaker
containing water.
4
5 Brad uses a breadmaking machine every
morning to create a loaf of bread for his
familys breakfast. There are only three
ingredients specified on the breadmix
packet:
yeast (1.5 teaspoons), breadmix (3 cups)
and water (1 cup). He uses a built-in
timer to control how long the bread is
cooked.
a List the variables in Brads

breadmaking.
b Explain how Brad could test
the effect on the final product
of slightly changing the
amount of yeast and water.
6
6 Give two examples of estimates.

1: Science skills
7 a Sketch the position of an eye

so the correct measurement
may be read below.
b What is the correct reading?
2
8 Give an example of:
a an instrument error
b a human reflex error.
2
9 Calculate the average number of goals
per game scored by a player if she
scored 3, 6, 2, 4 and 15 goals in five
games.

1: Science skills
10 The time taken for a stone to fall to the

bottom of a cliff was measured by five
Year 8 students using stopwatches.
Their results were:
8.3 s
8.6 s
7.9 s
12.6 s
8.0 s
a Calculate the average of all the
results.
b Which result is the least
reliable?
c Calculate the average, ignoring
the unreliable result.
d Was the unreliable result due
to error or a mistake?
e Why were all the reliable
results slightly different?
5
11 List the main features of a scientific
report.

1: Science skills
12 a How many litres are there in a

gigalitre?
b What is a micrometre?
2
13 The graph below shows the temperature
of a room after a heater has been
operating for a given time.
a What was the temperature in

the room after the heater had
been on for 15 minutes?
b How long had the heater been
on when the temperature was
20C?
c Use the graph to predict the
room temperature after 1 hour.

1: Science skills
14 a Plot the following grass growth

data on the grid provided.
Day 0 5 10 15 20 25 30
Height (mm) 0 3 7 15 32 51 30
b Draw an appropriate line

showing any pattern that exists.
c Suggest on what day the grass
was mown.

2: Atoms
Name: _______________________ Class: __________ Date: _______
1 Which of the following is an element?

A carbon B paper C plastic D sugar
1
2 The chemical symbol for sodium is:
A S B So C Na D Au.
1
3 An element is a:
A chemical obtained from mineral ore
B pure substance made up of only one type of atom
C group of different atoms bonded together
D a synthetic substance created in the laboratory.
1
4 The symbol K denotes:
A copper B cobalt C polonium D potassium.
1
5 Pure water is made up of lots of:
A water atoms B water spheres
C water molecules D water compounds.
1
6 Quartz has the chemical formula SiO2. This means that in quartz:
A for every atom of silicon, there are two atoms of oxygen
B for every atom of oxygen, there are two atoms of silicon
C silicon and oxygen form groups, containing two of each type of atom
D one atom of silicon bonds with one atom of oxygen, to make a group
containing two atoms.
1

2: Atoms
7 Which of the following is a chemical change?

A Sawdust is produced from wood being cut by a power saw.
B Water freezes to form ice.
C Fireworks explode in a colourful display.
D Juice is obtained from an orange.
1
8 A synthesis reaction is best described as a reaction in which:
A a substance is broken down to form two or more different substances
B a new substance is formed by the combination of two or more substances
C an insoluble, sometimes colourful, solid is formed from two liquids
D a substance reacts with oxygen.
1
9 A chemical reaction may be sped up by:
A using more concentrated reactants
B heating the reactants
C using more finely ground reactants
D all of the above.
1
10 A catalyst:
A speeds up a chemical reaction without actually combining with reactants
B dissolves chemicals that water is unable to
C is one of the ingredients in a chemical reaction
D is a large molecule that is broken down by a smaller one.
1
11 Which of the following best represents a chemical reaction?
A products reactants B reactants products
C chemicals water D reactants chemicals.
1
12 In the chemical reaction iron + sulfur iron sulfide:
A iron and sulfur are products
B iron sulfide is the product
C iron, sulfur and iron sulfide are products
D sulfide is the product.
1

2: Atoms
13 Which of the following famous scientists is not known for their theory of atomic
structure?
A Dalton B Thomson C Rutherford D Newton.
1
14 An atom consists of:
A a nucleus containing neutrons and protons, surrounded by fast-moving
electrons
B central neutrons, surrounded by fast-moving electrons and protons
C central electrons, surrounded by fast-moving protons
D a mixture of protons and electrons spread evenly in a neutral dough.
1
19
15 An atom of 9 F contains:
A 19 protons and 9 electrons
B 9 protons, 9 electrons and 10 neutrons
C 10 protons, 9 neutrons and 9 electrons
D 9 protons, 19 neutrons and 10 electrons.
1
16 A phosphorus atom has an atomic number of 15. How many electrons does it
have in its third (outermost) shell?
A 0 B 2 C 5 D 8
1
1 What is the list or table of elements

called?
1
2 Explain how elements are a little like
different coloured LEGO blocks.

2: Atoms
3 Write a short definition of each of the

following:
a element
b atom
c molecule
d compound
e mixture.
5
4 a Sketch a molecule of NH3.
b What is the formula for the
following?
2
5 Name the elements whose symbols are
given below.
a Al
b Ca
c Au
d He
e O
f Mg
g Kr
h Pb
i S
j Zn

2: Atoms
6 Give the symbol for each of the

following.
a hydrogen
b chlorine
c silver
d neon
e europium
f boron
g iodine
h iron
i tin
j carbon
5
7 Give four examples of a physical
change.
4
8 Give four examples of a chemical
change.
4
9 What are the chemical formulas for
each of the following?
a water
b carbon dioxide
c methane
d oxygen gas
e hydrochloric acid
5

2: Atoms
10 What compounds do these chemical

formulas represent?
a CO2
b CH4
c Fe2O3
d Cl2
e NaCl
5
11 What is a precipitate?
1
12 Label each reaction below as one of the
following:
combination
decomposition
precipitation
combustion
a Methane burns in a Bunsen
burner.
b Light breaks down silver
chloride to form silver and
chlorine.
c A solid forms when two liquids
are mixed.
d Copper reacts with oxygen to
form copper oxide.
4

2: Atoms
13 Complete each of the following

chemical reactions.
a lead nitrate + potassium iodide
lead iodide
+ ________ ________
b zinc + copper chloride
________ ________ + ________
c iron + chlorine
________ ________
3
14 What do each of the following stand for
in a chemical reaction?
a (s)
b (l)
c (g)
d (aq)
4
15 What is an enzyme?
2
16 Give three ways a chemical reaction
may be sped up.

2: Atoms
17 Draw a diagram showing the parts of an

atom of lithium which has three
protons, four neutrons and three
electrons. Show the charge (if any) on
each type of particle.
4
18 Copper may be denoted by 6429 Cu . How
many of each of the following are in

one atom of copper?
a neutrons
b electrons
c protons
3
89
19 Yttrium may be denoted by 39 Y.
a What is the mass number of
yttrium?
b What is the atomic number of
yttrium?
2
20 An atom of oxygen contains eight
electrons.
How many electrons are in the:
a innermost shell of an atom of
oxygen
b outer shell of an atom of
oxygen?
2

3: Geology
Name: _______________________ Class: __________ Date: _______
1 Which of the following is not a branch of geology?

A rockology B petrology
C mineralogy D palaeontology
1
2 A mineral is:
A an element found in the Earths crust
B a rock that is made up of one or more of eight particular elements
C a rock that contains a precious metal such as gold or silver
D a naturally occurring substance of a particular chemical composition found
in the Earths crust.
1
3 The word crystal comes from:
A the Greek word kyros, meaning icy cold
B the surname of the famous Greek geologist Dimitrious Kristos
C the Latin word for jewelcristi
D the French mathematician Crystelle DePuis who studied three dimensional
geometrical models.
1
4 Which of the following are characteristics of minerals? (There may be more
than one answer.)
A spectrum B streak C lustre D hardness
1
5 Topaz is rated 8 on Mohs scale. A steel knife has a rating of 6.5. This means:
A topaz could be scratched by the steel knife
B topaz is more valuable (per gram) than the steel from which the knife
is made
C topaz is less common than steel
D topaz is harder than steel.
1

3: Geology
6 Which of the following statements is correct?

A Ore is simply another term for any rock found in the Earths crust.
B Rocks contain one or more minerals.
C Rocks are made from native elements.
D Clay is not a type of rock.
1
7 Iron may be extracted from:
A iron pyrites B bauxite C haematite D ferritite.
1
8 Which of the following is an igneous rock?
A balsamic B granite C marble D limestone
1
9 An extrusive rock:
A is formed above the Earths surface
B is formed below the Earths surface
C contains large crystals
D contains pockets of air.
1
10 Sedimentary rocks are made when:
A other rocks are subjected to heat
B molten lava cools
C layers of smaller particles build up and are compressed
D immense pressure within the Earth acts on other types of rock.
1
11 The rock cycle explains how:
A all rocks will eventually become metamorphic rocks
B all rocks will eventually be broken down into sand or soil
C rocks are constantly being created or changed into other types
D prices of rocks continually change in response to market demand.
1
12 A fossil is:
A the preserved remains of an animal
B evidence of past life found in a rock
C a past life form buried in the sea bed
D a skeleton embedded in rock.
1

3: Geology
13 Radioactive dating of rocks works by:

A measuring the amount of uranium in a rock that has turned into lead
B finding the depth to which gamma rays penetrate within a rock
C bombarding a rock with radiation and measuring the amount of rock that
disintegrates
D using X-rays to measure the space between atoms within rock.
1
14 The Earth is about:
A 4000 years old B 10 000 years old
C 100 million years old D 4.5 billion years old.
1
15 Which of the following is a period of geological time?
A cenozoic B cretaceous C rhombic D dichotomous
1
16 If the history of the Earth were condensed into a year (starting with January),
humans first appeared:
A a few minutes before the end of the year
B a day or so before the end of the year
C in October or November of that year
D about halfway through the year.
1
17 A trilobite was a:
A prehistoric insect
B flying dinosaur
C common sea creature millions of years ago, similar to todays
horseshoe crab
D fossil found inside a larger fossil, presumably eaten by it.
1
18 Which of the following is not a type of dinosaur?
A Muttaburrasaurus B Qantassaurus
C Diplodocus D Gastrosaurus
1
19 Tyrannosaurus and Allosaurus are both classified as:
A sauropods B carnosaurs C hadrosaurs D ceratopians.
1

3: Geology
20 The most widely accepted theory of dinosaur extinction is that involving:

A climate change due to increased solar activity
B a lack of food supply caused by too many dinosaurs
C a large asteroid crashing to Earth, blanketing it in dust and blocking sunlight
D a disease that affected only dinosaurs.
1
1 Name two minerals besides those

mentioned below.
2
2 Give a use for:
a graphite
b phosphate.
2
3 Place the following in increasing order
of hardness: calcite, diamond, talc,
fingernail.
1
4 Name three minerals in granite.
1
5 Why are some cutting devices, designed
to cope with very hard materials, so
expensive?

3: Geology
6 a Give a definition of ore.

b Give an example of an ore and
an element it contains.
2
7 Give a brief description of the three
main types of rocks.
3
8 Sort the following into three groups,
based on the type of rock. (Use
headings based on your answer to
question 8, if possible.)
marble shale
chalk sandstone
basalt granite
limestone coal
slate

3: Geology
9 a What is the difference between

a stalactite and a stalagmite?
b How are they formed?
2
10 Complete the diagram of the rock cycle
below.

3: Geology
11 Place the following steps of fossil

formation in the correct order from start
to finish.
A Movement in the Earths crust
thrusts a layer of rock upwards.
B Animal dies and falls to the sea
floor.
C Soft parts of the body decay,
leaving the shell.
D Rock weathers.
E Fossil is exposed.
F Shell is covered by layers of
sediment.
2
12 True or false?
a A dinosaur footprint is a fossil.
b An ammonite is a fossil
animal.
c More primitive fossils are
likely to be found in layers of
rock nearer to the surface.
d Carbon may be used to date
fossils.
4
13 Match one of the terms below to each of
the following.
primitive life
no life
middle life
recent life
a Cenozoic
b Azoic
c Mesozoic
d Archaeozoic
4

3: Geology
14 a What is the connection

between an era and a period?
b Name a period when dinosaurs
existed.
2
15 What can be learned about a dinosaur
from its
a footprint
b teeth?
2
16 What are the two main types of
dinosaur classification, according to
their hips?
2
17 Give the common names for two
different types of dinosaurs.
2
18 What evidence is there to support the
asteroid theory of dinosaur extinction?

3: Geology
19 Were dinosaurs cold- or warm-blooded?

Discuss.
3
20 Compare the placement of the eyes in a
carnivore that hunts down food and the
placement of the eyes in its herbivorous
prey.
2
21 Compare the teeth of a carnivore (meat-
eater) and a herbivore (plant-eater).

4: Ecology
Name: _______________________ Class: __________ Date: _______
1 All living plants and animals in a particular region may be described as:
A a community B an organism
C the environment D an ecosystem.
1
2 A biome refers to:
A a chemical pollutant
B an artificial environment such as a greenhouse
C areas having similar climatic conditions
D a biogeographical region.
1
3 A habitat is:
A the most specific level possible for an organisms address
B the broadest category for an organisms address
C an organisms typical behaviour
D a specific area such as a sand dune or tree.
1
4 Physical characteristics or behaviours that help an organism live in a particular
environment are called:
A attributes B adaptations C camouflage D instincts.
1
5 Which of the following is an abiotic factor that influences where an organism
can live?
A humidity B predation
C human intervention D competition from other organisms.
1

4: Ecology
6 Salinity is a measure of:

A the number of organisms in a particular region
B the acidity of soil
C the amount of water vapour in the air
D the salt content of water.
1
7 The original source of all energy used by organisms is:
A plants B water C glucose D the Sun.
1
8 A secondary consumer is:
A a plant
B an animal that eats plants
C an animal that eats an animal that eats plants
D an omnivore.
1
9 Each link in a food chain is:
A a plant B an animal C an organism D a carnivore.
1
10 Communities with high biodiversity are more likely to survive environmental
changes because they:
A contain more than one type of food source for the organisms within them
B have denser plant growth, which insulates the community from such changes
C are generally popular tourist attractions and are protected by law
D consist of large numbers of only a few species.
1
11 The number of producers in a food chain is:
A less than the number of producers
B the same as the number of consumers
C greater than the number of consumers
D possibly any of the above, depending on the organisms involved.
1

4: Ecology
12 A decomposer is:
A an animal that eats another animal
B a plant that loses its leaves in winter
C an organism that breaks down organic matter so it is recycled
D an animal that uses sound as its main method of communication.
1
13 The pH of pure water is:
A 0 B 3 C 7 D 10
14 The interaction between a remora (a type of sucker fish) and a shark to which it
attaches, is an example of commensalism because:
A the remora benefits, but the shark is harmed
B the remora benefits, but the shark is unaffected
C the remora is unaffected, but the shark is harmed
D both fish benefit from their relationship.
1
15 The impact of humans on the ecosystem increased suddenly after the:
A environmental convolution B mechanical inspiration
C climatic illusion D industrial revolution.
1
16 A pollutant is:
A a substance created by human activity that harms the environment
B a natural or artificial substance that makes the environment unhealthy for
some organisms
C a gas such as sulfur dioxide that is able to reach the atmosphere
D something produced when a fossil fuel is burnt.
1
17 The greenhouse effect occurs because gases released into the atmosphere cause:
A plants to grow too quickly and rob the atmosphere of vital gases
B heat to be trapped on Earth
C the hole in the ozone layer to increase in size
D the atmosphere to become too thin and allow more energy to escape from
the Earth.
1

4: Ecology
18 Which of the following are introduced species as far as Australia is concerned?

(There may be one or more answer.)
A hairy-nosed wombat B carp
C pig D rabbit
1
19 Frogs in Australia are considered to be environmental indicators because:
A they are the most common Australian animal and so may be easily caught
and studied
B they are at the bottom of the food chain
C they breathe through their skin and depend on water, so pollutants tend to
affect them strongly
D they change colour in response to pollutants.
1
1 Place in order from smallest to largest.

biome
microhabitat
biosphere
habitat
biogeographical region
2
2 Match each of the following with one of
the regions given in the previous
question.
a just under the surface of some
desert sand
b the part of our planet where life
exists
c grassland
d a tussock of grass
e Australia
5

4: Ecology
3 Give two examples of:

a organisms
b the non-living environment.
4
4 What characteristics might you find in
an organism that lives most of its life
under the desert sand?
2
5 a Choose an animal and describe
two physical adaptations.
b Choose an animal (it may be
the same one as above) and
describe two behavioural
adaptations.
4
6 What scale measures acidity?
1
7 The pH of five chemicals are shown
below:
3, 6, 7, 9, 13
Which of these numbers best represents:
a a weak acid
b pure water
c a strong acid
d a weakly alkaline solution
e a strong base or strongly
alkaline solution?

4: Ecology
8 Give a specific example of how each of

the following affect organisms.
a temperature
b humidity
c light availability
d acidity
4
9 Clarify each of the following factors
that effect where an organism can live.
a competition
b dispersal
c predation
d human intervention
4
10 State a biotic factor and an abiotic
factor (in that order) that may affect a
kookaburra.
2
11 Classify each of the following as a
herbivore, carnivore or omnivore.
a crocodile
b deer
c blue-tongue lizard
3

4: Ecology
12 Draw a diagram showing links between

the following animals in a possible food
chain.
snake
garden skink
kookaburra
fly

4: Ecology
13 a Why is a food web a more

accurate representation than a
food chain?
b Use arrows to make several
connections in the food web
below.

4: Ecology
14 Choose one of the terms listed to

describe each of the following
interactions.
mutualism
competition
amensalism
herbivory
parasitism
predation
a A small bird picks insects from
a rhinoceros hide.
b Wallabies using a particular
route repeatedly eventually
wear a trail in the bush.
c A tick burrows into the skin of
a stumpy tail lizard, causing
minor skin irritation.
d A koala eats the leaves on a
branch of a gum tree.
4
15 a Use the graph below to
estimate the human population
in the year 2000.
b What range of values do you
think the population will lie
between in the year 2020?

4: Ecology
16 List four types of waterway and ocean

pollution.
4
17 Describe the cause of two of the types
of pollution in the previous question.
2
18 Give two examples of problems caused
by introduced species.

4: Ecology
19 Suggest two ways of encouraging

conservation of our native plants and
animals.

5: Cells
Name: _______________________ Class: __________ Date: _______
1 Which of the following is a commonly used type of microscope?

A monoscope B stereo C bifocal D proton
1
2 Which of the following scientists is known for inventing a type of microscope?
A Thadius T. Cell B Robert Hooke
C Howard Florey D Louis Pasteur
1
3 Which part of a microscope is the specimen placed on?
A platform B base C objective D stage
1
4 A microscope has an eyepiece of magnification 10. What magnification must
the lower lens have to produce an image with an overall magnification of
200?
A 10 B 20 C 190 D 2000
1
5 Which of the following is a type of electron microscope?
A ELM B TEM C SCAN D false colour
1
6 The control centre of a cell is its:
A cytoplasm B mitochondrion C nucleus D vacuole.
1
7 Mitochondria contain:
A several identical cells B waste and food particles
C chlorophyll D sugar and oxygen.
1
8 Which two of the following are plant systems?
A stoma B chlorophyll C flower D bulb
1

5: Cells
9 Which of the following is a type of plant cell?

A imposing B fat C security D guard
1
10 Water is lost from a plant mainly through:
A root hair cells B stomata
C photosynthetic cells D sieve cells
1
11 Which two of the following are types of transport tubes found in plants?
A chlorophyll B phloem C stoma D xylem
1
12 A vascular bundle is a:
A bunch of flowers or plant cuttings
B group of tubes within a plant
C group of guard cells on the underside of a leaf
D plant root system.
1
13 Which of the following are found in both plant and animal cells?
A mitochondria B cellulose C chloroplasts D algae
1
14 Which of the following is not a type of cell?
A atom B human cheek C bacterium D hens egg
1
15 Which of the following statements concerning tiny organisms is correct?
A Some organisms are made up of only one cell.
B Even microscopic organisms contain a few hundred cells at least.
C The only type of single-celled organism is the amoeba.
D Single-celled organisms can only exist in other cells.
1
16 A flagellum is:
A a microscopic organism B part of a plant cell
C a cell that is able to change shape D a whip-like tail attached to a cell.
1

5: Cells
17 Which of the following would be the best protection from a virus like the flu?
A the addition of chlorine B fungal cream
C antibiotics D vaccination
1
18 Which of the following is an example of a fungal infection?
A tinea B influenza
C pimples and acne D diarrhoea
1
19 Which of the following would be most likely to treat a bacterial infection?
1
1 Label the following diagram of a

microscope.

5: Cells
2 Write a series of dot points that explains

how to use a microscope.
3
3 Draw a diagram of the following
microscopic view.

5: Cells
4 Explain the difference between a TEM

and an SEM.
4
5 Complete the following table of
magnifications.
Eyepiece Objective Total

5 10
100 200
10 500
3
6 Copy and complete the following points
of cell theory.
a All ________ things, or
organisms are made up of
________.
b New cells are created by
________ cells ________.
c All cells are ________, but not
________.
3

5: Cells
7 Match each part of a plant cell with one

of the descriptions describing what is it
or what it does.
membrane
cellulose
vacuole
cytoplasm
cell sap
mitochondrion
nucleus
chloroplast
a thin outer layer
b energy capsule
c control centre
d chemical factory
e trap light energy
f storage area
g strong material which supports
plant cells
h found in large vacuole in plant
cell
8
8 Label the plant cell below.

5: Cells
9 Label the following parts of a plant

stem cross-section.
4
10 In which part of a plant may you find its
a food storage system
b reproductive system
c water and nutrient collection
system?
3
11 Label the animal cell below.

5: Cells
12 Name each of the following specialised

human cells.
6
13 Name and sketch two different types of
bacteria.
2
14 Describe three ways single-celled
organisms move about in water.
3
15 There are good and bad bacteria.
Explain.

5: Cells
16 List the three main types of fungi.
3
17 It is unlikely that you will ever catch
chickenpox twice. Explain why.
4
18 Explain how vaccinations help you
avoid becoming ill with viruses. A flow
chart may help.

6: Body systems
Name: _______________________ Class: __________ Date: _______
1 Which of the following is a human body system?

A brain B blood circulation
C stomach D cranial
1
2 Which of the following is not a type of tooth?
A molar B pre-molar C canine D scissor
1
3 The crown of a tooth is the:
A tip
B space in the jaw in which the tooth sits
C part of the tooth above the gum
D inner cavity of the tooth.
1
4 Which of the following is the odd one out?
A anus B gut
C alimentary canal D digestive tract
1
5 How much fluid does the digestive system produce each day?
A 1L B 2L C 8L D 16 L
1
6 Peristalsis is:
A the chewing of food in the mouth
B the contraction and relaxation of muscles that moves food through the
alimentary canal
C the absorption of broken down food into the bloodstream
D the clumping together of faeces in the large intestine.
1

6: Body systems
7 Which of the following is or are not found in the digestive system?

A perpoofer valve B sphincters
C villi D chyme
1
8 The liver may be described as:
A a J-shaped organ B a chemical factory
C the smallest digestive organ D the longest organ.
1
9 The scientific name for released digestive gases is:
A sulfur dioxide B flatus
C fartus D odourous unpleasantus.
1
10 Obesity:
A is an eating disorder in which sufferers unrealistically perceive they need to
lose weight
B involves binge eating followed by purging
C is a condition in which a person is more than 24 per cent overweight
D is a town where a large number of OBE recipients reside.
1
11 When matter is moved more slowly than usual through the digestive system,
which of the following is more likely to occur?
A diarrhoea B heartburn
C constipation D vomiting
1
12 Dehydration occurs when:
A you drink water
B you are lacking water
C you add water to a food, such as dried peas
D you remove water from food by heating it.
1
13 What fraction of the human body is made up of water?
1 1 1 2
A B C D
10 3 2 3
1

6: Body systems
14 You need fibre because:

A it contains large amounts of vitamins and minerals
B it provides bulk that helps move substances through the digestive system
C it is the major source of energy in foods
D it is used for growth and repair.
1
15 Pasta, bread and rice are foods that are all rich in:
A carbohydrates B proteins C fats D vitamin C.
1
16 Which of the following diseases is caused by a lack of vitamins?
A hepatitis C B AIDS C scurvy D polio
1
17 Which two of the following are minerals?
A calcium B potassium C folic acid D riboflavin
1
18 From which two of the following categories should you have most serves each
day for a healthy diet?
A vegetables B meat and meat alternatives
C breads and cereals D milk and milk products
1
19 Which food item is high in kilojoules and high in calcium?
A ice cream B can of soft drink
C hamburger D margarine
1
20 Blood contains:
A plasma, cells and platelets B only red blood cells
C either A, B or O cells D fibrin, pikelets and cells.
1
21 Which of the following is not a blood type?
A A+ B AB C O D OB
1

6: Body systems
22 The human heart:

A is about the size of your head
B pumps about a litre of blood every minute
C is where oxygen is added to blood
D is really two pumps joined together.
1
23 When you get a fright, your heart may beat faster. This causes:
A less blood to be pumped every minute, reducing potential blood loss
B more blood to be pumped each minute to supply extra energy to muscle cells
C the chest to expand and make you look more impressive to a potential
attacker
D your skin to look redder as a warning to others.
1
24 The pulmonary vein carries:
A deoxygenated blood to the lungs
B newly oxygenated blood to the lungs
C deoxygenated blood to the rest of the body (not the lungs)
D newly oxygenated blood to the heart.
1
25 Which of the following refers to a lower heart chamber?
A atrium B septum C ventricle D valve
1
26 Which of the following is closest to a normal ECG?
A B
C D
1
27 An artery may become narrowed due to a build up of:
A dead blood cells B cholesterol
C angina D polyunsaturates.
1

6: Body systems
28 A zygote is:
A a cross between a sheep and a goat B a fertilised cell
C a sperm or egg cell D a cell that is about to divide.
1
29 Which of the following contains the most cells?
A the human muscular system B a human biceps muscle
C a human organism D a sample of human muscle tissue
1
30 The tiny filtration units in your kidneys are called:
A nephrons B filtrons C urinators D ureters.
1
31 Dialysis is the medical term for:
A a kidney transplant
B kidney failure
C filtering of blood by a machine
D a build up of poisonous wastes in the blood.
1
32 Which of the following is not a type of human bone?
A deltoid B mandible C vertebra D radius
1
33 Which is not part of a bone?
A collagen B marrow
C calcium phosphate D nephrons
1
34 Which of the following is the best example of a voluntary muscle?
A bicep or arm muscle
B heart muscle
C diaphragm
D the muscles controlling your eyelids
1

6: Body systems
1 Name one system of the human body

and explain what it does.
2
2 Name a main organ in the human:
a nervous system
b circulatory system
c digestive system
d respiratory system.
4
3 Place the following in order from
smallest to largest.
muscle cell
muscular system
muscle tissue
muscle
2
4 Explain the relationship between cells,
tissue, organs and systems.

6: Body systems
5 Name five types of nutrients, and give

an example of a food rich in each one.
5
6 Which part of food or nutrient:
a assists chemical reactions in
the body
b repairs body tissue
c is required in small amounts
for good health
d provides a rich source of
energy?
4
7 List the following in order from least
required each day to most required each
day for a healthy diet.
fruits
indulgence items
milk and milk products
breads and cereals
vegetables
meat and alternatives
3
8 Which type of tooth is for:
a biting
b grinding
c cutting?

6: Body systems
9 Label the tooth diagram below where

indicated.
4
10 How is acid created in the mouth, and
what can it cause?

6: Body systems
11 Label the following diagram of the

digestive system.
6
12 In which part of the digestive system:
a do stools form
b is insulin produced
c do nutrients pass through villi
d is considerable heat produced
e is saliva produced
f does peristalsis occur
g would you find hydrochloric
acid
h does digestion begin?

6: Body systems
13 a What end product of digestion

provides energy to cells?
b How is this substance
transported around the body?
c Give two ways this end
product is stored in the body.
3
14 What is:
a a stomach ulcer
b a possible cause of cirrhosis?
2
15 What is the main function of:
a red blood cells
b white blood cells
c platelets
e antigens?
4
16 Could a person with type B+ blood
safely:
a donate blood to a person with
type B
b donate to a person with type
O+ blood
c receive blood from a donor
with type O+ blood?
3

6: Body systems
17 Label the heart diagram below.
4
18 Which type of blood tubes:
a are one cell thick
b carry blood at low pressure
c have the thickest outer layer?
3
19 What role do the lungs perform in the
circulatory system?
1
20 What are two waste products produced
by cells?
2
21 Place the following in the order in
which fluid flows, starting with the first
stage.
bladder
kidney
ureter
urethra
2

6: Body systems
22 Bones need to meet four requirements.

What are they?
4
23 Name three types of joints and give an
example of each.
6
24 Explain the difference between
cartilage, ligaments and tendons.
3
25 What is arthritis?
1
26 What is osteoporosis and what does
it do?
2
27 What is an antagonistic pair of muscles?
Give an example.

7: Electricity
Name: _______________________ Class: __________ Date: _______
1 A neutral object is one that contains:

A no charges
B an equal number of positive and negative charges
C only neutrons
D more of one type of charge than another.
1
2 Which of the following will attract each other?
A two positive charges
B two negative charges
C a neutral charge and a positive charge
D none of the above
1
3 A large device used to demonstrate the effects of static electricity is the:
A electrostatic precipitator B Vandenburg ioniser
C Van de Graaff generator D Steffi Graf imitator.
1
4 A dangerous static charge may build up on an aircraft due to:
A charges in the atmosphere being attracted to the aircrafts metallic body
B chemical reactions involving aircraft exhaust gases
C movement of air against the outside of the aircraft
D electrical discharges from the instrument panel.
1
5 Lightning occurs when:
A charge flows between clouds
B charge flows between a cloud and the ground
C charge flows from one part of a cloud to another part of the same cloud
D all of the above.
1

7: Electricity
6 Which direction best shows the direction of the electric field at point X below?
1
7 Lines representing electric fields are:
A always evenly spaced
B always curved
C closer together near charges
D drawn with arrows showing the direction a negative charge would move if
free to do so.
1
8 Voltage is the:
A number of charges passing a point in a circuit every second
B measure of the energy given to or lost by moving charges
C number of charges in a cell
D time taken for a charge to move around a circuit once.
1
9 Which circuit below shows how to measure voltage and current for a single
globe in a circuit?

7: Electricity
10 A battery is:
A a group of cells
B another name for a single cell
C a collection of objects in a circuit
D one of the ends of a cell or the terminals of a power supply.
1
11 Which of the following is a good conductor?
A plastic B copper C water D air
1
12 In an electric circuit, resistance is:
A a connection terminal that is difficult to unscrew or tighten
B something that does not allow any charge to flow
C a component connected the wrong way around
D something that restricts the flow of charge, transferring energy in the
process.
1
13 A photovoltaic cell is a:
A solar cell
B technical term for a light bulb
C high voltage source
D circuit symbol used to denote a voltage source such as a battery or cell.
1
14 The circuit below contains:
A three globes in parallel

B three globes in series
C one globe in series with two globes in parallel
D two globes in parallel with one globe in series.
1

7: Electricity
15 When a globe is removed from the circuit below:
A the other two will continue to glow just as brightly as before

B the other two will glow more brightly than before
C the other two will glow less brightly than before
D all globes will go out.
1
16 What will happen to the current leaving the cell in the circuit below if point X is
joined to point Y with a copper connecting wire?
A It will stay the same.
B It will be one third of its previous value.
C It will initially triple and possibly blow the globe.
D No current will flow, but no globe will be damaged.
1
17 What would happen if all the power points in part of your home were wired
in parallel?
A The voltage would be too great and damage anything plugged into one
of them.
B If more than one power point was being used, the voltage would be too
small for devices to operate normally.
C All power points would have to be switched on for any to work.
D They would work normally as long as used sensibly (i.e. not overloaded)
power points are frequently wired in parallel with each other.
1

7: Electricity
1 Describe the force between each of the

following as A (attract), R (repel) or N
(no force).
a

7: Electricity
2 Explain the science behind a situation in

which a person experiences a static
electricity effect
3
3 Suggest where the word photostat
comes from.
2
4 An electric charge produces an electric
field. What happens to the size of an
electric field when:
a you move closer to the charge
b the size of the charge is
increased?
2
5 Draw several electric field lines on the
diagram below.

7: Electricity
6 Explain why the metal foil strips at the

lower end of the electroscope below
repel each other, despite the rod not
touching the device.
2
7 Describe the direction of the current as
L (left) or R (right) in each of the
following situations.
a
2
8 Complete these sentences.
a ________ is a measure of the
rate at which charge flows, and
is measured in ________.
b ________ is a measure of the
energy given to or lost by
charges, and is measured in
________.

7: Electricity
9 What are the basic ingredients in a cell

or battery?
2
10 a What is a conductor?
b What is an insulator?
c Give two examples of a
conductor.
d Give two examples of an
insulator.
4
11 Give two examples of a resistance in a
circuit.

7: Electricity
12 State the reading on each meter below.

Each meter is either a voltmeter or
ammeter and is connected correctly.
Assume globes in the same circuit are
identical.
a
10

7: Electricity
13 Consider the circuit below.
Which other globes would go out if:

a globe B blows
b globe D blows
c globe H blows
d a copper wire is used to create
a short circuit from X to Y
(assume no globes blow)?

7: Electricity
14 Consider the party light circuit below.
a What would be the effect on

the other globes in the circuit if
one globe blew?
b If the set of lights is designed
for use with a 12 volt power
supply, what should the
voltage rating of each
globe be?
c How could the circuit be
redesigned so that if a globe
blows, none of the others do?

8: Using forces
Name: _______________________ Class: __________ Date: _______
1 The force you need to put in to move an object is called the:

A frictional force B effort force
C load D resistance.
1
2 A machine is something:
A made of metal
B used to move blocks of stone
C designed to make a task easier
D complex that contains several smaller components.
1
3 Which of the following combinations of effort force and distance moved results
in 20 joules of work being done?
A force = 4 N, distance = 16 m B force = 24 N, distance = 4 m
C force = 100 N, distance = 5 m D force = 10 N, distance = 2 m
1
4 When a ramp is used by removalists to lift a piano into a moving van, compared
to lifting the piano vertically up:
A the amount of work is reduced but the distance is increased
B the distance is increased, but the amount of work is the same
C the force is decreased and therefore so is the amount of work required
D the amount of work done is increased, but the time taken is greater.
1
5 The axe and wood splitter are examples of:
A a ramp B a wedge
C an inclined plane D all of the above.
1
6 The mechanical advantages of different machines are shown below. Which of
these machines would best do the job?
A 1 B 2 C 5 D 10
1

8: Using forces
7 A machine that lifts a 100 N load with an effort of 50 N has a mechanical

advantage of:
A 0.5 B 2 C 150 D 5000.
1
8 A pair of scissors is an example of a:
A class 1 lever B class 2 lever
C class 3 lever D double inclined plane.
1
9 A teacher of mass 75 kilograms sits 2 metres from the centre pivot of a giant 8
metre seesaw at a science exhibition. How far from the pivot on the other side
would a 50 kilogram student have to sit, to balance the seesaw?
A 1.5 m B 2m C 2.5 m D 3m
1
10 A tennis racquet is an example of a:
A force multiplier B mass multiplier
C speed multiplier D time multiplier.
1
11 A wheel:
A is a speed multiplier
B is a force multiplier
C can be either a speed or a force multiplier
D is a type of gear.
1
12 A ceiling fan is an example of a:
A gear train
B wheel acting as a force multiplier
C wheel acting as a speed multiplier
D pulley.
1

8: Using forces
13 In the gears train below, gear 3 will move:
A in the same direction as gear 1, but faster

B in the same direction as gear 1, but slower
C in the opposite direction to gear 1, but faster
D in the opposite direction to gear 1, but slower.
1
14 Which of the following is a type of gear?
A plate B worm C slug D shelf
1
15 A single pulley:
A makes lifting easier by changing the direction of the force that needs to
be applied
B is a speed multiplier
C has a mechanical advantage slightly greater than 1
D is a type of chain hoist.
1
1 List three simple machines you

investigated in this unit.
3
2 Calculate the work done when:
a a 6 N force moves a load 5 m
b a person holds a 50 N load still
for 2 seconds

8: Using forces
3 Calculate the mechanical advantage of a

machine that:
a lifts a 200 N load with an effort
of 50 N
b lifts a 200 N load with an effort
of 10 N.
c Which is the better machine,
the one in part (a) or the one in
part (b)?
3
4 Explain why it is easier and less
stressful to walk a zigzag track up a
mountain instead of going straight up.
2
5 What do our front teeth have in
common with a zip?
1
6 State the type of lever shown by each
diagram.
3
7 Give an example of:
a a class 1 lever
b a class 2 lever
c a class 3 lever.

8: Using forces
8 You have a long metal rod and a brick.

Draw a diagram showing how you
would most effectively use them to shift
a large rock.
2
9 What type of lever is:
a a hinged door
b a screwdriver being used to
lever off the lid of a paint tin
c a sweeping broom
d a golf club
e a hammer being used to
remove a nail?
5
10 Give an example of a wheel used as:
a a force multiplier
b a speed multiplier.
2
11 A tap is impossible to turn on if its
handle is removed.
a Explain why.
b How could the tap handle be
re-designed to make it even
easier to turn on and off?

8: Using forces
12 What is the direction of rotation of the

shaded gear in each case?
a
2
13 What type of gear is each of the
following?
a

8: Using forces
14 The diameter of the larger circle below

is five times that of the inner circle.
Explain how three of these gears could
be used to make one gear move more
than 100 times faster than the drive gear
in a gear system.
2
15 Why is a single pulley useful, even if it
produces no mechanical advantage?
1
16 a Compare the load that could be
lifted by the following pulley
system compared to a single
pulley.
b How does the distance the rope

must move compare to that for
a single pulley?
2

9: Astronomy
Name: _______________________ Class: __________ Date: _______
1 Astronomy is the study of the:

A Earth B solar system C Milky Way D universe.
1
2 A meteorite is:
A a small meteor
B a space rock that misses the Earth
C a small chunk of space rock that hits the Earth
D a piece of space junk originating from Earth.
1
3 An asteroid is actually:
A the same as a comet
B one of the rocky minor planets in a belt between Mars and Jupiter
C a shooting star
D a dirty snowball.
1
4 Which type of space rock orbits the Sun?
A asteroid B comet C meteor D shooting star
1
5 How many asteroids are there in the asteroid belt?
A 100 B millions
C billions D threeCeres, Ida and Veres
1
6 Which two of the following contribute to the formation of a comets tails?
A the Earths gravity B the solar wind
C evaporation of its nucleus D the Earths atmosphere
1

9: Astronomy
7 One of the following has never had a spacecraft crash into it or land on it.
Which is it?
A an asteroid B the Moon C a comet D a meteor
1
8 Most of the stars you see at night are:
A like our Sun, some much bigger B groups of stars called galaxies
C planets D meteors.
1
9 How many stars can you see on a clear, dark night in the country?
A 2000 B 5000 C 300 000 D millions
1
10 A light year is:
A the distance between the Earth and the Sun
B the distance light travels in a year
C the diameter of the Milky Way galaxy
D the time taken for a planet to revolve around its sun.
1
11 Our nearest multiple star system is:
A the Southern Cross B Ceres
C Alpha Centauri D Orion.
1
12 The dark circle shown on the celestial sphere below is an example of a
particular:
A altitude B azimuth
C right ascension D declination.
1

9: Astronomy
13 An ecliptic is:
A the duration of an eclipse
B an object that blocks light from the Sun
C the path followed by the Sun on the celestial sphere
D a circular star chart used to locate stars at any time of year.
1
14 Which of the following magnitudes indicates the faintest star?
A 0 B 0.5 C 1.0 D 0.6
1
15 A star gets its energy from:
A a chemical reaction B a nuclear fission reaction
C a nuclear fishing reaction D a nuclear fusion reaction.
1
16 Which of the following is the correct statement?
A Nebulae may form stars, but stars do not form nebulae.
B Nebulae may form stars and stars may explode to form nebulae.
C A nebula is the name given to a star that is about to explode.
D A nebula is the core of a star that remains after the star has exploded.
1
17 Our Sun will eventually become:
A a white dwarf B a red dwarf
C a neutron star D a black hole.
1
18 A pulsar is:
A a radio wave that comes from a star
B a type of galaxy
C a rapidly rotating neutron star
D a galaxy whose centre is so bright it obscures the outer regions.
1
19 Which of the following is a major space-based telescope?
A Bubble B Hubble C Keck D Tech
1
20 The Milky Way is itself part of a larger group called:
A the big dipper B the local group
C the Andromeda super galaxy D the spiral arm.
1

9: Astronomy
1 Match one of the names in the list

below to each description.
meteor
meteorite
asteroid
comet
a dirty snowball a few kilometres
in diameter with long period
orbits around the Sun
b flaming meteoroid
c large irregular-shaped object,
potentially dangerous to Earth
d piece of space rock that
occasionally hits the Earth,
usually without causing serious
damage
4
2 a Mark the point from which the
meteor shower shown below
started.
b What is this point called?
2
3 Where is the asteroid belt?

9: Astronomy
4 What type of space rocks are

a Ceres and Ida
b Hale-Bopp and Shoemaker-
Levy 9
c the Orionids?
3
5 Dorado is a galaxy 170 000 light years
from Earth. If Dorado ceased to exist
today, how many years would it take for
astronomers on Earth to notice? Explain
your answer.
2
6 List four things a giant space rock
collision with Earth might cause.
4
7 The star Sirius is approximately 82
trillion kilometres from Earth. If a light
year is equal to 9.5 trillion kilometres,
how many light years is Sirius from
Earth? (Show how you calculated your
answer.)
2
8 How many years would it take to travel
1 light year, travelling at 1000
kilometres per hour?
(1 light year = 9 500 000 000 000 km)
2
9 Name three constellations.

9: Astronomy
10 The position of a star is marked on the

celestial sphere below as a dot.
a What is the right ascension of

the star?
b What is the declination of the
star?
c Mark the position of a star
whose coordinates may be
described as RA 10 h, DEC
30.
3
11 Fill in the blanks in the diagram below
showing the life of a star.

9: Astronomy
12 Name any three types of radiation that

the Sun emits.
3
13 a If light cant escape from black
holes, how do astronomers
detect them?
b Where is the black hole that is
closest to Earth likely to be?
2
14 Name and sketch three different types
of galaxy.
3
15 Complete these sentences about parts of
the Milky Way galaxy.
a An ________ cluster contains a
few hundred stars within the
spiral arm of the galaxy.
b A ________ cluster may be
seen with the naked eye as a
fuzzy star, but actually
contains up to a million stars.

9: Astronomy
16 What types of waves are detected by:

a an optical telescope
b a radio telescope?

1: Science skills
Name: _______________________ Class: __________ Date: _______
1 Which statement best describes scientists?

A Scientists are people who wear white coats and thick glasses.
B Scientists are people who work in laboratories.
C Scientists investigate new substances made by mixing different chemicals. D
D Scientists ask How, what and why? and use written resources and
experiments to find answers.
1
2 A series of experiments all investigating the one topic is called:
A observation B research
B
C explanation D hypothesising.
1
3 A Year 8 student is designing an experiment to test what variables affect the
quality of scones baked in an oven. Which of the following is the least logical
variable for this experiment?
A the size of each scone
C
B the length of time the scones are in the oven
C the day of the week when the experiment is performed
D the temperature of the oven
1
4 Which statement about observations is correct?
A Observations are always quantitative.
B Observations are things you see.
D
C Observations involve some guesswork.
D Observations may be made with any of the five senses.
1
5 Which is the odd one out?
A mistake B parallax error
A
C human reflex D instrument error
1

1: Science skills
6 The match below is approximately:
A 4.0 cm long B 4.2 cm long C 4.4 cm long D 4.5 cm long.

1
7 A measurement thought to be between 20 and 30 mm could be written as:
A 15 5 mm B 25 5 mm C 20 10 mm D 30 10 mm. B
1
8 A micrometer is:
A a very accurate watch or timer used to measure small time intervals
B an electrical meter used to measure tiny electric currents
C a device that measures the thickness of objects to within a fraction of a C
millimetre
D a miniature test tube.
1
9 The reading on the scale below is:
A 0.56 B 0.65 C 5.56 D 5.65

1
10 A bibliography is:
A a list of resources used to gather information
B the study of information in the Bible
A
C a diagram within a scientific report
D a scientific reference book.
1

1: Science skills
11 When plotting a graph of results, the independent variable:

A should be plotted on the horizontal axis
B should be plotted on the vertical axis
A
C may be plotted on either the horizontal or vertical axis
D is the heading for the graph.
1
12 In the graph below, if t doubles, then:
A so does B
B B more than doubles
C B increases, but not so much doubles
D B decreases.
1
13 What is the correct symbol for kilometres?
A kilo B k C km D kms C
1
14 A length of 3500 mm is the same as:
D
A 3500 m B 35 m C 0.35 m D 3.5 m. 1
15 A length of 400 cm is the same as:
A 4m B 40 mm C 0.4 m D 4 km. A
1
16 Litre is a metric unit used for the measurement of:
A mass B length C volume D temperature. C
1
17 Which of the following is not a prefix?
A kilo B centi C Joules D nano C
1

1: Science skills
18 A megagram is equal to:

A 1 kilogram B 1 tonne
B
C 1 thousandth of a gram D 1 millionth of a gram.
1
makes. Which of the following is a good aim for this experiment?
B I think that more shampoo will make more froth. C
1
makes. Which of the following is a good conclusion for this experiment?
B Shampoo makes froth. D
1
1 List eight well-known inventions. various answers (eight required); e.g.

computer, Velcro, satellites, ballpoint
pen, light bulb, telephone, motor car,
clock
4
2 What is a: a one that can be written in words
a qualitative observation but not numbers
b one that is stated using numbers
b quantitative observation?

1: Science skills
3 Write an example of a: a any example that is a description

and does not include a number
b any example that is numerical
b quantitative observation.
2
4 List four possible variables in an the amount of water in the beaker
experiment that tests the effect of a the size of the beaker
Bunsen burner flame on a beaker
containing water. the type of Bunsen burner flame used
the length of time the water is heated
4
5 Brad uses a breadmaking machine every a amount of yeast, amount of
morning to create a loaf of bread for his breadmix, amount of water,
familys breakfast. There are only three cooking time
ingredients specified on the breadmix
b Alter the amount of yeast (e.g. to
packet: 1 or 2 teaspoons), but keep
yeast (1.5 teaspoons), breadmix (3 cups) everything else the same and
and water (1 cup). He uses a built-in cook a loaf.
timer to control how long the bread is For another loaf, alter the
cooked.
amount of water (e.g. to 34 cup or
114 cups), but keep everything
a List the variables in Brads else (including the amount of
breadmaking. yeast) the same as the recipe.
b Explain how Brad could test
the effect on the final product
of slightly changing the
amount of yeast and water.
6
6 Give two examples of estimates. various answers; e.g. the number of
people at a football match, the height of a
tall tree

1: Science skills
7 a Sketch the position of an eye a

so the correct measurement
may be read below.
b 52 mL
b What is the correct reading?
2
8 Give an example of: a A metal ruler expands on a hot
day.
a an instrument error
b a human reflex error. b A person takes time to react
before starting or stopping a
timer.
2
9 Calculate the average number of goals average = (3 + 6 + 2 + 4 + 15) 5
per game scored by a player if she
scored 3, 6, 2, 4 and 15 goals in five = 30 5
games. = 6 goals

1: Science skills
10 The time taken for a stone to fall to the a 9.08 s

bottom of a cliff was measured by five b 12.6 s
Year 8 students using stopwatches.
Their results were: c 8.2 s
8.3 s d mistake
8.6 s e small differences due to errors
such as human reflex
7.9 s
12.6 s
8.0 s
a Calculate the average of all the
results.
b Which result is the least
reliable?
c Calculate the average, ignoring
the unreliable result.
d Was the unreliable result due
to error or a mistake?
e Why were all the reliable
results slightly different?
5
11 List the main features of a scientific heading, date, partners
report. introduction
aim
hypothesis
apparatus and materials used
method or procedure
results and observations
discussion and analysis
conclusion
possibly a bibliography
5

1: Science skills
12 a How many litres are there in a a 1 000 000 000

gigalitre? b 1 millionth of a metre
b What is a micrometre?
2
13 The graph below shows the temperature a 17 to 18C
of a room after a heater has been
b approximately 23 minutes
operating for a given time.
c about 23C
a What was the temperature in

the room after the heater had
been on for 15 minutes?
b How long had the heater been
on when the temperature was
20C?
c Use the graph to predict the
room temperature after 1 hour.

1: Science skills
14 a Plot the following grass growth a, b

data on the grid provided.
Day 0 5 10 15 20 25 30
Height (mm) 0 3 7 15 32 51 30
c between day 25 and day 30
b Draw an appropriate line

showing any pattern that exists.
c Suggest on what day the grass
was mown.

2: Atoms
Name: _______________________ Class: __________ Date: _______
1 Which of the following is an element?

A carbon B paper C plastic D sugar A
1
2 The chemical symbol for sodium is:
A S B So C Na D Au. C
1
3 An element is a:
A chemical obtained from mineral ore
B pure substance made up of only one type of atom
B
C group of different atoms bonded together
D a synthetic substance created in the laboratory.
1
4 The symbol K denotes:
A copper B cobalt C polonium D potassium. D
1
5 Pure water is made up of lots of:
A water atoms B water spheres
C
C water molecules D water compounds.
1
6 Quartz has the chemical formula SiO2. This means that in quartz:
A for every atom of silicon, there are two atoms of oxygen
B for every atom of oxygen, there are two atoms of silicon
C silicon and oxygen form groups, containing two of each type of atom A
D one atom of silicon bonds with one atom of oxygen, to make a group
containing two atoms.
1

2: Atoms
7 Which of the following is a chemical change?

A Sawdust is produced from wood being cut by a power saw.
B Water freezes to form ice.
C
C Fireworks explode in a colourful display.
D Juice is obtained from an orange.
1
8 A synthesis reaction is best described as a reaction in which:
A a substance is broken down to form two or more different substances
B a new substance is formed by the combination of two or more substances
B
C an insoluble, sometimes colourful, solid is formed from two liquids
D a substance reacts with oxygen.
1
9 A chemical reaction may be sped up by:
A using more concentrated reactants
B heating the reactants
D
C using more finely ground reactants
D all of the above.
1
10 A catalyst:
A speeds up a chemical reaction without actually combining with reactants
B dissolves chemicals that water is unable to
A
C is one of the ingredients in a chemical reaction
D is a large molecule that is broken down by a smaller one.
1
11 Which of the following best represents a chemical reaction?
A products reactants B reactants products
B
C chemicals water D reactants chemicals.
1
12 In the chemical reaction iron + sulfur iron sulfide:
A iron and sulfur are products
B iron sulfide is the product
B
C iron, sulfur and iron sulfide are products
D sulfide is the product.
1

2: Atoms
13 Which of the following famous scientists is not known for their theory of atomic
structure?
D
A Dalton B Thomson C Rutherford D Newton.
1
14 An atom consists of:
A a nucleus containing neutrons and protons, surrounded by fast-moving
electrons
B central neutrons, surrounded by fast-moving electrons and protons A
C central electrons, surrounded by fast-moving protons
D a mixture of protons and electrons spread evenly in a neutral dough.
1
19
15 An atom of 9 F contains:
A 19 protons and 9 electrons
B 9 protons, 9 electrons and 10 neutrons B
C 10 protons, 9 neutrons and 9 electrons
D 9 protons, 19 neutrons and 10 electrons.
1
16 A phosphorus atom has an atomic number of 15. How many electrons does it
have in its third (outermost) shell?
C
A 0 B 2 C 5 D 8
1
1 What is the list or table of elements the Periodic Table

called?
1
2 Explain how elements are a little like Different coloured LEGO blocks
different coloured LEGO blocks. represent different elements. Different
elements or colours can be combined to
make new structures which can then be
pulled apart.
2

2: Atoms
3 Write a short definition of each of the a a pure substance (made of one

following: type of atom)
a element b the smallest part of an element
b atom c a group of atoms bonded
c molecule together
d compound d a substance made of one type of

molecule
e mixture.
e a substance made of two or more
elements, or two or more
compounds, or a combination of
both
5
4 a Sketch a molecule of NH3. a
b What is the formula for the
following?
b CO2
2
5 Name the elements whose symbols are a aluminium
given below. b calcium
a Al c gold
b Ca d helium
c Au e oxygen
d He f magnesium
e O g krypton
f Mg h lead
g Kr i sulfur
h Pb j zinc
i S
j Zn

2: Atoms
6 Give the symbol for each of the a H

following. b Cl
a hydrogen c Ag
b chlorine d Ne
c silver e Eu
d neon f B
e europium g I
f boron h Fe
g iodine i Sn
h iron j C
i tin
j carbon
5
7 Give four examples of a physical various answers, e.g. ice melting,
change. sharpening a pencil, dissolving sugar,
grinding metal
4
8 Give four examples of a chemical various answers, e.g. iron rusting, meat
change. cooking, wood burning, compost rotting,
steam condensing
4
9 What are the chemical formulas for a H2O
each of the following? b CO2
a water c CH4
b carbon dioxide d O2
c methane e HCl
d oxygen gas
e hydrochloric acid
5

2: Atoms
10 What compounds do these chemical a carbon dioxide

formulas represent? b methane
a CO2 c iron oxide or rust
b CH4 d chlorine gas
c Fe2O3 e sodium chloride or common salt
d Cl2
e NaCl
5
11 What is a precipitate? a fine solid powder that forms when two
soluble solutions are mixed
1
12 Label each reaction below as one of the a combustion
following: b decomposition
combination c precipitation
decomposition d combination
precipitation
combustion
a Methane burns in a Bunsen
burner.
b Light breaks down silver
chloride to form silver and
chlorine.
c A solid forms when two liquids
are mixed.
d Copper reacts with oxygen to
form copper oxide.
4

2: Atoms
13 Complete each of the following a lead nitrate + potassium iodide

chemical reactions. lead iodide + potassium
a lead nitrate + potassium iodide nitrate
lead iodide b zinc + copper chloride
+ ________ ________ zinc chloride + copper
b zinc + copper chloride c iron + chlorine iron chloride
________ ________ + ________
c iron + chlorine
________ ________
3
14 What do each of the following stand for a solid
in a chemical reaction? b liquid
a (s) c gas
b (l)
d aqueous (spread throughout
c (g) water)
d (aq)
4
15 What is an enzyme? a catalyst used within your body to break
down large molecules and hence speed
up digestion
2
16 Give three ways a chemical reaction Use more concentrated chemicals.
may be sped up. Raise the temperature.
Increase the surface area of the reactants.
Use a catalyst (helper chemical).

2: Atoms
17 Draw a diagram showing the parts of an

atom of lithium which has three
protons, four neutrons and three
electrons. Show the charge (if any) on
each type of particle.
4
18 Copper may be denoted by 6429 Cu . How
a 35
many of each of the following are in b 29
one atom of copper?
c 29
a neutrons
b electrons
c protons
3
19 Yttrium may be denoted by 89
39 Y. a 89
a What is the mass number of b 39

yttrium?
b What is the atomic number of
yttrium?
2
20 An atom of oxygen contains eight a 2
electrons. b 6
How many electrons are in the:
a innermost shell of an atom of
oxygen
b outer shell of an atom of
oxygen?
2

3: Geology
Name: _______________________ Class: __________ Date: _______
1 Which of the following is not a branch of geology?

A rockology B petrology
A
C mineralogy D palaeontology
1
2 A mineral is:
A an element found in the Earths crust
B a rock that is made up of one or more of eight particular elements
C a rock that contains a precious metal such as gold or silver D
D a naturally occurring substance of a particular chemical composition found
in the Earths crust.
1
3 The word crystal comes from:
A the Greek word kyros, meaning icy cold
B the surname of the famous Greek geologist Dimitrious Kristos
C the Latin word for jewelcristi A
D the French mathematician Crystelle DePuis who studied three dimensional
geometrical models.
1
4 Which of the following are characteristics of minerals? (There may be more B
than one answer.)
C
A spectrum B streak C lustre D hardness
D 1
5 Topaz is rated 8 on Mohs scale. A steel knife has a rating of 6.5. This means:
A topaz could be scratched by the steel knife
B topaz is more valuable (per gram) than the steel from which the knife
is made D
C topaz is less common than steel
D topaz is harder than steel.
1

3: Geology
6 Which of the following statements is correct?

A Ore is simply another term for any rock found in the Earths crust.
B Rocks contain one or more minerals.
B
C Rocks are made from native elements.
D Clay is not a type of rock.
1
7 Iron may be extracted from:
A iron pyrites B bauxite C haematite D ferritite. C
1
8 Which of the following is an igneous rock?
A balsamic B granite C marble D limestone B
1
9 An extrusive rock:
A is formed above the Earths surface
B is formed below the Earths surface
A
C contains large crystals
D contains pockets of air.
1
10 Sedimentary rocks are made when:
A other rocks are subjected to heat
B molten lava cools
C
C layers of smaller particles build up and are compressed
D immense pressure within the Earth acts on other types of rock.
1
11 The rock cycle explains how:
A all rocks will eventually become metamorphic rocks
B all rocks will eventually be broken down into sand or soil
C
C rocks are constantly being created or changed into other types
D prices of rocks continually change in response to market demand.
1
12 A fossil is:
A the preserved remains of an animal
B evidence of past life found in a rock
B
C a past life form buried in the sea bed
D a skeleton embedded in rock.
1

3: Geology
13 Radioactive dating of rocks works by:

A measuring the amount of uranium in a rock that has turned into lead
B finding the depth to which gamma rays penetrate within a rock
C bombarding a rock with radiation and measuring the amount of rock that A
disintegrates
D using X-rays to measure the space between atoms within rock.
1
14 The Earth is about:
A 4000 years old B 10 000 years old
D
C 100 million years old D 4.5 billion years old.
1
15 Which of the following is a period of geological time?
A cenozoic B cretaceous C rhombic D dichotomous B
1
16 If the history of the Earth were condensed into a year (starting with January),
humans first appeared:
A a few minutes before the end of the year
B a day or so before the end of the year A
C in October or November of that year
D about halfway through the year.
1
17 A trilobite was a:
A prehistoric insect
B flying dinosaur
C common sea creature millions of years ago, similar to todays C
horseshoe crab
D fossil found inside a larger fossil, presumably eaten by it.
1
18 Which of the following is not a type of dinosaur?
A Muttaburrasaurus B Qantassaurus
D
C Diplodocus D Gastrosaurus
1
19 Tyrannosaurus and Allosaurus are both classified as:
A sauropods B carnosaurs C hadrosaurs D ceratopians. B
1

3: Geology
20 The most widely accepted theory of dinosaur extinction is that involving:

A climate change due to increased solar activity
B a lack of food supply caused by too many dinosaurs
C
C a large asteroid crashing to Earth, blanketing it in dust and blocking sunlight
D a disease that affected only dinosaurs.
1
1 Name two minerals besides those various answers; e.g. quartz, feldspar
mentioned below.
2
2 Give a use for: a pencil lead, powdered
lubricant
a graphite
b fertiliser
b phosphate.
2
3 Place the following in increasing order talc, finger nail, calcite, diamond
of hardness: calcite, diamond, talc,
fingernail.
1
4 Name three minerals in granite. quartz, mica, feldspar
1
5 Why are some cutting devices, designed They may be coated or tipped with the
to cope with very hard materials, so hardest mineraldiamond.
expensive?

3: Geology
6 a Give a definition of ore. a a rock or mineral containing an

element that may be profitably
b Give an example of an ore and
extracted
an element it contains.
b azurite, copper
2
7 Give a brief description of the three a igneousformed from molten
main types of rocks. material
b sedimentarymade from
compressed particles (sediment)
c metamorphicrock that had
changed form due to heat or
pressure
3
8 Sort the following into three groups, igneousbasalt, granite
based on the type of rock. (Use
sedimentaryshale, chalk, sandstone,
headings based on your answer to
limestone, coal
question 8, if possible.)
metamorphicmarble, slate
marble shale
chalk sandstone
basalt granite
limestone coal
slate

3: Geology
9 a What is the difference between a A stalactite points downwards,

a stalactite and a stalagmite? while a stalagmite points
upwards.
b How are they formed?
b Water containing lime drips
from the roof of a cave, creating
a stalactite on the roof and a
stalagmite on the ground below.
2
10 Complete the diagram of the rock cycle
below.

3: Geology
11 Place the following steps of fossil BCFADE

formation in the correct order from start
to finish.
A Movement in the Earths crust
thrusts a layer of rock upwards.
B Animal dies and falls to the sea
floor.
C Soft parts of the body decay,
leaving the shell.
D Rock weathers.
E Fossil is exposed.
F Shell is covered by layers of
sediment.
2
12 True or false? a true
a A dinosaur footprint is a fossil. b true
b An ammonite is a fossil c false
animal. d true
c More primitive fossils are
likely to be found in layers of
rock nearer to the surface.
d Carbon may be used to date
fossils.
4
13 Match one of the terms below to each of a recent life
the following. b no life
primitive life c middle life
no life
d primitive life
middle life
recent life
a Cenozoic
b Azoic
c Mesozoic
d Archaeozoic
4

3: Geology
14 a What is the connection a An era contains several periods

between an era and a period? on the geological time scale.
b Name a period when dinosaurs b Cretaceous, Jurassic, Triassic
existed.
2
15 What can be learned about a dinosaur a approximate weight, size
from its b type of diet
a footprint
b teeth?
2
16 What are the two main types of saurischializard-hipped
dinosaur classification, according to ornithischiabird-hipped
their hips?
2
17 Give the common names for two various answers; e.g. duck-billed, thick-
different types of dinosaurs. headed
2
18 What evidence is there to support the The Chicxulub crater on the coast of
asteroid theory of dinosaur extinction? Mexico was probably caused by an
asteroid large enough to have created a
dust cloud causing dramatic climate
change. Surrounding the impact site are
high iridium concentrationsiridium is
often found in asteroids.
3

3: Geology
19 Were dinosaurs cold- or warm-blooded? While some believe that dinosaurs, like
Discuss. reptiles of today, are cold-blooded, there
is evidence to suggest that at least some
dinosaurs were warm-blooded, including:
the similarity of dinosaur bone
blood-vessel structure with that
of warm-blooded birds of today
the predatorprey ratio of
dinosaur fossils is similar to
warm-blooded animal
populations of today
dinosaur fossils are found where
the climate would have been
near freezing.
3
20 Compare the placement of the eyes in a Carnivores tend to have forward-facing
carnivore that hunts down food and the eyes.
placement of the eyes in its herbivorous Herbivores tend to have side-facing eyes.
prey.
2
21 Compare the teeth of a carnivore (meat- Carnivores have sharp teeth, such as
eater) and a herbivore (plant-eater). canines, that are ideal for stabbing and
ripping meat.
Herbivores have blade-like front teeth for
cutting grass and foliage and flatter
molars for grinding.
2

4: Ecology
Name: _______________________ Class: __________ Date: _______
1 All living plants and animals in a particular region may be described as:
A a community B an organism
A
C the environment D an ecosystem.
1
2 A biome refers to:
A a chemical pollutant
B an artificial environment such as a greenhouse
C
C areas having similar climatic conditions
D a biogeographical region.
1
3 A habitat is:
A the most specific level possible for an organisms address
B the broadest category for an organisms address
D
C an organisms typical behaviour
D a specific area such as a sand dune or tree.
1
4 Physical characteristics or behaviours that help an organism live in a particular
environment are called:
B
A attributes B adaptations C camouflage D instincts.
1
5 Which of the following is an abiotic factor that influences where an organism
can live?
A humidity B predation A
C human intervention D competition from other organisms.
1

4: Ecology
6 Salinity is a measure of:

A the number of organisms in a particular region
B the acidity of soil
D
C the amount of water vapour in the air
D the salt content of water.
1
7 The original source of all energy used by organisms is:
A plants B water C glucose D the Sun. D
1
8 A secondary consumer is:
A a plant
B an animal that eats plants
C
C an animal that eats an animal that eats plants
D an omnivore.
1
9 Each link in a food chain is:
A a plant B an animal C an organism D a carnivore. C
1
10 Communities with high biodiversity are more likely to survive environmental
changes because they:
A contain more than one type of food source for the organisms within them
B have denser plant growth, which insulates the community from such changes A
C are generally popular tourist attractions and are protected by law
D consist of large numbers of only a few species.
1
11 The number of producers in a food chain is:
A less than the number of producers
B the same as the number of consumers
C
C greater than the number of consumers
D possibly any of the above, depending on the organisms involved.
1

4: Ecology
12 A decomposer is:
A an animal that eats another animal
B a plant that loses its leaves in winter
C
C an organism that breaks down organic matter so it is recycled
D an animal that uses sound as its main method of communication.
1
13 The pH of pure water is:
A 0 B 3 C 7 D 10 C
14 The interaction between a remora (a type of sucker fish) and a shark to which it
attaches, is an example of commensalism because:
A the remora benefits, but the shark is harmed
B the remora benefits, but the shark is unaffected B
C the remora is unaffected, but the shark is harmed
D both fish benefit from their relationship.
1
15 The impact of humans on the ecosystem increased suddenly after the:
A environmental convolution B mechanical inspiration
D
C climatic illusion D industrial revolution.
1
16 A pollutant is:
A a substance created by human activity that harms the environment
B a natural or artificial substance that makes the environment unhealthy for
some organisms B
C a gas such as sulfur dioxide that is able to reach the atmosphere
D something produced when a fossil fuel is burnt.
1
17 The greenhouse effect occurs because gases released into the atmosphere cause:
A plants to grow too quickly and rob the atmosphere of vital gases
B heat to be trapped on Earth
C the hole in the ozone layer to increase in size B
D the atmosphere to become too thin and allow more energy to escape from
the Earth.
1

4: Ecology
18 Which of the following are introduced species as far as Australia is concerned?

(There may be one or more answer.) B
A hairy-nosed wombat B carp C
C pig D rabbit D
1
19 Frogs in Australia are considered to be environmental indicators because:
A they are the most common Australian animal and so may be easily caught
and studied
B they are at the bottom of the food chain
C
C they breathe through their skin and depend on water, so pollutants tend to
affect them strongly
D they change colour in response to pollutants.
1
1 Place in order from smallest to largest. microhabitat, habitat, biome,

biome biogeographical region, biosphere
microhabitat
biosphere
habitat
biogeographical region
2
2 Match each of the following with one of a microhabitat
the regions given in the previous
b biosphere
question.
c biome
a just under the surface of some
desert sand d habitat
b the part of our planet where life e biogeographical region
exists
c grassland
d a tussock of grass
e Australia
5

4: Ecology
3 Give two examples of: a eucalyptus, kangaroo

a organisms b rainfall, temperature
b the non-living environment.
4
4 What characteristics might you find in strong claws for burrowing, poor eyesight
an organism that lives most of its life or no eyes, nostrils covered by protective
under the desert sand? hair
2
5 a Choose an animal and describe a echidnafur colour, spines
two physical adaptations. b echidnarolls into a ball if
b Choose an animal (it may be attacked, digs into the ground
the same one as above) and when attacked if ground is soft
describe two behavioural enough
adaptations.
4
6 What scale measures acidity? pH
1
7 The pH of five chemicals are shown a 6
below: b 7
3, 6, 7, 9, 13 c 3
Which of these numbers best represents: d 9
a a weak acid e 13
b pure water
c a strong acid
d a weakly alkaline solution
e a strong base or strongly
alkaline solution?

4: Ecology
8 Give a specific example of how each of a Digestion, respiration, excretion

the following affect organisms. and reproduction are all affected
by temperature.
a temperature
b humidity b Humidity affects how much
water an organism loses.
c light availability
c Plants rely on light to be able to
d acidity carry out photosynthesis.
d Plants and animals have a
preferred acidity level for
optimum growth and chance of
survival.
4
9 Clarify each of the following factors a Animals must compete for a
that effect where an organism can live. limited food supply. Plants
a competition compete for nutrients in the soil.
b dispersal b Plants depend on the wind or

other animals to spread
c predation throughout a region. Animals
d human intervention can move about by themselves.
c An organism may be eaten by
another.
d Humans can affect the
environment dramatically by
clearing land or polluting, for
example.
4
10 State a biotic factor and an abiotic various answers; e.g.
factor (in that order) that may affect a bioticavailability of trees for nesting
kookaburra.
abioticclimate
2
11 Classify each of the following as a a carnivore
herbivore, carnivore or omnivore. b herbivore
a crocodile c omnivore
b deer
c blue-tongue lizard
3

4: Ecology
12 Draw a diagram showing links between

the following animals in a possible food
chain.
snake
garden skink
kookaburra
fly

4: Ecology
13 a Why is a food web a more a because organisms usually have

accurate representation than a more than one food source
food chain?
b
b Use arrows to make several
connections in the food web
below.

4: Ecology
14 Choose one of the terms listed to a mutualism (both benefit)

describe each of the following
b amensalism (one harmed, one
interactions. unaffected)
mutualism
c parasitism (one benefits, one
competition harmed)
amensalism d herbivory (animal feeds, plant
not killed)
herbivory
parasitism
predation
a A small bird picks insects from
a rhinoceros hide.
b Wallabies using a particular
route repeatedly eventually
wear a trail in the bush.
c A tick burrows into the skin of
a stumpy tail lizard, causing
minor skin irritation.
d A koala eats the leaves on a
branch of a gum tree.
4
15 a Use the graph below to a 7200 million
estimate the human population b 7500 million to 9000 million
in the year 2000.
b What range of values do you
think the population will lie
between in the year 2020?

4: Ecology
16 List four types of waterway and ocean any four of:

pollution. sewage
agricultural run-off
sediment
inorganic chemicals
salinisation
4
17 Describe the cause of two of the types various answers; e.g.
of pollution in the previous question.
sewage: waste produced in the homes
(from washing up, showers and baths,
toilet waste)
salinisation: removal of trees causes a
rise in the groundwater level, bringing
salts closer to the surface
2
18 Give two examples of problems caused various answers; e.g.
by introduced species. feral pigs damaging native plants and
nesting sites
European carp churning mud, dirtying
water and damaging roots of water plants

4: Ecology
19 Suggest two ways of encouraging Various answers; e.g.

conservation of our native plants and
Monitor populations of endangered
animals. species for signs of decreasing numbers.
Set aside more areas as national parks
and protected habitats.

5: Cells
Name: _______________________ Class: __________ Date: _______
1 Which of the following is a commonly used type of microscope?

A monoscope B stereo C bifocal D proton B
1
2 Which of the following scientists is known for inventing a type of microscope?
A Thadius T. Cell B Robert Hooke
B
C Howard Florey D Louis Pasteur
1
3 Which part of a microscope is the specimen placed on?
A platform B base C objective D stage D
1
4 A microscope has an eyepiece of magnification 10. What magnification must
the lower lens have to produce an image with an overall magnification of
200? B
A 10 B 20 C 190 D 2000
1
5 Which of the following is a type of electron microscope?
A ELM B TEM C SCAN D false colour B
1
6 The control centre of a cell is its:
A cytoplasm B mitochondrion C nucleus D vacuole. C
1
7 Mitochondria contain:
A several identical cells B waste and food particles
D
C chlorophyll D sugar and oxygen.
1
8 Which two of the following are plant systems?
C
A stoma B chlorophyll C flower D bulb
D
1

5: Cells
9 Which of the following is a type of plant cell?

A imposing B fat C security D guard D
1
10 Water is lost from a plant mainly through:
A root hair cells B stomata
B
C photosynthetic cells D sieve cells
1
11 Which two of the following are types of transport tubes found in plants?
B
A chlorophyll B phloem C stoma D xylem
D
1
12 A vascular bundle is a:
A bunch of flowers or plant cuttings
B group of tubes within a plant
B
C group of guard cells on the underside of a leaf
D plant root system.
1
13 Which of the following are found in both plant and animal cells?
A mitochondria B cellulose C chloroplasts D algae A
1
14 Which of the following is not a type of cell?
A atom B human cheek C bacterium D hens egg A
1
15 Which of the following statements concerning tiny organisms is correct?
A Some organisms are made up of only one cell.
B Even microscopic organisms contain a few hundred cells at least.
A
C The only type of single-celled organism is the amoeba.
D Single-celled organisms can only exist in other cells.
1
16 A flagellum is:
A a microscopic organism B part of a plant cell
D
C a cell that is able to change shape D a whip-like tail attached to a cell.
1

5: Cells
17 Which of the following would be the best protection from a virus like the flu?
D
1
18 Which of the following is an example of a fungal infection?
A tinea B influenza
A
C pimples and acne D diarrhoea
1
19 Which of the following would be most likely to treat a bacterial infection?
C
1
1 Label the following diagram of a

microscope.

5: Cells
2 Write a series of dot points that explains Secure the specimen on the
how to use a microscope. stage.
Illuminate using a light source.
Set to the lowest magnification.
Adjust the coarse focus so the
objective lens is just above the
specimen.
Look through the eyepiece and
adjust the coarse focus so the
objective lens moves away from
the specimen.
Use the fine adjustment to
obtain the clearest image.
3
3 Draw a diagram of the following
microscopic view.

5: Cells
4 Explain the difference between a TEM A TEM is a transmission electron

and an SEM. microscope.
An electron beam passes through a thinly
sliced specimen to project an image on
screen.
An SEM is a scanning electron

microscope.
A beam of electrons moves across the
surface of a specimen, and an image is
produced which shows surface detail.
4
5 Complete the following table of
magnifications.
Eyepiece Objective Total Eyepiece Objective Total

5 10 5 10 50
100 200 2 100 200
10 500 10 50 500
3
6 Copy and complete the following points a All living things, or organisms
of cell theory. are made up of cells.
a All ________ things, or b New cells are created by old
organisms are made up of cells dividing.
________. c All cells are similar, but not
b New cells are created by identical.
________ cells ________.
c All cells are ________, but not
________.
3

5: Cells
7 Match each part of a plant cell with one a membrane

of the descriptions describing what is it b mitochondrion
or what it does.
c nucleus
membrane
d cytoplasm
cellulose
e chloroplast
vacuole
f vacuole
cytoplasm
g cellulose
cell sap
h cell sap
mitochondrion
nucleus
chloroplast
a thin outer layer
b energy capsule
c control centre
d chemical factory
e trap light energy
f storage area
g strong material which supports
plant cells
h found in large vacuole in plant
cell
8
8 Label the plant cell below.

5: Cells
9 Label the following parts of a plant

stem cross-section.
4
10 In which part of a plant may you find its a bulb
a food storage system b flower
b reproductive system c roots
c water and nutrient collection
system?
3
11 Label the animal cell below.

5: Cells
12 Name each of the following specialised a muscle cell (involuntary)

human cells. b red blood cell
c bone cell
d fat cell
e white blood cell
f nerve cell
6
13 Name and sketch two different types of
bacteria.
2
14 Describe three ways single-celled flagellates or whip-like tails
organisms move about in water. ciliates or tiny beating hairs
flowing
3
15 There are good and bad bacteria. Bacteria help you digest food and are
Explain. used to produce cheese and yoghurt.
They also make you ill, cause pimples,
bad breath and infection.
2

5: Cells
16 List the three main types of fungi. mushrooms/toadstools

yeast
moulds
3
17 It is unlikely that you will ever catch You start with no chickenpox antibodies
chickenpox twice. Explain why. in your blood.
When infected, your body produces
antibodies to fight off the infection.
You get better when sufficient antibodies
are produced to fight the virus.
Once there, antibodies stay in your blood.
When infected again, these antibodies
immediately fight the virus and you are
less likely to become ill with it.
4
18 Explain how vaccinations help you Vaccinations put a dead virus, an altered
avoid becoming ill with viruses. A flow virus or a similar virus into your blood.
chart may help. Your body produces antibodies to fight
the vaccination. Once there, antibodies
stay in your blood.
If infected by the real virus, the
antibodies begin fighting immediately,
making you less likely to become ill.

6: Body systems
Name: _______________________ Class: __________ Date: _______
1 Which of the following is a human body system?

A brain B blood circulation
B
C stomach D cranial
1
2 Which of the following is not a type of tooth?
A molar B pre-molar C canine D scissor D
1
3 The crown of a tooth is the:
A tip
B space in the jaw in which the tooth sits
C
C part of the tooth above the gum
D inner cavity of the tooth.
1
4 Which of the following is the odd one out?
A anus B gut
A
C alimentary canal D digestive tract
1
5 How much fluid does the digestive system produce each day?
A 1L B 2L C 8L D 16 L C
1
6 Peristalsis is:
A the chewing of food in the mouth
B the contraction and relaxation of muscles that moves food through the
alimentary canal B
C the absorption of broken down food into the bloodstream
D the clumping together of faeces in the large intestine.
1

6: Body systems
7 Which of the following is or are not found in the digestive system?

A perpoofer valve B sphincters
A
C villi D chyme
1
8 The liver may be described as:
A a J-shaped organ B a chemical factory
B
C the smallest digestive organ D the longest organ.
1
9 The scientific name for released digestive gases is:
A sulfur dioxide B flatus
B
C fartus D odourous unpleasantus.
1
10 Obesity:
A is an eating disorder in which sufferers unrealistically perceive they need to
lose weight
B involves binge eating followed by purging C
C is a condition in which a person is more than 24 per cent overweight
D is a town where a large number of OBE recipients reside.
1
11 When matter is moved more slowly than usual through the digestive system,
which of the following is more likely to occur?
A diarrhoea B heartburn C
C constipation D vomiting
1
12 Dehydration occurs when:
A you drink water
B you are lacking water
B
C you add water to a food, such as dried peas
D you remove water from food by heating it.
1
13 What fraction of the human body is made up of water?
1 1 1 2
A B C D D
10 3 2 3
1

6: Body systems
14 You need fibre because:

A it contains large amounts of vitamins and minerals
B it provides bulk that helps move substances through the digestive system
B
C it is the major source of energy in foods
D it is used for growth and repair.
1
15 Pasta, bread and rice are foods that are all rich in:
A carbohydrates B proteins C fats D vitamin C. A
1
16 Which of the following diseases is caused by a lack of vitamins?
A hepatitis C B AIDS C scurvy D polio C
1
17 Which two of the following are minerals?
A
A calcium B potassium C folic acid D riboflavin
B
1
18 From which two of the following categories should you have most serves each
day for a healthy diet?
A vegetables B meat and meat alternatives A
C
C breads and cereals D milk and milk products
1
19 Which food item is high in kilojoules and high in calcium?
A ice cream B can of soft drink
A
C hamburger D margarine
1
20 Blood contains:
A plasma, cells and platelets B only red blood cells
A
C either A, B or O cells D fibrin, pikelets and cells.
1
21 Which of the following is not a blood type?
A A+ B AB C O D OB D
1

6: Body systems
22 The human heart:

A is about the size of your head
B pumps about a litre of blood every minute
D
C is where oxygen is added to blood
D is really two pumps joined together.
1
23 When you get a fright, your heart may beat faster. This causes:
A less blood to be pumped every minute, reducing potential blood loss
B more blood to be pumped each minute to supply extra energy to muscle cells
C the chest to expand and make you look more impressive to a potential B
attacker
D your skin to look redder as a warning to others.
1
24 The pulmonary vein carries:
A deoxygenated blood to the lungs
B newly oxygenated blood to the lungs
D
C deoxygenated blood to the rest of the body (not the lungs)
D newly oxygenated blood to the heart.
1
25 Which of the following refers to a lower heart chamber?
A atrium B septum C ventricle D valve C
1
26 Which of the following is closest to a normal ECG?
A B
B
C D
1
27 An artery may become narrowed due to a build up of:
A dead blood cells B cholesterol
B
C angina D polyunsaturates.
1

6: Body systems
28 A zygote is:
A a cross between a sheep and a goat B a fertilised cell
B
C a sperm or egg cell D a cell that is about to divide.
1
29 Which of the following contains the most cells?
A the human muscular system B a human biceps muscle
C
C a human organism D a sample of human muscle tissue
1
30 The tiny filtration units in your kidneys are called:
A nephrons B filtrons C urinators D ureters. A
1
31 Dialysis is the medical term for:
A a kidney transplant
B kidney failure
C
C filtering of blood by a machine
D a build up of poisonous wastes in the blood.
1
32 Which of the following is not a type of human bone?
A deltoid B mandible C vertebra D radius A
1
33 Which is not part of a bone?
A collagen B marrow
D
C calcium phosphate D nephrons
1
34 Which of the following is the best example of a voluntary muscle?
A bicep or arm muscle
B heart muscle
A
C diaphragm
D the muscles controlling your eyelids
1

6: Body systems
1 Name one system of the human body Numerous examples could be given.
and explain what it does.
2
2 Name a main organ in the human: a brain
a nervous system b heart
b circulatory system c stomach
c digestive system d lungs
d respiratory system.
4
3 Place the following in order from muscle cell, muscle tissue, muscle,
smallest to largest. muscular system
muscle cell
muscular system
muscle tissue
muscle
2
4 Explain the relationship between cells, Tissue is made up of several cells. An
tissue, organs and systems. organ is made up of lots of tissue. Several
different organs make up a system; for
example, several heart cells are contained
in heart tissue which makes up the heart
(an organ). The heart and blood vessels
make up the circulatory system.

6: Body systems
5 Name five types of nutrients, and give carbohydratesbread

an example of a food rich in each one. lipidsmargarine
proteinsmeat
vitaminsorange juice
mineralsmilk
5
6 Which part of food or nutrient: a water
a assists chemical reactions in b protein
the body c vitamins or minerals
b repairs body tissue d lipids
c is required in small amounts
for good health
d provides a rich source of
energy?
4
7 List the following in order from least indulgence items, meat and alternatives,
required each day to most required each milk and milk products, fruits,
day for a healthy diet. vegetables, breads and cereals
fruits
indulgence items
milk and milk products
breads and cereals
vegetables
meat and alternatives
3
8 Which type of tooth is for: a canine
a biting b molar or pre-molar
b grinding c incisor
c cutting?

6: Body systems
9 Label the tooth diagram below where

indicated.
4
10 How is acid created in the mouth, and Bacteria transform sugar into acid which
what can it cause? can cause tooth decay.

6: Body systems
11 Label the following diagram of the

digestive system.
6
12 In which part of the digestive system: a large intestine
a do stools form b pancreas
b is insulin produced c small intestine
c do nutrients pass through villi d liver
d is considerable heat produced e mouth
e is saliva produced f all along the digestive tract
f does peristalsis occur g stomach
g would you find hydrochloric h mouth
acid
h does digestion begin?

6: Body systems
13 a What end product of digestion a glucose

provides energy to cells? b in the bloodstream
b How is this substance c as glycogen in the liver, or as fat
transported around the body? elsewhere around the body (e.g.
c Give two ways this end around the belly)
product is stored in the body.
3
14 What is: a damage to the mucous lining of
a a stomach ulcer the stomach
b a possible cause of cirrhosis? b excessive alcohol consumption,

hepatitis
2
15 What is the main function of: a oxygen transport
a red blood cells b destruction of germs
b white blood cells c formation of fibrin for clotting
c platelets d fighting foreign objects in the
e antigens? blood
4
16 Could a person with type B+ blood a no
safely: b no
a donate blood to a person with c yes
type B
b donate to a person with type
O+ blood
c receive blood from a donor
with type O+ blood?
3

6: Body systems
17 Label the heart diagram below.
4
18 Which type of blood tubes: a capillaries
a are one cell thick b veins
b carry blood at low pressure c arteries
c have the thickest outer layer?
3
19 What role do the lungs perform in the They oxygenate the blood, so it is ready
circulatory system? to be delivered to all parts of the body.
1
20 What are two waste products produced carbon dioxide, water
by cells?
2
21 Place the following in the order in kidney, ureter, bladder, urethra
which fluid flows, starting with the first
stage.
bladder
kidney
ureter
urethra
2

6: Body systems
22 Bones need to meet four requirements. light

What are they? strong
flexible
living
4
23 Name three types of joints and give an hinge (elbow)
example of each. ball and socket (hip)
pivot (top of spine and base of skull)
6
24 Explain the difference between Cartilage is where bones rub together,
cartilage, ligaments and tendons. protecting them.
Ligaments hold the bones in place.
Tendons connect the muscles to the
bones.
3
25 What is arthritis? inflammation of the joints
1
26 What is osteoporosis and what does lack of calcium in the bones leading to a
it do? lack of strength; broken bones are more
likely
2
27 What is an antagonistic pair of muscles? a pair of muscles; when one contracts the
Give an example. other one relaxes, e.g. bicep and tricep

7: Electricity
Name: _______________________ Class: __________ Date: _______
1 A neutral object is one that contains:

A no charges
B an equal number of positive and negative charges
B
C only neutrons
D more of one type of charge than another.
1
2 Which of the following will attract each other?
A two positive charges
B two negative charges
C
C a neutral charge and a positive charge
D none of the above
1
3 A large device used to demonstrate the effects of static electricity is the:
A electrostatic precipitator B Vandenburg ioniser
C
C Van de Graaff generator D Steffi Graf imitator.
1
4 A dangerous static charge may build up on an aircraft due to:
A charges in the atmosphere being attracted to the aircrafts metallic body
B chemical reactions involving aircraft exhaust gases
C
C movement of air against the outside of the aircraft
D electrical discharges from the instrument panel.
1
5 Lightning occurs when:
A charge flows between clouds
B charge flows between a cloud and the ground
D
C charge flows from one part of a cloud to another part of the same cloud
D all of the above.
1

7: Electricity
6 Which direction best shows the direction of the electric field at point X below?
1
7 Lines representing electric fields are:
A always evenly spaced
B always curved
C closer together near charges C
D drawn with arrows showing the direction a negative charge would move if
free to do so.
1
8 Voltage is the:
A number of charges passing a point in a circuit every second
B measure of the energy given to or lost by moving charges
B
C number of charges in a cell
D time taken for a charge to move around a circuit once.
1
9 Which circuit below shows how to measure voltage and current for a single
globe in a circuit?

7: Electricity
10 A battery is:
A a group of cells
B another name for a single cell
A
C a collection of objects in a circuit
D one of the ends of a cell or the terminals of a power supply.
1
11 Which of the following is a good conductor?
A plastic B copper C water D air B
1
12 In an electric circuit, resistance is:
A a connection terminal that is difficult to unscrew or tighten
B something that does not allow any charge to flow
C a component connected the wrong way around D
D something that restricts the flow of charge, transferring energy in the
process.
1
13 A photovoltaic cell is a:
A solar cell
B technical term for a light bulb
A
C high voltage source
D circuit symbol used to denote a voltage source such as a battery or cell.
1
14 The circuit below contains:
A three globes in parallel

B three globes in series
C one globe in series with two globes in parallel
D two globes in parallel with one globe in series.
1

7: Electricity
15 When a globe is removed from the circuit below:
A the other two will continue to glow just as brightly as before

B the other two will glow more brightly than before
C the other two will glow less brightly than before
D all globes will go out.
1
16 What will happen to the current leaving the cell in the circuit below if point X is
joined to point Y with a copper connecting wire?
A It will stay the same.
B It will be one third of its previous value. C
C It will initially triple and possibly blow the globe.
D No current will flow, but no globe will be damaged.
1
17 What would happen if all the power points in part of your home were wired
in parallel?
A The voltage would be too great and damage anything plugged into one
of them.
B If more than one power point was being used, the voltage would be too
D
small for devices to operate normally.
C All power points would have to be switched on for any to work.
D They would work normally as long as used sensibly (i.e. not overloaded)
power points are frequently wired in parallel with each other.
1

7: Electricity
1 Describe the force between each of the a R

following as A (attract), R (repel) or N
b A
(no force).
c R
a
d A

7: Electricity
2 Explain the science behind a situation in Various answers; e.g. friction between a
which a person experiences a static your shoes and carpet produce charge
electricity effect separation so you become charged. When
you touch a metal hand rail, negative
charges flow into or out of the rail
(depending on the sign of your charge),
causing a mild electric shock.
3
3 Suggest where the word photostat The word is another term for
comes from. photocopy, a process that uses light
(hence photo at the start of the word)
and static electricity to copy an original.
2
4 An electric charge produces an electric a It increases.
field. What happens to the size of an
b It increases.
electric field when:
a you move closer to the charge
b the size of the charge is
increased?
2
5 Draw several electric field lines on the
diagram below.

7: Electricity
6 Explain why the metal foil strips at the The positive charges in the rod attract
lower end of the electroscope below negative charges in the lower strips,
repel each other, despite the rod not leaving the lower strips with an excess of
touching the device. positive charges. Since each lower strip is
positive, they repel each other.
2
7 Describe the direction of the current as a R
L (left) or R (right) in each of the b R
following situations.
a
2
8 Complete these sentences. a Current is a measure of the rate
at which charge flows, and is
a ________ is a measure of the
measured in ampere (or amps).
rate at which charge flows, and
is measured in ________. b Voltage is a measure of the
b ________ is a measure of the
volts.
________.

7: Electricity
9 What are the basic ingredients in a cell two different metals (e.g. copper and
or battery? zinc) and an acid
2
10 a What is a conductor? a a substance that allows
electricity to flow through it
b What is an insulator?
b a substance that does not
c Give two examples of a
normally allow electricity to
conductor.
flow through it
d Give two examples of an
c copper, tungsten
insulator.
d plastic, glass
4
11 Give two examples of a resistance in a globe filament, electric jug element
circuit.

7: Electricity
12 State the reading on each meter below. a M1 = 2 A, M2 = 4.5 V,

Each meter is either a voltmeter or M3 = 2 A
ammeter and is connected correctly.
Assume globes in the same circuit are b M4 = 4 A, M5 = 2 A,
identical. M6 = 6 V
a c M7 = 3 A, M8 = 4.5 V,
M9 = 1 A, M10 = 9V
10

7: Electricity
13 Consider the circuit below. a C

b E, F
c A, B, C, D, E, F, G
d C, G
Which other globes would go out if:

a globe B blows
b globe D blows
c globe H blows
d a copper wire is used to create
a short circuit from X to Y
(assume no globes blow)?

7: Electricity
14 Consider the party light circuit below. a two neighbouring globes would
go out
b 4 volts
c It should be arranged so there
are fifteen branches in parallel,
each containing only one globe.
a What would be the effect on

the other globes in the circuit if
one globe blew?
b If the set of lights is designed
for use with a 12 volt power
supply, what should the
voltage rating of each
globe be?
c How could the circuit be
redesigned so that if a globe
blows, none of the others do?

8: Using forces
Name: _______________________ Class: __________ Date: _______
1 The force you need to put in to move an object is called the:

A frictional force B effort force
B
C load D resistance.
1
2 A machine is something:
A made of metal
B used to move blocks of stone
C
C designed to make a task easier
D complex that contains several smaller components.
1
3 Which of the following combinations of effort force and distance moved results
in 20 joules of work being done?
A force = 4 N, distance = 16 m B force = 24 N, distance = 4 m D
C force = 100 N, distance = 5 m D force = 10 N, distance = 2 m
1
4 When a ramp is used by removalists to lift a piano into a moving van, compared
to lifting the piano vertically up:
A the amount of work is reduced but the distance is increased
B the distance is increased, but the amount of work is the same B
C the force is decreased and therefore so is the amount of work required
D the amount of work done is increased, but the time taken is greater.
1
5 The axe and wood splitter are examples of:
A a ramp B a wedge
B
C an inclined plane D all of the above.
1
6 The mechanical advantages of different machines are shown below. Which of
these machines would best do the job?
D
A 1 B 2 C 5 D 10
1

8: Using forces
7 A machine that lifts a 100 N load with an effort of 50 N has a mechanical

advantage of:
B
A 0.5 B 2 C 150 D 5000.
1
8 A pair of scissors is an example of a:
A class 1 lever B class 2 lever
A
C class 3 lever D double inclined plane.
1
9 A teacher of mass 75 kilograms sits 2 metres from the centre pivot of a giant 8
metre seesaw at a science exhibition. How far from the pivot on the other side
would a 50 kilogram student have to sit, to balance the seesaw? D
A 1.5 m B 2m C 2.5 m D 3m
1
10 A tennis racquet is an example of a:
A force multiplier B mass multiplier
C
C speed multiplier D time multiplier.
1
11 A wheel:
A is a speed multiplier
B is a force multiplier
C
C can be either a speed or a force multiplier
D is a type of gear.
1
12 A ceiling fan is an example of a:
A gear train
B wheel acting as a force multiplier
C
C wheel acting as a speed multiplier
D pulley.
1

8: Using forces
13 In the gears train below, gear 3 will move:
A in the same direction as gear 1, but faster

B in the same direction as gear 1, but slower
C in the opposite direction to gear 1, but faster
D in the opposite direction to gear 1, but slower.
1
14 Which of the following is a type of gear?
A plate B worm C slug D shelf B
1
15 A single pulley:
A makes lifting easier by changing the direction of the force that needs to
be applied
B is a speed multiplier A
C has a mechanical advantage slightly greater than 1
D is a type of chain hoist.
1
1 List three simple machines you any three of:

investigated in this unit. ramp, wedge, screw, lever, wheel, pulley
3
2 Calculate the work done when: a 30 J
a a 6 N force moves a load 5 m b 0J
b a person holds a 50 N load still
for 2 seconds

8: Using forces
3 Calculate the mechanical advantage of a a 4

machine that: b 20
a lifts a 200 N load with an effort c the machine in part (b)
of 50 N
b lifts a 200 N load with an effort
of 10 N.
c Which is the better machine,
the one in part (a) or the one in
part (b)?
3
4 Explain why it is easier and less A zigzag track is really a ramp. Although
stressful to walk a zigzag track up a you use the same energy, you travel
mountain instead of going straight up. further, reducing the effort force you
need to put in.
2
5 What do our front teeth have in They are both inclined planes, or more
common with a zip? specifically, wedges.
1
6 State the type of lever shown by each a class 1
diagram.
b class 2
c class 3
3
7 Give an example of: various answers, e.g.
a a class 1 lever a pliers
b a class 2 lever b wheelbarrow
c a class 3 lever. c lifting arm

8: Using forces
8 You have a long metal rod and a brick. A diagrammatic answer is required
Draw a diagram showing how you showing the rock at one end of the rod,
would most effectively use them to shift the brick acting as the fulcrum close to
a large rock. the rock and the effort (you) at the far
end of the rod.
2
9 What type of lever is: a class 2 lever
a a hinged door b class 1 lever
b a screwdriver being used to c class 3 lever
lever off the lid of a paint tin d class 3 lever
c a sweeping broom e class 1 lever
d a golf club
e a hammer being used to
remove a nail?
5
10 Give an example of a wheel used as: a a doorknob
a a force multiplier b a fan
b a speed multiplier.
2
11 A tap is impossible to turn on if its a The tap handle acts as a force
handle is removed. multiplier. Without it, the force
required is much more than a
a Explain why.
person can apply.
b How could the tap handle be
re-designed to make it even b It would even be easier if the tap
handle was bigger with a larger
easier to turn on and off?
diameter.

8: Using forces
12 What is the direction of rotation of the a clockwise

shaded gear in each case? b anticlockwise
a
2
13 What type of gear is each of the a rack and pinion
following? b bevel
a

8: Using forces
14 The diameter of the larger circle below Connecting three units as shown will
is five times that of the inner circle. result in the right-hand gear moving 125
Explain how three of these gears could times faster than the drive gear.
be used to make one gear move more
than 100 times faster than the drive gear
in a gear system.
2
15 Why is a single pulley useful, even if it It is easier to pull down than lift upwards
produces no mechanical advantage? as your weight acts downwards.
1
16 a Compare the load that could be a Four times the load is possible
lifted by the following pulley (using the same force).
system compared to a single b The rope must move four times
pulley. the distance compared to one
using a single pulley.
b How does the distance the rope

must move compare to that for
a single pulley?
2

9: Astronomy
Name: _______________________ Class: __________ Date: _______
1 Astronomy is the study of the:

A Earth B solar system C Milky Way D universe. D
1
2 A meteorite is:
A a small meteor
B a space rock that misses the Earth
C
C a small chunk of space rock that hits the Earth
D a piece of space junk originating from Earth.
1
3 An asteroid is actually:
A the same as a comet
B one of the rocky minor planets in a belt between Mars and Jupiter
B
C a shooting star
D a dirty snowball.
1
4 Which type of space rock orbits the Sun?
A asteroid B comet C meteor D shooting star B
1
5 How many asteroids are there in the asteroid belt?
A 100 B millions
C
C billions D threeCeres, Ida and Veres
1
6 Which two of the following contribute to the formation of a comets tails?
A the Earths gravity B the solar wind B
C evaporation of its nucleus D the Earths atmosphere C
1

9: Astronomy
7 One of the following has never had a spacecraft crash into it or land on it.
Which is it?
D
A an asteroid B the Moon C a comet D a meteor
1
8 Most of the stars you see at night are:
A like our Sun, some much bigger B groups of stars called galaxies
A
C planets D meteors.
1
9 How many stars can you see on a clear, dark night in the country?
A 2000 B 5000 C 300 000 D millions B
1
10 A light year is:
A the distance between the Earth and the Sun
B the distance light travels in a year
B
C the diameter of the Milky Way galaxy
D the time taken for a planet to revolve around its sun.
1
11 Our nearest multiple star system is:
A the Southern Cross B Ceres
C
C Alpha Centauri D Orion.
1
12 The dark circle shown on the celestial sphere below is an example of a
particular:
A altitude B azimuth
C right ascension D declination.
1

9: Astronomy
13 An ecliptic is:
A the duration of an eclipse
B an object that blocks light from the Sun
C
C the path followed by the Sun on the celestial sphere
D a circular star chart used to locate stars at any time of year.
1
14 Which of the following magnitudes indicates the faintest star?
A 0 B 0.5 C 1.0 D 0.6 C
1
15 A star gets its energy from:
A a chemical reaction B a nuclear fission reaction
D
C a nuclear fishing reaction D a nuclear fusion reaction.
1
16 Which of the following is the correct statement?
A Nebulae may form stars, but stars do not form nebulae.
B Nebulae may form stars and stars may explode to form nebulae.
B
C A nebula is the name given to a star that is about to explode.
D A nebula is the core of a star that remains after the star has exploded.
1
17 Our Sun will eventually become:
A a white dwarf B a red dwarf
A
C a neutron star D a black hole.
1
18 A pulsar is:
A a radio wave that comes from a star
B a type of galaxy
C
C a rapidly rotating neutron star
D a galaxy whose centre is so bright it obscures the outer regions.
1
19 Which of the following is a major space-based telescope?
A Bubble B Hubble C Keck D Tech B
1
20 The Milky Way is itself part of a larger group called:
A the big dipper B the local group
B
C the Andromeda super galaxy D the spiral arm.
1

9: Astronomy
1 Match one of the names in the list a comet

below to each description. b meteorite
meteor c asteroid
meteorite d meteor
asteroid
comet
a dirty snowball a few kilometres
in diameter with long period
orbits around the Sun
b flaming meteoroid
c large irregular-shaped object,
potentially dangerous to Earth
d piece of space rock that
occasionally hits the Earth,
usually without causing serious
damage
4
2 a Mark the point from which the a
meteor shower shown below
started.
b the radiant
b What is this point called?
2
3 Where is the asteroid belt? between Mars and Jupiter

9: Astronomy
4 What type of space rocks are a asteroids

a Ceres and Ida b comets
b Hale-Bopp and Shoemaker- c meteors
Levy 9
c the Orionids?
3
5 Dorado is a galaxy 170 000 light years It would take astronomers on Earth
from Earth. If Dorado ceased to exist 170 000 years to notice because that is
today, how many years would it take for how long it takes light to travel from
astronomers on Earth to notice? Explain Dorado to Earth.
your answer.
2
6 List four things a giant space rock firestorms, earthquakes, tsunamis, giant
collision with Earth might cause. dust clouds
4
7 The star Sirius is approximately 82 82 9.5 = 8.65 light years
trillion kilometres from Earth. If a light
year is equal to 9.5 trillion kilometres,
how many light years is Sirius from
Earth? (Show how you calculated your
answer.)
2
8 How many years would it take to travel 9 500 000 000 000 1000
1 light year, travelling at 1000
= 9 500 000 000 hours
kilometres per hour?
= (9 500 000 000 24 356) years
(1 light year = 9 500 000 000 000 km)
= 11 million years
2
9 Name three constellations. various answers; e.g. Libra, Grus,
Triangulum Australe

9: Astronomy
10 The position of a star is marked on the a 16 h

celestial sphere below as a dot.
b 45
c
a What is the right ascension of

the star?
b What is the declination of the
star?
c Mark the position of a star
whose coordinates may be
described as RA 10 h, DEC
30.
3
11 Fill in the blanks in the diagram below
showing the life of a star.

9: Astronomy
12 Name any three types of radiation that IR, UV, visible light, X-rays, radio waves
the Sun emits. and gamma waves
3
13 a If light cant escape from black a by detecting Xrays emitted by
holes, how do astronomers black holes
detect them?
b at the centre of the Milky Way
b Where is the black hole that is galaxy
closest to Earth likely to be?
2
14 Name and sketch three different types
of galaxy.
clockwise from top: spiral, elliptical and

barred spiral
3
15 Complete these sentences about parts of a An open cluster contains a few
the Milky Way galaxy. hundred stars within the spiral
arm of the galaxy.
a An ________ cluster contains a
few hundred stars within the b A globular cluster may be seen
spiral arm of the galaxy. with the naked eye as a fuzzy
star, but actually contains up to a
b A ________ cluster may be
seen with the naked eye as a million stars.
fuzzy star, but actually
contains up to a million stars.

9: Astronomy
16 What types of waves are detected by: a light waves

a an optical telescope b radio waves
b a radio telescope?

Level 5 Standards for Science Dimensions 1 and 2
Science Dimensions 1 and 2 have been designed for the Victorian Essential Learning Standards at
level 5. They include material that address standards in the following Strands, Domains and
Dimensions:
Strand Domain Dimension
Physical, Personal and Health and Physical Education Movement and physical activity
Social Learning Health knowledge and promotion
Interpersonal Development Building social relationships

Working in teams
Personal Learning The individual learner

Managing personal learning
Civics and Citizenship Civics knowledge and understanding

Community engagement
Discipline-based Learning Science Science knowledge and understanding

Science at work
Interdisciplinary Learning Communication Listening, viewing and responding

Presenting
Design, Creativity and Investigating and designing

Technology Producing
Analysing and evaluating
Information and ICT for visualising thinking

Communications Technology ICT for creating
(ICT) ICT for communicating
Thinking Reasoning, processing and inquiry

Creativity
Reflection, evaluation and
metacognition
The grid that follows more closely maps the Standards to each unit in the coursebooks.
Standards information Science Science

Dimensions 1 Dimensions 2
Discipline-based Learning Strand: Science
Learning focus
As students work towards the achievement of Level 5 standards in
Science
they develop their understanding of The Law of Conservation of Energy and 2.2 2.2
The Law of Conservation of Mass and apply these laws to familiar and new 4.1, 4.2, 4.3, 4.4 7.2, 7.3
situations 8.1, 8.2, 8.3, 8.4
they expand their knowledge of science to include abstract concepts, theories, Units Units
principles and models drawn from traditional and emerging sciences 2.1, 2.2, 2.4 2.1, 2.2, 2.3
3.1, 3.2, 3.3 3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4 4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3 5.1, 5.4
6.1, 6.2, 6.3, 6.4, 6.1, 6.2, 6.5
6.5 7.1, 7.2, 7.3
7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4
7.5, 7.6 9.1, 9.2, 9.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4,
9.5, 9.6
they apply these to particular situations. Examples include: changing the rates Units Units
of chemical reactions; using gear systems to demonstrate the relationship 2.1, 2.2, 2.3, 2.4 2.3
between force and energy; investigating the formation of rocks and minerals, 3.1, 3.2, 3.3, 3.4 3.1, 3.2, 3.3, 3.4
including fossil fuels; modelling earthquakes as examples of geological
4.1, 4.2, 4.3, 4.4 4.4
processes; explaining tidal patterns; expanding their ideas of space science to
include meteors, comets, stars, galaxies and the Universe; and relating 5.1, 5.2, 5.3 5.4
sustainability to the requirements for species survival and the management of 6.1, 6.2, 6.3, 6.4, 7.2
resources 6.5 8.3
7.1, 7.2, 7.3, 7.4, 9.1, 9.3
7.5, 7.6
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4,
9.5, 9.6
they develop an understanding of themselves as organisms composed of Units Units
different cells and systems working together 5.1, 5.2, 5.3 5.3, 5.4
6.1 6.1, 6.2, 6.3, 6.4,
6.5
they explore the relationship between system failure and disease, in humans. Units Units
They investigate disease at the cellular, tissue and human body levels 5.1, 5.2, 5.3 5.3, 5.4
6.2, 6.3, 6.4, 6.5

they explore how scientific work has led to the discovery of new knowledge Units Units
and understanding about the natural world and changed our understanding of 1.1 1.1
ourselves and our future 2.1, 2.4 2.1, 2.3
6.1, 6.2, 6.3, 6.4 3.3, 3.4
7.3, 7.6 4.3, 4.4
8.2, 8.3, 8.4 5.1, 5.3, 5.4
9.1, 9.5 6.2, 6.3, 6.3, 6.4,
6.5
7.2
8.1, 8.2, 8.4
9.1, 9.2, 9.3
for example, the use of fossils and other information to construct a time scale Units Units
for the history of Earth; the development of a classification system for living 2.1, 2.2, 2.3, 2.4 2.1, 2.2, 2.3
things, past and present; and the use of the particle model of matter to explain 3.1, 3.2, 3.3, 3.4 3.3, 3.4
the behaviour of materials
6.1, 6.2, 6.3, 6.4, 5.4
6.5 9.1, 9.3
7.5
8.4
9.1, 9.3, 9.5
they learn that the nature of scientific thinking is not static and relies upon 1.5 1.1
knowledge, understanding and skills that are built up over time, shared and 2.1 2.3
reflected upon, while incorporating new ideas, thinking and experimental 8.4 3.3
evidence
9.5 4.4
5.3
6.2, 6.5
7.3
8.2
9.3
they develop their understanding through the use of science ideas (theories, Units Units
laws, principles and models) applied in particular situations 1.5 2.1, 2.3, 2.4
2.1, 2.2, 2.3, 2.4 3.1, 3.2, 3.3, 3.4
3.1, 3.2, 3.3, 3.4 4.1, 4.2, 4.3, 4.4
4.1, 4.2, 4.3, 4.4 5.1, 5.2, 5.3, 5.4
5.1, 5.2, 5.3 6.1, 6.2, 6.3, 6.4,
7.1, 7.2, 7.3, 7.4, 6.5
7.5, 7.6 7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4 8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4, 9.1, 9.2, 9.3
9.5, 9.6

for example, testing formal understandings in controlled studies using Units Units
appropriate experimental tools 1.5 1.2
2.1, 2.2, 2.3, 2.4 2.1, 2.2, 2.3
3.1, 3.3 3.1, 3.2, 3.3, 3.4
5.2, 5.3 4.1, 4.2, 4.3, 4.4
7.2, 7.3, 7.4 5.1, 5.4
6.1, 6.2, 6.5
7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3
they discuss and elaborate particular theoretical knowledge or ways of Units Units
working in areas of personal or public concern, interest or career, including 2.2, 2.3, 2.4 1.1
researching scientific ideas expressed in science magazines and science 3.2, 3.3, 3.4 3.3, 3.4
fiction texts
5.1, 5.2, 5.3 4.3, 4.4
6.1, 6.2 5.4
7.2, 7.3 6.2
8.1, 8.2, 8.4 7.1, 7.2, 7.3
9.1 8.4
9.1, 9.3
they develop skills in measuring mass, volume and density Units Units
1.3, 1.4 1.2, 1.3
2.2, 2.4 2.1, 2.2
3.1, 3.2, 3.3, 3.4 3.1, 3.2
7.3
they learn to use appropriate units of measurement 1.3, 1.4 1.1, 1.2, 1.3
4.1, 4.2 2.2
7.1, 7.3, 7.4 5.1
8.4 5.4
9.5 6.2
7.2, 7.3
8.1
9.2
they participate in activities in which they identify, prepare and separate 3.1, 3.2, 3.3, 3.4 2.1, 2.2
mixtures and solutions
they learn to use basic sampling procedures when conducting fieldwork Unit Units
4.5 4.4
5.4

they design and perform controlled experiments Units Units
1.4, 1.5 1.1, 1.3
2.1. 2.4 2.2
3.1, 3.3 3.2
5.3 4.2, 4.4
7.2, 7.3 5.2, 5.4
6.2, 6.4, 6.5
7.1, 7.2
8.1, 8.3
they develop confidence in justifying their selection of equipment and Units Units
procedures, the type of data collected, and its relationship to the question 1.1, 1.2, 1.4, 1.5 1.2, 1.3
under investigation 3.2, 3.3 8.1, 8.2, 8.3, 8.4
they use a range of tools, (for example, their own and others computer Units Units
models, images and simulations), to explain and interpret observations 1.2 1.2
2.1, 2.2 2.2, 2.3
3.1 3.2, 3.3, 3.4
4.2, 4.3 4.3, 4.4
5.1, 5.2, 5.3 5.1, 5.2, 5.3, 5.4
7.3, 7.5 6.2, 6.3, 6.4, 6.5
8.1, 8.4 7.1, 7.2, 7.3
9.2, 9.3, 9.4, 9.5 8.1, 8.2
9.2, 9.3
they learn to present data in appropriate spreadsheet and graphical form Units Units
1.4, 1.5 1.1, 1.3
2.1. 2.3, 2.4 2.2
3.1, 3.3 4.3
5.3 5.2, 5.4
7.2, 7.3 6.2
7.1, 7.2
8.1, 8.3
they prepare and present a report of their investigations in a variety of formats All chapters All chapters
using diagrams and symbols to summarise procedures All units All units
they practise safe, responsible and ethical behaviour when conducting Units Units
investigations using standard equipment and chemicals including acids and 1.1, 1.2 1.1, 1.2, 1.3
bases, and metals and non-metals 2.1, 2.2, 2.3, 2.4 2.1, 2.2, 2.3
3.1, 3.2, 3.3, 3.4 3.2
5.1, 5.2, 5.3 5.2
7.1, 7.2, 7.3, 7.4, 6.2
7.5, 7.6 7.1, 7.2, 7.3
8.1, 8.2, 8.3, 8.4

they begin to write balanced chemical equations using symbols Units Units
9.4, 9.5 2.1, 2.2, 2.3
4.1
5.2, 5.4
6.2
develop ideas about the responsible use and disposal of materials using Units Units
Material Safety Data Sheets (MSDS). 1.1, 2.2, 2.4 1.2
3.1, 3.2, 3.3, 3.4 2.1, 2.2
4.4
Standards: Science knowledge and understanding
Students
use the particle model to explain structure and properties of matter, chemical Units Units
reactions and factors that influence rate 2.1, 2.2 2.1, 2.2, 2.3
3.1, 3.2, 3.3
4.2, 4.4
explain the structure and function of cells and how different cells work Units Units
together 5.1, 5.2, 5.3 5.1, 5.2, 5.3, 5.4
6.1
explain the relationships, past and present, in living and non-living systems, Units Units
in particular ecosystems, and human impact on these systems 9.4, 9.5 4.1, 4.2, 4.3, 4.4
7.7
8.2
9.1
analyse what is needed for living things to survive, thrive or adapt, now and Units
in the future 4.1, 4.2, 4.3, 4.4
5.2, 5.3, 5.4
6.1, 6.2, 6.3, 6.4,
6.5
9.1
explain how the observed characteristics of living things are used to establish Units Units
a classification system 6.1, 6.2, 6.3, 6.4, 4.2, 4.3
6.5 5.4
use everyday examples of machines, tools and appliances to show how the Units Units
thermodynamic model describes energy and change, and force and motion 4.1, 4.2, 4.3, 4.4, 1.2
7.1, 7.2, 7.3, 7.4, 7.1, 7.2, 7.3
7.5, 7.6 8.1, 8.2, 8.3, 8.4
use time scales to explain the changing Earth and its place in space Units Units
8.1, 8.2, 8.3, 8.4 3.3, 3.4
9.1, 9.2, 9.3, 9.4, 9.1, 9.2, 9.3
9.5

distinguish ideas about the Universe that have a scientific basis from those Units Units
that do not 7.3 2.1, 2.3
8.2, 8.4 3.1, 3.2, 3.3, 3.4
4.4
9.1, 9.2, 9.3
use physical and theoretical models to investigate geological processes Units Units
9.1, 9.2, 9.3, 9.4 3.1, 3.2, 3.3
Standards: Science at work
Students
demonstrate safe, technical uses of a range of instruments and chemicals Units Units
1.1, 1.2 1.2, 1.3
2.2, 2.3, 2.4 2.1, 2.2, 2.4
3.1, 3.2, 3.3
5.2
7.2, 7.3, 7.4
demonstrate safe, technical uses of procedures for preparation and separation Units
3.2, 3.3, 3.4
design investigations that include measurement, using standard laboratory Units Units
instruments and equipment and methods to improve accuracy in measurement 1.2, 1.3, 1.5 1.1, 1.2, 1.3
2.4 2.2
3.1 3.3
5.2 4.2, 4.4
7.2, 7.3, 7.4
make systematic observations and interpret recorded data appropriately, Units All chapters
according to the aims of the study 1.3, 1.5 All units
2.1, 2.2, 2.3, 2.4
3.1, 3.2, 3.3, 3.4
7.2, 7.3, 7.4
8.3
9.5, 9.6
justify their choice of instruments and the accuracy of their measurements, Units Units
commenting on the reliability of the procedures, the measurements used, and 1.2, 1.3, 1.4, 1.5 1.2, 1.3
the conclusions drawn against the prediction or hypothesis investigated 3.2, 3.3
use appropriate diagrams and symbols when reporting on their investigations Units Units
1.1, 1.2, 1.3 1.3
2.1 2.1, 2.2, 2.3
3.2, 3.3 3.1
4.3, 4.4
5.1, 5.2, 5.3, 5.4
7.1, 7.2, 7.3
8.1, 8.2
9.1, 9.2, 9.3

make and use models and images from computer software to interpret and Units Units
explain observations 1.1 1.2
2.1, 2.2 2.2
3.1, 3.2 3.2, 3.3, 3.4
4.1 4.3
5.1, 5.2, 5.3 5.1, 5.2, 5.4
6.1, 6.2, 6.3 6.2, 6.3, 6.4, 6.5
7.2, 7.6 7.1, 7.2, 7.3
8.3, 8.4 8.1, 8.2
9.3, 9.4
in field work, demonstrate use of basic sampling procedures and represent Unit
relationships in ecosystems graphically 4.4
use simulations to predict the effect of changes in an ecosystem Units
4.3, 4.4
work effectively in a group to use science ideas to make operating models of Units Units
devices 2.1 2.1, 2.3
3.2 4.1, 4.3
4.2
7.1, 7.2, 7.4
8.1, 8.4
9.1, 9.3, 9.4, 9.6
identify, analyse and ask their own questions in relation to scientific ideas or Units Units
issues of interest 1.1, 1.5 1.1, 1.3
2.3 2.2
5.3 3.2
7.3 4.2, 4.4
9.2 5.2, 5.4
6.2, 6.4, 6.5
7.2, 7.2
8.1, 8.3
Interdisciplinary Learning Strand:

Communication
Standards: Listening, viewing and responding
At level 5, students
modify their verbal and non-verbal responses to suit particular audiences
interpret complex information and evaluate the effectiveness of its Units Unit
presentation 1.3, 1.4 1.3
when responding, use specialised language and symbols as appropriate to the Units All chapters
contexts in which they are working 1.2, 2.2, 2.4 All units
3.1, 3.2, 3.3, 3.4
All chapters
consider their own and others points of view, apply prior knowledge to new All chapters All chapters
situations, challenge assumptions and justify their own interpretations.

Standards: Presenting
use the communication conventions, forms and language appropriate to the Units All chapters
subject to convey a clear message across a range of presentation forms to 1.1, 1.4 All units
meet the needs of the context, purpose and audience All chapters
provide and use constructive feedback and reflection to develop effective Unit
communication skills. 1.4
Interdisciplinary Learning Strand: Design,

Creativity and Technology
Standards: Investigating and designing
use various strategies and sources of information to investigate and research a Units Units
range of factors relevant to more sophisticated design briefs to which they 1.1 1.1, 1.2
have contributed 3.2 6.3
4.2, 4.4, 4.5 7.2
6.1 9.2
9.4
during the design process they clarify their understanding of design brief Units
requirements and their design ideas by gathering, responding to and providing 2.2
feedback to others. They develop evaluation criteria from the design brief to 7.2
inform their judgments during the design process
8.4
9.2
use a variety of drawing and modelling techniques to visualise design ideas Units Units
and concepts. They demonstrate understanding of design elements and 1.1 6.3
principles and use appropriate technical language 3.2 7.2
4.2, 4.4, 4.5 8.4
6.1 9.2
9.4
understand and logically sequence major stages of production, and calculate Units Unit
and list materials/ingredients and quantities needed for production. They 3.2 9.2
record and communicate their ideas using a variety of media that includes
4.2, 4.4, 4.5
ICT equipment, techniques and procedures.
6.1
9.4

Standards: Producing
work safely/hygienically with a range of tools and equipment, including some Units
which are complex, and manage materials/ingredients, components and 1.2, 2.2, 2.3
processes to produce products and systems, taking full account of the 3.3
appropriateness of their properties, characteristics or expected outputs in
4.1, 4.2, 4.3
meeting requirements of design briefs
5.1, 5.2
6.5
7.1, 7.2, 7.3
8.2, 8.3, 8.4
9.3
make modifications during production, providing a sound explanation for Units
changes that demonstrates reflection, research, responsiveness to feedback, 2.1, 2.3
and use of evaluation criteria. 4.1, 4.3
Standards: Analysing and evaluating
select appropriate equipment and techniques to safely test and evaluate the Units
performance of their products/systems 7.1, 7.3
suggest modifications to improve their products/systems in light of evaluation
of their performance, function and appearance
recommend improvements to the performance, function and appearance of
others product/systems
describe and analyse the social and environmental impacts of their own and
others designs, products and technological systems.
Interdisciplinary Learning Strand:

Information and Communications
Technology
Standards: ICT for visualising thinking
select and apply ICT tools and editing functions that support the filtering, Units Units
classifying, representing, describing and organising of concepts, issues and 1.1, 1.2 1.1
ideas 2.1, 2.2, 2.3, 2.4 2.1, 2.2, 2.3
3.1, 3.2, 3.3, 3.4 3.1, 3.2, 3.3
4.1, 4.2, 4.3, 4.4 4.2, 4.3, 4.4
7.2, 7.3, 7.6 5.1, 5.2, 5.3, 5.4
8.1 6.1, 6.2, 6.3, 6.5
9.1, 9.2, 9.3, 9.6 7.1, 7.2
8.2, 8.3, 8.4
9.1, 9.3
use rule-using software to assist with problem solving and decision making
retrieve and modify successful approaches to visualising thinking for use in
new situations

explain what features of the new situations influenced their decision to use
particular ICT tools and techniques
use a range of data types, including sound and still and moving images, to
record the decisions made and actions taken when developing new
understanding and problem solving
evaluate the strengths and weaknesses of their decisions and actions in the
given situations.
Standards: ICT for creating
independently use the operating system to manage their desktop workspace
organise their folders logically, appropriately name and locate files for
sharing with others and apply techniques to facilitate the easy handling of
large files.
when creating information products, prepare designs that identify the
structure and layout of the products, the evaluation criteria, and the plans for
managing collaborative projects.
independently apply a range of processing skills, functions and equipment to
solve problems and create products which contain minimal functional,
typographical, formatting and readability errors
during the processing stage of collaborative work, monitor project plans and
record reasons for adjusting them
apply criteria to evaluate the extent to which their information products meet
user needs and comply with intellectual property laws
use ICT in a safe, efficient and effective manner All chapters All chapters
keep their bank of digital evidence up-to-date, and ensure it is easy to
navigate, complies with ICT presentation conventions and demonstrates a
diversity of ICT skills and knowledge.
Standards: ICT for communicating
select the most appropriate search engines to locate information on websites Units Units
1.1, 1.2 1.1
2.1, 2.2 2.1, 2.2, 2.3
3.1, 3.2, 3.3, 3.4 3.1, 3.2, 3.3
4.1, 4.2, 4.3, 4.4, 4.2, 4.3, 4.4
4.5 5.1, 5.2, 5.3, 5.4
5.2, 5.3 6.1, 6.2, 6.3, 6.5
6.2, 6.3, 6.4 7.1, 7.2
7.1, 7.4, 7.5, 7.6 8.2, 8.3, 8.4
8.1, 8.2, 8.3, 8.4 9.1, 9.3
9.1, 9.2, 9.3, 9.4,
9.5
use complex search strategies to refine their searches
judge the integrity of the located information based on its credibility,
accuracy, reliability and comprehensiveness

share their ideas through their blog, website or other public forums, which are
correctly formatted, comply with ICT conventions and demonstrate an
awareness of the characteristics that contribute to products meeting their
purpose
organise their email mailbox into a logical structure and maintain it
evaluate the merits of contemporary communication tools, taking into account
their security, ease of use, speed of communication and impact on individuals.
Interdisciplinary Learning Strand: Thinking

Standards: Reasoning, processing and inquiry
use a range of question types, and locate and select relevant information from Units Units
varied sources when undertaking investigations 1.1, 1.2, 1.5 1.1, 1.2, 1.3
2.1, 2.2, 2.4 2.1
3.1, 3.2, 3.3, 3.4 3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.3, 4.4 4.1, 4.2, 4.3, 4.4
5.1, 5.2, 5.3 5.1, 5.3
6.2, 6.3, 6.4 6.1, 6.2, 6.3, 6.4.
7.1, 7.3, 7.4, 7.5, 6.5
7.6 7.2, 7.3
8.1, 8.2, 8.3, 8.4 8.1, 8.2, 8.3, 8.4
9.1, 9.2, 9.3, 9.4, 9.1, 9.2, 9.3
9.5, 9.6
when identifying and synthesising relevant information, use a range of
appropriate strategies of reasoning and analysis to evaluate evidence and
consider their own and others points of view
use a range of discipline-based methodologies Units All chapters
1.2, 1.3, 1.4, 1.5
2.1, 2.2, 2.3, 2.4
3.2, 3.3, 3.4
complete activities focusing on problem solving and decision making which Units Units
involve an increasing number of variables and solutions. 1.3, 1.5 1.1, 1.3
2.4 2.2
3.2, 3.3 3.2
5.3 4.2, 4.4
9.2 5.2, 5.4
6.2, 6.4, 6.5
7.1, 7.2
8.1, 8.3

Standards: Creativity
apply creative thinking strategies to explore possibilities and generate Units Units
multiple options, problem definitions and solutions 1.5 2.1, 2.3
3.1 3.4
4.4 4.1, 4.2, 4.3, 4.4
6.1
7.1, 7.2, 7.3
8.1, 8.2, 8.4
9.1, 9.3, 9.4, 9.5
demonstrate creativity, in the ways they engage with and explore ideas in a Units Units
range of contexts. 1.5 2.1, 2.3
3.1 3.4
4.4 4.1, 4.2, 4.3, 4.4
6.1
7.1, 7.2, 7.3
8.1, 8.2, 8.4
9.1, 9.3, 9.4, 9.5
Standards: Reflection, evaluation and metacognition
explain the purpose of a range of thinking tools and use them in appropriate
contexts
use specific language to describe their thinking and reflect on their thinking
processes during their investigations
modify and evaluate their thinking strategies
describe and explain changes that may occur in their ideas and beliefs over
time.
Physical, Personal and Social Learning

Strand: Health and Physical Education
Standards: Movement and physical activity
proficiently perform complex movement and manipulative skills All chapters and
units
measure their own fitness and physical activity levels and identify factors that Units
influence motivation to be physically active 6.3, 6.4, 6.5
maintain regular participation in moderate to vigorous physical activity and
analyse and evaluate their level of involvement in physical activity
combine motor skills, strategic thinking and tactical knowledge to improve
individual and team performance.

Standards: Health knowledge and promotion
describe the physical, emotional and social changes that occur as a result of
the adolescent stage of the lifespan and the factors that influence their own
development
describe the effect of family and community expectations on the development
of personal identity and values
identify outcomes of risk-taking behaviours and evaluate harm-minimisation Units
strategies 1.1, 1.2
5.2, 5.3
identify the health concerns of young people and the strategies that are Unit Units
designed to improve their health 5.2 6.2, 6.3, 6.4, 6.5
describe the health resources, products and services available for young
people and consider how they could be used to improve health
analyse a range of influences on personal and family food selection, and Unit
identify major nutritional needs for growth and activity. 6.2

Strand: Interpersonal Development
Standards: Building social relationships
demonstrate respect for the individuality of others and empathise with others Units Units
in local and global contexts, acknowledging the diversity of individuals 4.4 3.1, 3.2
5.1, 5.2 4.4
6.3 5.3, 5.4
8.2, 8.4 7.2
9.2, 9.3, 9.4, 9.5 8.2
9.2
recognise and describe peer influence on their behaviour Unit

5.3
select and use appropriate strategies to effectively manage individual conflict
and assist others in resolution processes.
Standards: Working in teams
accept responsibility as a team member and support other members to share Units Units
information, explore the ideas of others, and work cooperatively to achieve a 1.1, 1.2, 1.3, 1.5 1.1, 1.2, 1.3
shared purpose within a realistic time frame 2.1 2.1, 2.2, 2.3
7.4 3.1, 3.2, 3.3
4.2, 4.3
reflect on individual and team outcomes and act to improve their own and the
teams performance.

Strand: Personal Learning
Standards: The individual learner
monitor and describe their progress as learners, identifying their strengths and All chapters All chapters
weaknesses and taking actions to address their weaknesses
identify a variety of learning habits and adopt those which assist their learning All chapters All chapters
identify, select and use an expanded repertoire of learning strategies All chapters All chapters
appropriate to particular tasks
seek and respond to feedback from peers, teachers and other adults and All chapters All chapters
explain how their ideas have changed to develop and refine their content
knowledge and understanding
demonstrate an awareness of different cultural and societal beliefs, values and Units Units
practices, identifying and discussing the effect of ethical issues on learning 4.4 3.1, 3.2
and working with others 5.3 4.4
6.3
8.4
9.1, 9.2, 9.3, 9.4
with support, determine learning improvement goals, justifying their
decisions and making appropriate modifications as necessary
consider both their own and others needs when making decisions about
suitable learning processes and the creation of positive learning environments
within and outside the classroom.
Standards: Managing personal learning
set realistic short-term and long-term learning goals within a variety of Units All chapters
tasks and describe their progress towards achieving these 1.5
7.1
All chapters
complete competing short, extended and group tasks within set Units Units
timeframes, prioritising their available time, utilising appropriate 1.5 1.1, 1.2, 1.3
resources and demonstrating motivation 7.1 2.2
All chapters 3.3
4.2, 4.4
All chapters
initiate and undertake some tasks independently, within negotiated
timeframes
review the effectiveness of the management of tasks, identifying All chapters All chapters
successes and suggesting strategies that would improve outcomes
develop and use criteria to evaluate their work, and use these criteria to
make appropriate refinements
demonstrate a positive and structured approach to learning, identifying All chapters All chapters
and using effective strategies that assist with study, both at school and
at home.

Strand: Civics and Citizenship
Standards: Civics knowledge and understanding
explain the origins and features of representative government Unit
9.2
identify significant developments in the governance and achievement of
political rights in Australia
explain key features of Australian Government including the responsibilities
of the levels of government, the houses of parliament, political parties and the
ways that citizens are represented, using some contemporary examples in
their explanations
describe the purposes of laws and the processes of creating and changing Units
them 1.1, 1.2
identify and question the features and values of Australias political and legal Unit
systems 9.2
identify and discuss the qualities of leadership through historical and Unit
contemporary examples. 2.1
Standards: Community engagement
present points of view on contemporary issues and events using Units Units
appropriate supporting evidence 9.5 4.2, 4.4
5.3
6.5
7.3
explain the different perspectives on some contemporary issues and Units Units
propose possible solutions to problems 9.5 4.2, 4.4
5.3
6.5
7.3
use democratic processes when working in groups on class and Unit All chapters
community projects 1.5
All chapters
participate in school and community events and participate in activities Unit Unit
to contribute to environmental sustainability or action on other 9.5 6.5
community issues.
Science Dimensions 2 Teaching Program
1: Science skills
VELS Level 5 Learning Focus

As students work towards the achievement of Level 5 standards in Science, they:
test formal understandings in controlled studies using appropriate experimental tools
learn that the nature of scientific thinking is not static and relies upon knowledge, understanding and skills that are built up over time, shared and reflected upon,
while incorporating new ideas, thinking and experimental evidence
learn to use appropriate units of measurement
develop skills in measuring mass, volume and density
design and perform controlled experiments
present data in appropriate spreadsheet and graphical form
prepare and present a report of their investigations in a variety of formats using diagrams and symbols to summarise procedures
develop confidence in justifying their selection of equipment and procedures, the type of data collected, and its relationship to the question under investigation
use a range of tools to explain and interpret observations
practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals including acids and bases, and metals and
non-metals.
VELS Level 5 Standards: Science knowledge and understanding

No direct standard.
VELS Level 5 Standards: Science at work

Students:
demonstrate safe, technical uses of a range of instruments and chemicals
design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in measurement
make systematic observations and interpret recorded data appropriately, according to the aims of the study
justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Science Dimensions 2 Teachers Edition CD may be photocopied for classroom use.
1: Science skills

Students:
conclusions drawn against the prediction or hypothesis investigated.
use appropriate diagrams and symbols when reporting on their investigations
identify, analyse and ask their own questions in relation to scientific ideas or issues of interest.
CSFII Outcomes:
There are no specific CSF learning outcomes addressed in this chapter. The chapter does however address some of the skills, processes and procedures from Level 4 and
Level 5 in all strands.
Science at work Practical activities Homework book Suggested Datalogging Companion Website
activities worksheets activities activities
Unit 1.1: What scientists Surfing: Companion Prac 1: Happy birthday to Homework book 1.1: Drag and Drop
do Website: Penicillin (p. 7) you! (p. 8) Carls new experiments interactive: Scientific
Companion Website: Prac 2: Why do cooks research
Team roles (p. 7) add salt to water? (p. 9) Web Destinations:
Researching Fiona Wood Penicillin
and Marie Curie (p. 7)
Profiling jobs that need
science (p. 7)
Investigating: Research
(p. 7)
Imagining: The Big Flash
(p. 8)
Unit 1.2: Making Surfing: Companion Prac 1: How quickly can Drag and Drop
Website: Testing reflexes interactive: Accuracy and
1: Science skills
measurements even better (p. 14) you react? (p. 16) precision
Collecting: Equipment Prac 2: Repeated
(p. 14) measurements (p. 18)
Estimating: Crowds
(p. 14)
Using: The micrometer
(p. 14)
Investigating: Does
nature follow rules?
(p. 15)
Surfing: Researching
measuring instruments
(p. 16)
Unit 1.3: Conventions Surfing: Researching Prac 1: Testing the Homework book 1.2: Drag and Drop
scientists use units (p. 22) variable: mass (p. 23) Graphing skills interactive: A practical
Asking: Resource list Prac 2: Testing the Homework book 1.3: activity
(p. 22) variable: length (p. 24) Extreme units Drag and Drop
Investigating: Pendulums Prac 3: Testing the Homework book 1.4: interactive: Name the
(p. 22) variable: angle (p. 24) Body mass index prefix
Prac 4: Complex
pendulums (p. 25)
Prac 5: Drop time (p. 25)
Chapter review Homework book 1.5: Interactive crossword:

Science skills crossword Skills Crossword
Homework book 1.6:
1: Science skills
Sci-words
2: Atoms

develop their understanding of The Law of Conservation of Mass and apply this law to familiar and new situations
expand their knowledge of science to include abstract concepts, theories, principles and models drawn from traditional and emerging sciences
apply these to particular systems, for example, changing rates of chemical reactions
explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and
our future
develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations. Examples include the use of the
particle model of matter to explain the behaviour of materials
discuss and elaborate particular theoretical knowledge
learn to present data in appropriate spreadsheet and graphical form
use a range of tools, for example, computer models, images and simulations, to explain and interpret observations
begin to write chemical equations using symbols
non-metals
develop ideas about the responsible use and disposal of materials using Material Safety Data Sheets (MSDS).

Students:
use the particle model to explain structure and properties of matter, chemical reactions and factors that influence rate.
2: Atoms

Students:
demonstrate procedures for preparation and separation
use appropriate diagrams and symbols when reporting on their investigations.
CSFII Outcomes:
Chemical science 4.1, 4.2, 5.3
Unit 2.1: Elements, Playing: Companion Prac 1: Teacher Homework book 2.1: Drag and Drop
compounds and mixtures Website: Element Bingo demonstration An odd Element wordfind interactive: Elements and
(p. 33) way to burn sugar (p. 34) Homework book 2.2: their symbols
Surfing: Companion Prac 2: Breaking down The elements QuickTime video:
Website: Alchemists substances (p. 35) Homework book 2.3: Mixtures and compounds.
(p. 33) Prac 3: Flame tests The Periodic Table Web Destinations:
Researching old element (p. 35) Homework book 2.4: Element Bingo
symbols (p. 33) Body elements Web Destinations:
Researching the Zeppelin Alchemists
(p. 33)
Constructing: Element
2: Atoms
mobiles (p. 33)

Imagining: A new
element (p. 34)
Collecting: Food
elements (p. 34)
Unit 2.2: Physical and Surfing: Companion Prac 1: Ripening fruit Homework book 2.5: Prac 6: Reaction rate Interactive animation:
chemical change Website: Physical and (p. 41) Combination reactions effect of temperature and Physical and chemical
chemical change (p. 41) Prac 2: Extinguishing fire concentration (p. 44) changes
Companion Website: (p. 42) Drag and Drop
Balancing chemical Prac 3: Coating nails interactive: Classifying
equations (p. 41) (p. 43) physical and chemical
Investigating: Rusty nails changes
Prac 4: A precipitation
(p. 41) reaction (p. 43) QuickTime video:
Combination reactions
Prac 5: Teacher with oxygen
demonstration Burning
magnesium (p. 44) Drag and Drop
interactive: Classifying
Prac 6: Reaction rate reaction types
effect of temperature and
concentration (p. 44) Web Destinations:
Physical and chemical
Prac 7: Reaction rate and change
surface area (p. 45)
Balancing chemical
Prac 8: Catalysts and equations
enzymes (p. 45)
Unit 2.3: Inside atoms Surfing: Companion Prac 1: Indirect evidence Homework book 2.6: Interactive animation:
Website: Journey into the (p. 52) Atomic graphs Atom
2: Atoms
atom (p. 49) Drag and Drop

Researching the atom interactive: Inside atoms
(p. 49) Web Destinations:
Constructing: Atomic Journey into the atom
models (p. 49) QuickTime video:
Imagining: Nanobots Rutherford experiment
(p. 49)
History of the atom:
Interpreting evidence
(p. 51)
Constructing: An atomic
timeline (p. 51)
Modelling: Rutherfords
experiment (p. 51)

Atoms crossword Atoms crossword
Homework book 2.8:
Sci-words
3: Geology

they apply these to particular situations. Examples include: investigating the formation of rocks and minerals, including fossil fuels; modelling earthquakes as
examples of geological processes
our future
examples include the use of fossils and other information to construct a time scale for the history of Earth; the development of a classification system for living
things, past and present
discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or career, including researching scientific
ideas expressed in science magazines and science fiction texts
practise safe, responsible and ethical behaviour when conducting investigations using standard equipment.

Students:
explain the relationships, past and present, in living and non-living systems
use time scales to explain the changing Earth and its place in space
use physical and theoretical models to investigate geological processes.
3: Geology

Students:
make and use models and images from computer software to interpret and explain observations
CSFII Outcomes:
Earth and space sciences 5.1, 5.2
Unit 3.1: Rocks and Surfing: Prac 1: Making a crystal Homework book 3.1: Web Destinations:
minerals Companion Website: (p. 59) Crystals Minerals
Minerals (p. 58) Prac 2: Observing rocks
(p. 59)
Unit 3.2: Types of rocks Surfing: Prac 1: Crystals and Homework book 3.2: Drag and Drop
Companion Website: cooling rates (p. 66) Rock types interactive: The rock
Animation on the Prac 2: Rockmaker Homework book 3.3: cycle
formation of rocks (p. 65) (p. 66) The soil texture triangle Web Destinations:
Researching Uluru (p. 65) Animations on the
formation of rocks
Imagining: Volcanic
eruption (p. 65)
Investigating:
Sedimentary rocks (p. 65)
3: Geology
Unit 3.3: Fossils Surfing: Prac 1: Investigating Drag and Drop

Companion Website: fossils (p. 74) interactive: Fossil
Australia over the last 110 Prac 2: Radioactive formation
million years (p. 73) cubes (p. 74) Drag and Drop
Researching megafauna interactive: The
(p. 73) geological timescale
Reviewing: Ice Age Web Destinations:
(p. 73) Australia over the last 110
million years
Profiling:
Palaeontologists (p. 73)
Constructing: Timeline
(p. 73)
Unit 3.4: Dinosaurs Surfing: Researching Prac 1: Learning from Homework book 3.4: Drag and Drop
dinosaurs (p. 80) skeletons (p. 81) Outrun a dinosaur interactive: Dinosaur
Researching the evolution Prac 2: Making a Homework book 3.5: classifications
of dinosaurs (p. 80) dinosaur fossil (p. 82) Dino discovery
Researching dinosaur
hunters (p. 81)
Imagining: Dinosaurs
evolving (p. 81)
Back in time (p. 81)
Analysing: Skulls (p. 81)

Geology crossword Geology crossword
Homework book 3.7:
3: Geology
Sci-words
4: Ecology

develop their understanding of The Law of Conservation of Energy and The Law of Conservation of Mass and apply these laws to familiar and new situations
apply these to particular situations. Examples include: relating sustainability to the requirements for species survival
our possible future
develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations
learn to use basic sampling procedures when conducting fieldwork
use a range of tools, (for example, their own and others computer models, images and simulations), to explain and interpret observations
develop ideas about the responsible use and disposal of materials.

Students:
explain the relationships in living and non-living systems, in particular ecosystems
explain human impact on these systems
analyse what is needed for living things to survive, thrive or adapt, now and in the future.
4: Ecology

Students:
conclusions drawn against the prediction or hypothesis investigated
demonstrate in fieldwork the use of basic sampling procedures
represent relationships in ecosystems graphically
use simulations to predict the effect of changes in an ecosystem
CSFII Outcomes:
Biological science 4.1, 5.2
Unit 4.1: Ecosystems Surfing: Researching Prac 1: Cut and paste Homework book 4.1:
biomes (p. 92) (p. 93) Bushfire intensity
Researching disasters Prac 2: Modelling an
(p. 93) ecosystem: predict
Researching burn observeexplain (p. 94)
treatments (p. 93)
Designing: Fire proof and
drought resistant (p. 93)
4: Ecology
Constructing: A mini-
biome (p. 93)
A freshwater still (p. 93).
Imagining: A day in the
life of(p. 93)
Unit 4.2: Adapting to Surfing: Companion Prac 1: Testing soil pH Drag and Drop
change Website: Ecosystems (p. 103) interactive: Physical
(p. 101) Prac 2: Effect of an adaptations of birds
Researching zoos and abiotic factor on plant Web Destinations:
national parks (p. 101) growth (p. 103) Ecosystems
Researching animals
(p. 102)
Investigating:
Hydrangeas (p. 102)
Observing: The family
pet (p. 102)
Imagining: New animal
(p. 102)
Designing: New planet
(p. 102)
Debating: Use of the
environment (p. 102)
Unit 4.3: Food chains and Surfing: Companion Prac 1: Microscope Homework book 4.2: Drag and Drop
food webs Website: Food web activity (p. 111) Whodunnit? interactive: Relationships
construction (p. 110) Prac 2: Modelling a food between organisms
4: Ecology
Researching camouflage chain (p. 111) Web Destinations: Food

(p. 110) Prac 3: Modelling web construction
Constructing: Worm camouflage: predict
farm (p. 110) observeexplain (p. 112)
Imagining: Going Prac 4: Designing
hunting (p. 110) organisms (p. 112)
Unit 4.4: Human impact Investigating: A local Prac 1: A climate in a Homework book 4.3: A Drag and Drop
on ecosystems ecosystem (p. 118) bowl (p. 119) load of garbage! interactive: Humans
Surfing: Researching Prac 2: Simulating global Homework book 4.4: effects on ecosystems
endangered animals and warming (p. 120) Rabbit advance Web Destinations:
habitats (p. 119) Homework book 4.5: Aboriginal relationships
Imagining: Poisonous Threatened plants with the land
waste (p. 119)
Debating: Technology
(p. 119)
The changing
environment of
Australia: Looking back
(p. 124)

Ecology crossword Ecology crossword
Homework book 4.7:
Sci-words
5: Cells

apply these to particular situations
develop an understanding of themselves as organisms composed of different cells and systems working together
explore the relationship between system failure and disease, in humans. They investigate disease at the cellular, tissue and human body levels
our future
examples include; the development of a classification system for living things, past and present
discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or career
non-metals.

Students:
explain the structure and function of cells and how different cells work together.
5: Cells

Students:
justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures
CSFII Outcomes:
Biological science 4.2, 5.3, 5.4
Unit 5.1: The microscope Surfing: Companion Prac 1: Viewing prepared Drag and Drop
Website: Electron slides (p. 136) interactive: The
microscopes (p. 135) Prac 2: Focus on the news compound light
Confocal microscope (p. 136) microscope
(p. 135) Prac 3: Using a Web Destinations:
Researching microscopes microscope (p. 136) Electron microscopes
Designing: Safe use of a Confocal microscopes
microscope (p. 135)
Constructing: A mini
microscope (p. 135)
Unit 5.2: Plant cells Investigating: Geranium Prac 1: Onion, banana Homework book 5.1: Drag and Drop
5: Cells
shoots (p. 142) and rhubarb cells (p. 142) Water movement in trees interactive: A plant cell
Radish seeds (p. 142) Prac 2: Water transport
Constructing: Plant cells (p. 143)
(p. 142)
paper (p. 142)
Unit 5.3: Animal cells Cloning: Understanding Homework book 5.2: Drag and Drop
technology (p. 146) Cell diagrams interactive: Animal cell
Stem cells: Understanding Homework book 5.3: types
technology (p. 147) The history of cloning Drag and Drop
interactive: An animal
cell
Drag and Drop
interactive: Culturing
stem cells
Drag and Drop
interactive: Using stem
cells
Web Destinations: Stem
cells
Unit 5.4: Microbes Estimating: Bacteria Prac 1: Life in a drop of Homework book 5.4: Drag and Drop
(p. 158) water (p. 160) Microbes interactive: Common
Surfing: Looking back Prac 2: Making cheeses Homework book 5.5: protists
(p. 158) (p. 160) The sizes of microbes Drag and Drop
Researching disease Prac 3: Growing bacteria Homework book 5.6: interactive: Reproduction
and growth in fungi
5: Cells
(p. 159) (p. 161) Bacterial growth Web Destinations: Black

Reviewing: Outbreak Prac 4: You look fungi Homework book 5.7: Death
(p. 159) (p. 161) Preserving food
Investigating: Bread Prac 5: Yeast production
(p. 159) (p. 161)
Graphing: Microbes
(p. 159)

Cells crossword Cells crossword
Homework book 5.9:
Sci-words
6: Body systems

develop an understanding of themselves as organisms composed of different cells and systems working together
explore the relationship between system failure and disease, in humans. They investigate disease at the cellular, tissue and human body levels
our future
non-metals.

Students:
explain how the observed characteristics of living things are used to establish a classification system.

Students:
6: Body systems

Students:
CSFII Outcomes:
Biological science 4.2, 5.3, 5.4
Unit 6.1: Cells to systems Surfing: Companion Web Destinations: Body

Website: Body systems systems
(p. 167)
Researching the endocrine
system (p. 167)
Comparing: Machine
systems (p. 167)
Debating: Most important
(p. 167)
Unit 6.2: Digestion Surfing: Researching Prac 1: Energy in a Homework book 6.1: Drag and Drop
problems (p. 175) peanut (p. 175) Digestive system interactive: The digestive
Imagining: Mini camera Prac 2: A model intestine Homework book 6.2: system
pill (p. 175) (p. 175) Analyse this!
Analysing food (p. 177) Prac 3: Enzyme action Web Destinations: Eating
(p. 175) disorders
Prac 4: Basic food tests
6: Body systems
(p. 182)
Prac 5: Testing various
foods (p. 183)
Unit 6.3: Blood and Surfing: Companion Prac 1: Blood cells under Homework book 6.3: Drag and Drop
circulation Website: A bloody history a microscope (p. 192) The heart interactive: The human
(p. 191) Prac 2: Heart dissection Homework book 6.4: heart
Researching the heart (p. 192) Circulatory system Web Destinations: A
(p. 191) Prac 3: Heart rate (p. 193) Homework book 6.5: bloody history
Researching vampires Bloodflow rates Technology activity:
(p. 192) Transport systems
Designing: Board game
(p. 192)
Unit 6.4: Urinary system Surfing: Researching the Prac 1: Teacher Homework book 6.6: Drag and Drop
urinary system (p. 196) demonstration: The Urinary system interactive: The urinary
Investigating: Urine limewater test (p. 197) system
(p. 196) Prac 2: Kidney dissection
(p. 197)
Unit 6.5: Skeleton and Investigating: Bone Homework book 6.7: Drag and Drop
muscles strength (p. 202) Human skeleton interactive: The skeletal
Surfing: Researching and muscular system
bone problems (p. 202) Web Destinations:
Constructing: Model Materials in artificial body
body parts (p. 202) parts
Spare parts:
Understanding technology
6: Body systems
(p. 203)

Body systems crossword Body systems crossword
Homework book 6.9:
Sci-words
7: Electricity

apply these to particular situations
develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations; for example, test formal
understandings in controlled studies using appropriate experimental tools
practise safe, responsible and ethical behaviour when conducting investigations using standard equipment.

Students:
use everyday examples of appliances to describe energy and change.

Students:
conclusions drawn against the prediction or hypothesis investigated
7: Electricity

Students:
work effectively in a group to use science ideas to make operating models of devices.
CSFII Outcomes:
Physical science 4.1, 5.2, 5.3
Unit 7.1: Static electricity Surfing: Companion Prac 1: Positives and Homework book 7.1: Interactive animation:
Website: Static electricity negatives (p. 217) Zapping car doors Static electricity
(p. 216) Prac 2: Static magic Web Destinations: Static
Constructing: An (p. 217) electricity
electroscope (p. 216)
Investigating: Positive or
negative? (p. 216)
Unit 7.2: Moving Surfing: Companion Prac 1: Lemon cell Homework book 7.2: Prac 2: Measuring Drag and Drop
electricity Website: Edison, Galvani (p. 225) Electrical symbols and friction (p. 199) interactive: Circuit
and Volta (p. 223) Prac 2: Conductors and circuits symbols
Researching electricity insulators (p. 226) Drag and Drop
(p. 223) Prac 3: Mini water heater interactive: Defining
Collecting: Batteries (p. 226) electricity
Constructing: Electric Edison, Galvani and Volta
7: Electricity
games (p. 223) Web Destinations: Solar

An alarm (p. 224) Challenge
Investigating: Fruit cells
(p. 224)
Batteries (p. 224)
Torches (p. 224)
Imagining: Electricity as
water (p. 224)
Without cells and batteries
(p. 225)
Solar Challenge: Solving
global problems (p. 227)
Unit 7.3: Using circuits Predicting: Current and Prac 1: Series and parallel Homework book 7.3: A Interactive animation:
voltage (p. 236) circuits (p. 236) footy analogy Series and parallel circuits
Modelling: Crocodile Prac 2: Measuring current Homework book 7.4:
Clips (p. 236) and voltage (p. 237) Electricity costs
Constructing: Circuits Prac 3: A simple fuse Homework book 7.5:
(p. 236) (p. 238) Saving power
Model household circuit
(p. 236)
Imagining: Ellie the
electron and friends
(p. 236)
Surfing: Capital
punishment (p. 236)
7: Electricity

Electricity crossword Electricity crossword
Homework book 7.7:
Sci-words
8: Using forces

Students:
develop their understanding of The Law of Conservation of Energy and The Law of Conservation of Mass and apply these laws to familiar and new situations
apply these to particular situations. Examples include: using gear systems to demonstrate the relationship between force and energy
develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations, for example, testing formal
our future
develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations; for example, test formal
prepare and present a report of their investigations in a variety of formats using diagrams and symbols to summarise procedures.
8: Using forces

Students:
use everyday examples of machines, tools and appliances to show how they describe energy and change, force and motion.

Students:
work effectively in a group to use science ideas to make operating models of devices.
CSFII Outcomes:
Physical science 4.1, 5.4
Unit 8.1: Simple Investigating: Ramps for Prac 1: Ramps (p. 245) Homework book 8.1: Drag and Drop
machines the disabled (p. 244) History of ramps interactive: Using the
Using: The dictionary ramp
(p. 245)
Archimedes (p. 245)
Unit 8.2: Levers Constructing: Body parts Prac 1: The seesaw Homework book 8.2: Drag and Drop
(p. 251) (p. 251) Levers in your body interactive: A class 3
Indigenous hunting Prac 2: Lifting books Homework book 8.3: lever
8: Using forces
machines (p. 254) (p. 252) Whirly bird Web Destinations:

Prac 3: Class 3 levers Levers, indigenous
(p. 253) hunting machines,
boomerangs
Prac 4: Levers at work
(p. 253)
Unit 8.3: Wheels, axles Surfing: Companion Prac 1: A simple wheel Homework book 8.4: Drag and Drop
and gears Website: Gears (p. 262) and axle (p. 263) Gears interactive: Wheels, axles
Investigating: Bicycles Prac 2: Roping them and gears
(p. 262) together (p. 264) Web Destinations: Gears
Constructing: Mouse- Prac 3: Geared machines
trap racers (p. 263) (p. 265)
Competing: Tap Prac 4: Model building
competition (p. 263) (p. 265)
Imagining: Patent
madness (p. 263)
Unit 8.4: Pulleys Surfing: Researching uses Prac 1: Fixed and Homework book 8.5: Web Destinations:
of pulleys (p. 267) moveable pulleys (p. 268) Pulleys Robots
Researching da Vinci Prac 2: Paperclip pulleys
(p. 267) (p. 269)
Researching the pyramids Prac 3: Using pulleys
(p. 268) (p. 270)
Constructing: Medieval Prac 4: Multiple pulleys
machines (p. 268) (p. 271)
Competing: Pulley tug of
war (p. 268)
8: Using forces
Robots: Understanding
technology (p. 272)

Using forces crossword Using forces crossword
Homework book 8.7:
Sci-words
9: Astronomy

apply these to particular situations. Examples include: expanding their ideas of space science to include meteors, comets, stars, galaxies and the Universe
our future
learn to use appropriate units of measurement.

Students:
use time scales to explain the place of Earth in space
distinguish ideas about the Universe that have a scientific basis from those that do not.

Students:
9: Astronomy
CSFII Outcomes:
Earth and space sciences 5.3, 5.4
Unit 9.1: Space rocks Surfing: Companion Prac 1: Teacher Homework sheet 9.1: Drag and Drop
website: Space rocks demonstration: A model Discovering the asteroid interactive: Space rocks
(p. 282) comet (p. 283) belt Web Destinations: Space
Researching space rocks rocks
(p. 282)
Meteorite craters (p. 282)
Imagining: Save the
Earth! (p. 282)
Reviewing: Science-
fiction movies (p. 283)
Unit 9.2: Navigating the Locating: The South Prac 1: Exploring the Homework book 9.2: Drag and Drop
night sky Celestial Pole (p. 287) stars (p. 288) Constellations interactive: The night sky
Collecting: Zodiac Prac 2: Model Homework book 9.3: The Web Destinations: Sky
(p. 288) constellations (p. 289) HR diagram maps
Imagining: Your new Prac 3: Horoscopes
constellation (p. 288) (p. 289)
Designing: A new flag
(p. 288)
Surfing: Researching the
night sky (p. 288)
Using sky maps (p. 290)
9: Astronomy
Unit 9.3: Stars and Surfing: Companion Prac 1: Globular clusters Homework book 9.4: Drag and Drop
galaxies Website: Our place in the (p. 305) Parts of a galaxy interactive: Life and
universe (p. 298) death of a star
Companion Website: Drag and Drop
Images from the Hubble interactive: The universe
Space Telescope (p. 298) Web Destinations: Our
Researching astronomers place in the universe,
and astronomy (p. 298) images from the Hubble
Designing: Car symbols Space Telescope
(p. 298)
Telescopes:
Understanding technology
(p. 299)

Astronomy crossword Astronomy crossword
Homework book 9.6:
Sci-words
Science Dimensions 2 Risk assessmentFor LAB TECH activity
Unit 2.1 Prac 1 An odd way to burn sugar
Description of procedure/requirements
Aim: The teacher will produce a black pillar of carbon by the dehydration of sugar by sulfuric acid.
Chemicals required: Sulfuric acid conc. ~15 mL, sugar 20 g
Equipment: Heat-proof container, heat-proof mat, heat-proof gloves
HAZARDOUS substance as classified by NOHSC criteria

Reactant substance Dangerous Hazard Risk phrases Safety phrases MSDS
good category issue
Sulfuric acid conc. 8 Very R35Causes severe burns S26In case of contact with eyes, rinse immediately with plenty of
H2SO4 corrosive water and seek medical advice.
Corrosive
liquid S30Never add water to this product.
S24/25Avoid contact with skin and eyes.
PRODUCT 2.3 Toxic R23Toxic by inhalation Persons with potential exposure should not wear contact lenses.
Sulfur dioxide Toxic gas R34Causes burns S9Keep container in a well-ventilated place.
>=20% S26In case of contact with eyes, rinse immediately with plenty of
gas water and contact a doctor or poisons information centre.
8
S36/37/39Wear suitable protective clothing, gloves and eye/face
>=5%Conc<20%: C; R20; R34 Corrosive protection.
>=0.5%Conc<5%: Xi;
R36/37/38 S45In case of accident or if you feel unwell seek medical advice
immediately.
NOT a hazardous substance as classified by NOHSC criteria (with NO allocated Dangerous Goods class)
Sugar
Other hazards and safety considerations

Sulfuric acid (conc.) is very corrosive. Minimise quantities provided to the classroom; the teacher will require 15 mL for the reaction.
Always wear PPE and decant sulfuric acid in a fume cupboard; the fumes are corrosive. Do not leave concentrated sulfuric acid in an unattended lab. The
reaction produces sulphur dioxide (a respiratory irritant) and must be done in a fumehood. Do not wear contact lenses. The reaction produces extreme heat.
Use a heat-proof container and allow it to cool before moving or cleaning.
Protective measures
Lab coat Glasses Gloves Fume cupboard Other
Yes Yes Yes Yes Heat-proof gloves
Tie long hair back. Wipe bench/wash hands on completion of prac.
Disposal of wastes
No waste generated by technical activity. Collect Prac Waste for disposal: Staff should allow the container to cool, then, wearing PPE, flush the carbon
residue with plenty of water to dilute any remaining sulfuric acid. Remove carbon residue and dispose via the school waste system. Use a brush and detergent
to scrub the container clean. Soaking the container with sodium bicarbonate overnight may assist in cleaning.
Assessor/ s: _____________________________ Date: __________________ Earliest MSDS expiry date: __________________

To be a valid assessment, the MSDS expiry dates should be added and this risk assessment should be signed and dated.
This assessment is valid for 5 years from the earliest MSDS expiry date.
Disclaimer: This Risk Assessment Sheet is provided to offer guidance only. It must not be construed to waive or modify any legal obligation of the school to
ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the content of this sheet checked
against the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the schools laboratories. This sheet must not be used in
the schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the publisher
disclaims all responsibility for actions taken or not taken in relation to this Risk Assessment Sheet.
Unit 2.1 Prac 3 Flame tests
Aim: Students will burn small amounts of chloride salts and observe flame colours.
Results: Bariumapple green; calciumlemon; copperemerald green; lithiumred; potassiumlilac; sodiumyellow orange; strontiumcrimson
Chemicals required: Class sets of chloride salts (solid)
Equipment: Paperclips, tongs, Bunsen burner, heat-proof mat, beaker of water, watch-glass
HAZARDOUS substances as classified by NOHSC criteria

good category issue
Barium chloride 6.1 Toxic R20Harmful by inhalation S22Do not breathe dust.
Ba Cl2.2H2O Toxic R25Toxic if swallowed S38If insufficient ventilation, wear suitable respiratory equipment.
powder S45In case of accident or if you feel unwell seek medical advice
immediately.
S37/39Wear suitable gloves and eye/face protection.
Calcium chloride NA Harmful, R22Harmful if swallowed S2Keep out of reach of children.
CaCl2.2H2O irritant R36Irritating to eyes S7Keep container tightly closed.
powder S25Avoid contact with eyes.
S26In case of contact with eyes, rinse immediately with plenty of
water and seek medical advice.
S39Wear eye/face protection.
Copper (I) chloride 8 Harmful R22Harmful if swallowed S22Do not breathe dust.
(cuprous chloride) Corrosive R50Very toxic to aquatic S61Avoid release to the environment. Refer to special
CuCl organisms instructions/safety data sheet.
powder S36/37/39Wear suitable protective clothing, gloves and eye/face
protection.

good category issue
Copper (II) 8 Harmful, R50Very toxic to aquatic S22Do not breathe dust.
chloride irritant organisms S26In case of contact with eyes, rinse immediately with plenty of
Corrosive
(cupric chloride) R20/22Harmful by inhalation water and seek medical advice.
CuCl2.2H2O and if swallowed S62If swallowed, do not induce vomiting; seek medical advice
powder R36/38Irritating to eyes and immediately and show this container or label.
skin S24/25Avoid contact with skin and eyes.
protection.
Lithium chloride NA Harmful, R22Harmful if swallowed S22Do not breathe dust.
LiCl irritant R36/38Irritating to eyes and S24Avoid contact with skin.
powder skin S28After contact with skin, wash immediately with plenty of water.
Strontium chloride NA Irritant R36/37Irritating to eyes and S22Do not breathe dust.
SrCl2.6H2O respiratory system S26In case of contact with eyes, rinse immediately with plenty of
powder water and seek medical advice.
protection.
Potassium chloride KCl Sodium chloride NaCl
powder powder

Some chloride salts are hazardous. Staff should assess risks to students and may choose to substitute, demonstrate or omit these chemicals from the prac.
Other metal salts can be substituted and give the same flame colour, such as copper sulfate (this is still hazardous but not corrosive).
This prac requires small amounts of each chemical. Minimise the container size and amount provided to students. Use a spatula to dispense chemicals.
A tray underneath will assist in spill containment and clean up. Provide separate paperclips for each chemical to minimise contamination of stocks.
Flame test spray bottles are NOT recommended for hazardous chemicals due to the aerosols produced, inhalation risk and the difficulty of containing the
chemicals. A toothpick or skewers soaked in 0.1M solution and placed in a bunsen flame produces a reasonable result, but creates another set of hazards.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity or Prac. Any spills should be cleaned up according to normal lab procedures.

Unit 2.2 Prac 3 Coating nails
Aim: Students observe copper being coated onto the nails at different reaction rates.
Chemicals required: Class sets of copper sulfate solution, copper nitrate solution (suggested solution concentration 0.1M)
Equipment: Small iron nails, 3 test tubes, test-tube rack

good category issue
Copper (II) sulfate 9 Harmful, R22Harmful if swallowed S22Do not breathe dust.
CuSO4.5H2O Misc irritant, R36/38Irritating to eyes and S60This material and container must be disposed of as
solid dangerous skin hazardous waste.
for R50/53Very toxic to aquatic S61Avoid release to the environment. Refer to special
environment organisms, may cause long- instructions/MSDS.
term adverse effects in aquatic S24/25Avoid contact with skin and eyes.
environment
protection.
Copper (II) nitrate 5.1 Harmful, R8Contact with combustible S17Keep away from combustible material.
solid irritant, material may cause fire S24/25Avoid contact with skin and eyes.
Oxidising
oxidising R22Harmful if swallowed S37/39Wear suitable gloves and eye/face protection.
agent
R36/38Irritating to eyes and
skin
NOT a hazardous substance as classified by NOHSC criteria (with NO allocated Dangerous goods class)
Iron nails

Prepare solutions according to laboratory safety precautions. Minimise the volumes provided in the class sets.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: waste typeinorganic waste
Wearing PPE, staff should remove nails (a sieve is helpful) and collect the copper solutions for disposal by a chemical waste company.

Unit 2.2 Prac 4 A precipitation reaction
Aim: Students observe the reaction of lead nitrate with potassium iodide to form the precipitate lead iodide. Students detect the presence of potassium by
performing a flame test on the filtrate.
Chemicals required: Class sets of lead nitrate solution, potassium iodide solution (suggested solution concentrations 0.1M)
Equipment: Filter paper, funnel, conical flask, matches, tongs, test tube, test-tube rack

good category issue
Lead nitrate 5.1 Toxic R33Danger of cumulative S13Keep away from food, drink, animal food.
Pb(NO3) effects
Oxidising
solid R62Possible risk of impaired
Mr: 231.21 agent fertility
R61(1)May cause harm to the
61 unborn child
Toxic R20/22Harmful by inhalation
and if swallowed
PRODUCT 5.1 Harmful, R8Contact with combustible
Potassium nitrate irritant, material may cause fire
Oxidising
KNO3 oxidising R22Harmful if swallowed
agent
solid R36/37/3Irritating to eyes,
Hazard cut-offs were respiratory system and skin
unavailable; this
information refers to the
solid

good category issue
PRODUCT 6.1 Toxic R20/22Harmful by inhalation S23Do not breathe gas/fumes/vapour/spray
Lead iodide and if swallowed. S53Avoid exposure - obtain special instructions before use.
PbI2 R33Danger of cumulative S61Avoid release to the environment. Refer to special
solid effects. instructions/safety data sheet.
Mr: 461.0 R50/53Very toxic to aquatic S36/37Wear suitable protective clothing and gloves
organisms, may cause long-term
adverse effects in the aquatic
environment.
unborn child.
R62Possible risk of impaired
fertility.
Potassium Iodide KI
solid

Prepare solutions according to laboratory safety precautions. Minimise the volumes provided in the class sets (particularly lead nitrate).
Wear gloves and use forceps when handling lead iodide filter papers. Maximise lead iodide containment by handling filter papers while they are damp.
Do not allow the filter paper to dry out. Provide a wide-mouthed screw-capped container for students to directly dispose of the filter papers to minimise the
need to double-handle them. Rinse test tubes to minimise lead iodide residues. Test tubes usually require scrubbing with a brush; wear PPE. Hint: Scrub
under water to minimise spray.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: waste typeinorganic (lead iodide contaminated filter papers)
Collect filter papers containing lead iodide for disposal by a chemical waste company. Small volumes of the filtrate (potassium nitrate) can be flushed to the
sewer with plenty of water. Otherwise collect for disposal by a chemical waste company.

Unit 2.2 Prac 5 Burning magnesium
Aim: The teacher will demonstrate the change in mass that occurs when magnesium is oxidised to form magnesium oxide.
Chemicals required: Magnesium ribbon ~3 cm
Equipment: Crucible and lid, electronic balance (3 decimal places), crucible tongs, Bunsen burner, heat-proof mat, tripod, clay triangle, matches

good category issue
Magnesium 4.1 Irritant, R11Highly flammable S22Do not breathe dust.
ribbon Flammable highly R15Contact with water S43In case of fire, use foam or carbon dioxide.
solid flammable liberates extremely flammable S7/8Keep container tightly closed and dry.
Mg gases S24/25Avoid contact with skin and eyes.
R17Spontaneously flammable
in air
R37 Irritating to respiratory
system

Minimise quantities of magnesium provided to the teacher.
Refer teacher to heating RA. Beware of flames and hot items. Use tongs to handle hot items. Allow crucible to cool on a heat-proof mat prior to weighing.
Warning: Do not look directly at the magnesium, it is very bright and may cause eye damage
Protective measures
Yes Yes Heat mat; use tongs to handle hot items
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: Wearing PPE, check that all the magnesium has oxidised. Magnesium oxide
is not classified as hazardous by NOHSC criteria and can be discarded via the school waste disposal system.

Unit 2.2 Prac 6 Reaction rateeffect of temperature and concentration
Aim: Students observe increasing reaction rates with increasing concentration or temperature. The reaction between sodium thiosulfate solution and dilute
hydrochloric acid produces a sulfur precipitate. As the precipitate gets thicker the solution becomes cloudy, and a cross on white paper below the flask slowly
disappears. The time taken for the cross to disappear is the measure of the reaction rate.
Chemicals required: Class sets of 0.1M sodium thiosulfate solution(Na2S2O3(aq)), 1M hydrochloric acid, 2M hydrochloric acid, cold/iced water, hot water
Equipment: Conical flask, 10 mL measuring cylinder, large beaker

good category issue
Hydrochloric acid 8 Corrosive R34Causes burns S23Do not breathe gas/fumes/vapour/spray.
6.812M Corrosive R37Irritating to respiratory S26In case of contact with eyes, rinse immediately with plenty of
solution system water and seek medical advice.
24% to less than 43% S27Take off immediately all contaminated clothing.
HCl S38If insufficient ventilation, wear suitable respiratory equipment.
S62If swallowed, do not induce vomiting; seek medical advice
immediately and show this container or label.
8
>=0.5%Conc<5%: Xi;
immediately.
NOT a hazardous substance as classified by NOHSC criteria

good category issue
Sodium thiosulfate NA S25Avoid contact with eyes.
Na2S2O3 S39Wear eye/face protection.
crystals
NOT a hazardous substances as classified by NOHSC criteria (with NO allocated Dangerous goods class)
Hydrochloric acid 1M Hydrochloric acid 2M Sulfur (PRODUCT)

Hot water is required. Use hot water from a tap or kettle. (Alternatively, students could heat water using hot plate or Bunsen burner. Refer to RA: Heating.)
Prepare solutions according to recipes and standard laboratory safety procedures. Prepare solutions of dilute hydrochloric acid in a fume cupboard. Never add
water to concentrated hydrochloric acid; add the acid to the water, or purchase dilute hydrochloric acid to minimise the use and storage and handling of
concentrated acid. The reaction produces sulfur dioxide (a respiratory irritant). Do not wear contact lenses. Students should perform this prac in a fume
cupboard or use stoppers to seal the flasks and ensure the area is well ventilated. Open stoppered flasks in a fume cupboard. Assess the suitability of your
lab area for this prac. Hazard cut-offs have been included with the sulfur dioxide data.
Protective measures
Yes Yes Yes Yes
Disposal of Wastes
No waste generated by technical activity. Collect Prac waste for disposal: waste typeinorganic
Sulfur precipitate is not suitable for release to the sewer. Staff should decant off the supernatant or filter out the precipitated sulfur. The Iiquid can be flushed
to the sewer with plenty of water and the sulphur/filter paper placed in a labelled container to be disposed of by a waste disposal company.

Unit 2.2 Prac 8 Catalysts and enzymes
Aim: Students observe the decomposition of hydrogen peroxide and observe the rate of reaction in the presence of an enzyme (present in liver) and a
catalyst ( magnesium dioxide).
Chemicals required: Class sets of hydrogen peroxide solution (6% / 10vol), manganese (IV) dioxide
Equipment: 4 test tubes, test-tube rack, hydrogen peroxide solution (6% / 10vol), manganese (IV) dioxide, fresh liver, pieces of apple or potato, knife, cutting
board, wax taper, safety glasses

good category issue
Hydrogen peroxide 5.1 Harmful, R8Contact with combustible S3Keep in a cool place.
35%=120 vol corrosive, material may cause fire S17Keep away from combustible material.
Oxidising
H2O2 agent oxidising R22Harmful if swallowed S28After contact with skin, wash immediately with plenty of water.
solution R34Causes burns S45In case of accident or if you feel unwell seek medical advice
immediately.
8
Corrosive protection.
Manganese (IV) NA Harmful R20/22Harmful by inhalation S22Do not breathe dust.
dioxide.solid and if swallowed S38If insufficient ventilation, wear suitable respiratory equipment.
S45In case of accident or if you feel unwell seek medical advice
immediately.
S36/39Wear suitable protective clothing and eye/face protection.

This prac requires small amounts of the chemicals. Wear PPE. Use a spatula to dispense manganese dioxide into class sets. Minimise container size and
amount dispensed into each container. A tray underneath will assist in spill containment and clean up.
<5%hydrogen peroxide solutions are not classified as hazardous by NOHSC criteria. Minimise volume and concentration of hydrogen peroxide supplied to
students. Hydrogen peroxide decomposes, check old stocks prior to use, they may need to be prepared fresh. To minimise decomposition, store solutions in
the fridge. The gas produced in these reactions is oxygen and is not hazardous.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: waste typeinorganic
Remove food items (a sieve is helpful). Reclaim unreacted manganese dioxide by allowing waste to settle, decant supernatant and flush to the sewer with
plenty of water. Retain manganese dioxide for disposal by a chemical waste company.

Unit 3.1 Prac 1 Making a crystal
Aim: Students will make saturated solutions of copper sulfate to grow seed crystals and then use the seed crystals to grow larger crystals.
Chemicals required: Class sets of copper sulfate
Equipment: 250 mL beaker, craft stick, Petri dish, Bunsen burner, tripod, gauze mat, heat-proof mat

good category issue
CuSO4.5H2O Misc irritant, R36 /38Irritating to eyes and S60This material and container is disposed of as hazardous
solid dangerous skin waste.
for the R50/53Very toxic to aquatic S61Avoid release to the environment. Refer to special
environment organisms, may cause long-term instructions/MSDS.
adverse effects in the aquatic S24/25Avoid contact with skin and eyes.
environment
protection.

Refer to heating RA.
Minimise the amount of copper sulfate supplied to students. Dispense into class sets over a tray to aid in cleaning up and spill management.
Protective measures
Yes Yes Yes
Disposal of Wastes
No waste generated by technical activity. Collect Prac waste for disposal: Consider recycling this waste as it is a pure solution and could be used to
make saturated solutions or where concentration is not critical. Copper sulfate must not enter the sewer. Dispose via a chemical waste company

Unit 3.2 Prac 1 Crystals and cooling rates
Aim: Students observe the effect of cooling rates on crystal size.
Chemicals: Class sets of copper sulfate
Equipment: Two 100 mL beakers, two 500 mL beakers, one 250 mL beaker, stirring rod, Bunsen burner, tripod, gauze mat, heat-proof mat, safety glasses

good category issue
Misc irritant, R36 / 38Irritating to eyes and S60This material and container is disposed of as hazardous
CuSO4.5H2O solid
dangerous skin. waste.
for R50/53Very toxic to aquatic S61Avoid release to the environment. Refer to special
environment
protection.

Wear PPE, dispense copper sulfate into class sets using a spatula. Minimise the amount of copper sulfate supplied to students. Dispense into class sets over
a tray to aid in cleaning up and spill management. Refer teacher to Risk assessment: Heating.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: Consider recycling this waste as it is a pure solution and could be used to
make saturated solutions or where concentration is not critical. Copper sulfate must not enter the sewer. Dispose via a chemical waste company

the schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the Publisher
Unit 5.1 Prac 3 Using a microscope
Aim: Students observe samples using a monocular microscope and a stereo microscope.
Chemicals required: Class sets of sugar crystals, salt, copper sulfate
Equipment: Monocular microscope, stereo microscope, microscope lamp if not attached, microscope slides, cover slips, eye dropper, small samples for
viewing under a microscope (e.g. a sugar crystal, salt, copper sulfate, hair, clothing fibres, leaf, coin, insect, writing sample in ball-point pen)

good category issue
CuSO4.5H2O Misc irritant, R36/38Irritating to eyes and S60This material and container is disposed of as hazardous
environment
protection.

Minimise the amount of copper sulfate supplied to students. Supply seed crystals from Prac 3.1.1 or copper sulfate powder. Dispense into class sets over a
tray to aid in cleaning up and spill management. Handle copper sulfate seed crystals with forceps. Provide a glass or sharps bin for used and broken slides.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal: Copper sulfate must not enter the sewer. Dispose via a chemical waste
company. Place used slides and broken slides in a glass or sharps bin.

Unit 5.2 Prac 1 Onion, banana and rhubarb cells
Aim: Students view onion, banana and rhubarb cells using a microscope.
Chemicals required: Class sets of iodine solution
Equipment: Microscope, iodine solution, lamp, filter paper, glass slide, eye dropper, water, cover slip, samples of onion skin, banana and rhubarb, craft stick

good category issue
Iodine 8 Harmful, R34Causes burns S22Do not breathe dust.
I2 Corrosive corrosive R50Very toxic to aquatic S26In case of contact with eyes, rinse immediately with plenty of
crystals organisms water and seek medical advice.
R20/21Harmful by inhalation S61Avoid release to the environment. Refer to special
and in contact with skin instructions/MSDS.
protection.

good category issue
Iodine solution R51Toxic to aquatic S61Avoid release to the environment. Refer to special
I2 / KI organisms instructions/safety data sheet.
Unit 5.2 Prac 1 Onion, banana and rhubarb cells

Wear PPE when preparing solutions (refer to recipe list). Iodine solution deteriorates in light. Store in a dark bottle. Decant minimum volumes of iodine
solution into class sets. Consider providing gloves for students. Provide 4 per cent sodium thiosulfate to decolorised iodine spills. Provide a glass or sharps bin
for used and broken slides.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste: Discard solid waste via the school waste system. Discard used slides in a glass or sharps
bin.

Unit 6.2 Prac 2 A model intestine
Aim: Students use dialysis tubing to demonstrate diffusion of starch across a membrane, simulating the intestine.
Chemicals required: Class sets of iodine solution, starch solution, glucose solution
Equipment: Two 500 mL beakers, two 20 cm lengths of dialysis tubing, Testape

good category issue
Crystals organisms water and seek medical advice.
protection.

good category issue
Iodine solution R51Toxic to aquatic organisms S61Avoid release to the environment. Refer to special
I2 / KI instructions/safety data sheet.
Starch
Unit 6.2 Prac 2 A model intestine

Wear PPE when preparing solutions (refer to recipe list). Iodine solution deteriorates in light. Store in a dark bottle. Decant minimum volumes of iodine
solution into class sets. Provide 4 per cent sodium thiosulfate to decolorised iodine spills. Gloves can be provided to students. Use a soluble starch such as
potato starch for the starch solution.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste: Flush liquid solutions to the sewer with plenty of water, only trace amounts of iodine are
used in this procedure.

Unit 6.2 Prac 4 Basic food tests
Aim: Students perform tests to identify starch, glucose, lipids, protein and vitamin C.
Chemicals required: Class sets of starch solution, iodine solution, glucose solution, margarine, vegetable oil, protein solution, vitamin C solution, DCPIP
solution
Equipment: Testape, Albustix paper, a white tile, watch-glass, brown paper, test tube, eye dropper, spatula

good category issue
crystals organisms water and seek medical advice.
protection.
DCPIP NA Harmful R22Harmful if swallowed S36/37/39Wear suitable protective clothing, gloves and eye/face
2,6- protection.
dichlorophenolindophe
nol sodium salt
NOT hazardous substances as classified by NOHSC criteria

good category issue
Iodine solution R51Toxic to aquatic organisms S61Avoid release to the environment. Refer to special
I2 / KI instructions/safety data sheet.

good category issue
DCPIP 0.001M NA S36/37/39Wear suitable protective clothing, gloves and eye/face
protection.
NOT hazardous substances as classified by NOHSC criteria (with NO allocated Dangerous goods class)
Starch Glucose Margarine Vegetable oil
Protein Vitamin C (ascorbic acid)

Wear PPE when preparing solutions (refer to recipe list). Iodine and DCPIP solution deteriorate in light. Store in a dark bottle. Store DCPIP at 4C. Decant
minimum volumes of iodine and DCPIP solutions into class sets. Provide 4 per cent sodium thiosulfate to decolorise iodine spills. Gloves can be provided to
students. Concentrations have not been given for test solutions as this is not critical; it is a detection test only. Suggested substances for standard solutions:
starcha soluble starch such as potato starch; glucoseglucose powder; proteingelatine. Use a vitamin C tablet if ascorbic acid is not available.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste: Flush liquid solutions to the sewer; storage would only result in perished food. Only trace
amounts of hazardous chemicals are used in each test. Discard solid waste via the school waste system.

Unit 6.2 Prac 5 Testing various foods
Aim: Students perform the tests from Prac 6.2.4 to identify the presence of starch, glucose, lipids, protein and vitamin C in various foods.
Chemicals required: Class sets of iodine solution, DCPIP solution
Equipment: Samples of various foods (e.g. apple, cheese, milk, egg white, butter, a lolly, flour, meat, orange juice, lemon, potato, biscuit, bread), white tile,
Testape, watch-glass, brown paper, Albustix paper, test tube, mortar and pestle for grinding up foods, spatula

good category issue
Crystals organisms water and seek medical advice
protection.
DCPIP NA Harmful R22Harmful if swallowed S36/37/39Wear suitable protective clothing, gloves and eye/face
2,6- protection.
dichlorophenolindophe
nol sodium salt
NOT a hazardous substances as classified by NOHSC criteria

good category issue
Iodine solution R51Toxic to aquatic S61Avoid release to the environment. Refer to special
I2 / KI organisms instructions/safety data sheet.

good category issue
DCPIP 0.001M NA S36/37/39Wear suitable protective clothing, gloves and
eye/face protection.

Wear PPE when preparing solutions (refer to recipe list). Iodine and DCPIP solution deteriorate in light. Store in a dark bottle. Store DCPIP at 4C. Decant
minimum volumes of iodine and DCPIP solutions into class sets. Provide 4 per cent sodium thiosulfate to decolorise iodine spills. Gloves can be provided.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste: Flush liquid solutions to the sewer; storage would only result in perished food. Only trace
amounts of hazardous chemicals are used in each test. Discard solid waste via the school waste system.

Unit 6.4 Prac 1 The limewater test
Aim: Students observe that carbon dioxide is present in the air we breathe out.
Chemicals required: Limewater
Equipment: Straws, tubing, small beaker, fish tank bubbler

good category issue
Calcium hydroxide NA Irritant R38Irritating to skin S22Do not breathe dust.
saturated soln R41Risk of serious damage to S26In case of contact with eyes, rinse immediately with plenty of
Limewater eyes water and seek medical advice.
S38If insufficient ventilation, wear suitable respiratory equipment.

Wear PPE to prepare limewater (see recipe). Insert a straw mouth piece into a long length of tubing. This ensures that any spray is not near the teachers face
or eyes. Supply fresh straws for each teacher to blow bubbles into a sample of limewater. Discard straw after use.
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Demonstration waste for disposal: waste typeinorganic waste
Neutralise limewater with acid, test pH is neutral, then flush to the sewer with plenty of water. Otherwise collect for disposal by a chemical waste company.

Unit 9.1 Prac 1 A model comet
Aim: Make a model of a comet.
Chemicals required: Dry ice, ammonia
Equipment: Worcestershire sauce, dirt, leather gardening gloves, plastic bag, plastic mixing bowl, spray bottle with water

good category issue
Ammonia aqueous 8 Corrosive, R34Causes burns S26In case of contact with eyes, rinse immediately with plenty of
solution dangerous R50Very toxic to aquatic water and seek medical advice.
Corrosive
for the organisms S45In case of accident or if you feel unwell seek medical advice
Ammonium hydroxide
environment immediately
(NH4OH)
>10%=2.9M S36/37/39Wear suitable protective clothing, gloves and eye/face
protection.
S61Avoid release to the environment. Refer to special
instructions/MSDS

good category issue
Dry ice 9 Causes burns due to extreme S9Keep container in a well ventilated place.
solid carbon dioxide cold S23Do not breathe gas/fumes/vapour/spray.
Misc
protection.

This is a demonstration to be performed by staff. Dry ice causes severe burns if it comes into contact with your skin. Handle with extreme care, in a well-
ventilated area or fume hood. Wear the leather gloves at all times when handling dry ice. Do not store dry ice in an airtight containerthere is a risk the
container may explode. Store in a cool, well-ventilated area, an Esky will extend the life of the dry ice. Minimise exposure to ammonia fumes by performing
this in a fume cupboard or well-ventilated area.
Protective measures
Yes Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Demo waste for disposal: Allow all the dry ice to sublime. The waste now consists of dirt and sauce
with a small amount of ammonia which has evaporated over time. The waste can be flushed to the sewer with plenty of water.

Science Dimensions # Risk assessmentFor LAB TECH activity
Unit #.# Prac # <prac title>
Aim:
Chemicals required: Class sets of
Equipment:
HAZARDOUS substance as classified by NOHSC

good category issue
NOT a hazardous substance as classified by NOHSC

good category issue
NOT a hazardous substance as classified by NOHSC (with NO allocated Dangerous goods class)
Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Science Dimensions # Teachers Edition CD may be photocopied for classroom use.
Science Dimensions # Risk assessmentFor LAB TECH activity
Protective measures
Yes Yes Yes
Disposal of wastes
No waste generated by technical activity. Collect Prac waste for disposal:
Wearing PPE, staff should

Science Dimensions 2 Risk assessmentFor Teacher Demonstration
Description of procedure
You will need: Sulfuric acid concentrated, sugar, beaker, stirring rod, heat-proof mat,
What to do: Place the beaker on a heat-proof mat in the fume cupboard. Pour in the sugar. (Warming the sugar first gives a stronger reaction.) Add enough
water to make a slurry (about 4 mL), stirring with a glass rod. Slowly add 15 mL of concentrated sulfuric acid and stir well. When the sugar starts to brown,
remove the stirring rod and stand well back. The reaction produces a lot of heat and gives off steam and sulphur dioxide gas. The acid breaks the sugar down
into water vapour, carbon and other substances. The water vapour bubbles through the carbon to produce an impressive pile of black charcoal.

good category issue
Sulfuric acid conc. 8 Very R35Causes severe burns S26In case of contact with eyes, rinse immediately with plenty of
H2SO4 corrosive water and seek medical advice.
Corrosive
liquid S30Never add water to this product.
8
>=0.5%Conc<5%: Xi;
immediately.
Sugar

Sulfuric acid (conc.) is very corrosive. Minimise quantities provided to the classroom; ~15 mL is required for the reaction. Always wear PPE and use sulfuric
acid in a fume cupboard; the fumes are corrosive. Do not leave sulfuric acid (conc.) in an unattended lab. The reaction produces sulphur dioxide (a respiratory
irritant) and must be done in a fumehood. Do not wear contact lenses. The reaction produces extreme heat. Use a heat-proof container and allow it to cool
before moving or cleaning.
Protective measures
Yes Yes Yes Yes Heat-proof gloves
Disposal of wastes
Collect prac waste for disposal: Staff should allow the container to cool, then, wearing PPE, flush the carbon residue with plenty of water to dilute any
remaining sulfuric acid. Remove carbon residue and dispose via the school waste system. Use a brush and detergent to scrub the container clean. Soaking
the container with sodium bicarbonate overnight may assist in cleaning.

Science Dimensions 2 Risk assessmentFor STUDENT activity
You will need: Paperclips, tongs, Bunsen burner, heat-proof mat, beaker of water, various chloride salts (e.g. strontium chloride, sodium chloride, copper
chloride, potassium chloride), watch-glass
What to do: Obtain a tiny sample of one of the chemicals on a watch-glass. Fill a clean beaker with water. Dip one end of a paperclip into the water, then into
the chemical so some of the chemical sticks to the paperclip. Set the Bunsen burner to a blue flame. Using tongs, place the end of the paperclip with the
chemical into the flame and observe the colour produced. Rinse the beaker and fill it with clean water. Obtain a new paperclip. Repeat the procedure for the
other chemicals.

good category issue
Calcium chloride NA Harmful, R22Harmful if swallowed S2Keep out of reach of children.
CaCl2.2H2O irritant R36Irritating to eyes S7Keep container tightly closed.
powder S25Avoid contact with eyes.
S26In case of contact with eyes, rinse immediately with plenty of
water and seek medical advice.
S39Wear eye/face protection.
Copper (I) chloride 8 Harmful R22Harmful if swallowed S22Do not breathe dust.
(cuprous chloride) Corrosive R50Very toxic to aquatic S61Avoid release to the environment. Refer to special
CuCl organisms instructions/safety data sheet.
powder S36/37/39Wear suitable protective clothing, gloves and eye/face
protection.
Lithium chloride NA Harmful, R22Harmful if swallowed S22Do not breathe dust.
LiCl irritant R36/38Irritating to eyes and S24Avoid contact with skin.
powder skin S28After contact with skin, wash immediately with plenty of water.

good category issue
Strontium chloride NA Irritant R36/37Irritating to eyes and S22Do not breathe dust.
SrCl2.6H20 respiratory system S26In case of contact with eyes, rinse immediately with plenty of
powder water and seek medical advice.
protection.
Potassium chloride KCl Sodium chloride NaCl
powder powder

Refer to heating RA. Beware of flames and hot items. Use tongs to hold paperclips and rest them on a heat-proof surface to cool.
Some of the chlorides listed are hazardous. Staff should assess risks to students and may choose to demonstrate or omit these chemicals from the prac.
Minimise contamination and use separate paperclips for each chemical. To minimise spills use small amounts of each chemical. Wipe the area clean
immediately if a spill occurs. Ensure work areas are thoroughly cleaned at the end of the prac.
Protective measures
Yes Yes Yes Heat-proof mat; use tongs to handle hot items
Disposal of wastes
No waste generated by technical activity or Prac. Any spills should be cleaned up according to normal lab procedures.

Notes
You will need: Small iron nails, copper sulfate solution (0.1M), copper nitrate solution (0.1M), 3 test tubes, test-tube rack
What to do: One-third fill one test tube with water, one with copper sulfate solution and one with copper nitrate solution, and place the tubes in a rack. Place
one iron nail in each test tube. Leave the test tubes to stand for 5 minutes or more, and preferably overnight.

good category issue
Copper (II) nitrate 5.1 Harmful, R8Contact with combustible S17Keep away from combustible material.
solid irritant, material may cause fire S24/25Avoid contact with skin and eyes.
Oxidising
Hazard cut-offs were oxidising R22Harmful if swallowed
agent S37/39Wear suitable gloves and eye/face protection.
unavailable; this
R36/38Irritating to eyes and
skin
solid

good category issue
Copper (II) sulfate 9 Dangerous R51/53Toxic to aquatic S61Avoid release to the environment. Refer to special
0.1M Misc for organisms, may cause instructions/safety data sheet.
environment long-term adverse effects in
the aquatic environment
Iron nails

Do not drop nails into the test tubes, as the test tubes can break.
Protective measures
Yes Yes
Disposal of wastes
Collect Prac waste for disposal: waste typeinorganic waste
Wearing PPE, staff should remove nails (a sieve is helpful) and collect the copper solutions for disposal by a chemical waste company. Nails can be rinsed
and discarded via the school waste system

You will need: Lead nitrate solution, potassium iodide solution (suggested solution concentrations 0.1M), filter paper, funnel, conical flask, matches, tongs,
test tube, test-tube rack
What to do: Part A: Place 2 cm of lead nitrate solution in a test tube. Add a similar amount of potassium iodide solution. Leave the test tube to stand in a rack
for several minutes. Part B: Use filter paper, a conical flask and a funnel to filter out the precipitate. Leave the solution filtering overnight. Light a match and
blow it out after about 1 cm of the lit end has turned to charcoal. Remove the end of the match. Dip the burnt end of the match into the filtered solute. Using
tongs, place the match end with the solute on it into the blue flame of a Bunsen burner for about 10 seconds. Observe the end of the match.

good category issue
Lead nitrate 0.1M NA Toxic R33Danger of cumulative S53 Avoid exposure Obtain special instructions before use
Pb(NO3) effects S45 In case of accident or if you feel unwell seek medical advice
solid R61(1)May cause harm to the immediately.
unborn child S60 This material and its container must be disposed of as
R20/22Harmful by inhalation hazardous waste.
and if swallowed S61 Avoid release to the environment. Refer to special
instructions/MSDS.
PRODUCT 5.1 Harmful, R8Contact with combustible -
Potassium nitrate irritant, material may cause fire
Oxidising
KNO3 agent oxidising R22Harmful if swallowed
solid R36/37/3Irritating to eyes,
Hazard cut-offs were respiratory system and skin
unavailable; this
solid

good category issue
PRODUCT 6.1 Toxic R20/22Harmful by inhalation S23Do not breathe gas/fumes/vapour/spray
Lead iodide and if swallowed. S53Avoid exposure - obtain special instructions before use.
PbI2 R33Danger of cumulative S61Avoid release to the environment. Refer to special
solid effects. instructions/safety data sheet.
Mr: 461.0 R50/53Very toxic to aquatic S36/37Wear suitable protective clothing and gloves
organisms, may cause long-term
adverse effects in the aquatic
environment.
unborn child.
R62Possible risk of impaired
fertility.
Potassium Iodide KI solid

Refer to heating RA. Beware of flames and hot items. Ensure the burnt match head has cooled before removing. Use tongs to hold the burnt match dipped in
filtrate. Provide minimal volumes in the class sets (particularly lead nitrate). Wear gloves and use forceps when handling lead iodide filter papers. Maximise
lead iodide containment by handling filter papers while they are damp. Place directly in a container for disposal by a chemical waste company.
Protective measures
Yes Yes Yes Heat-proof mat, tongs
Disposal of wastes
Collect Prac waste for disposal: waste typeinorganic waste (lead iodide contaminated filter papers)
Collect filter papers containing lead iodide for disposal by a chemical waste company. Small volumes of the filtrate (potassium nitrate) can be flushed to the
sewer with plenty of water. Otherwise collect for disposal by a chemical waste company.

Science Dimensions 2 Risk assessmentFor TEACHER DEMONSTRATION
You will need: Crucible and lid, an electronic balance (3 decimal places), crucible tongs, Bunsen burner, heat-proof mat, tripod, clay triangle, matches
What to do: Wind a 3 cm piece of magnesium into a spiral and place it in a crucible. Weigh it accurately on an electronic balance. Place a lid on the crucible,
leaving it slightly ajar so that air can enter but no one can look into it. Heat strongly over the blue flame of a Bunsen burner. Weigh the crucible after it is cool.

good category issue
Magnesium 4.1 Irritant, R11Highly flammable. S22Do not breathe dust.
ribbon Flammable highly R15Contact with water S43In case of fire, use foam or carbon dioxide.
solid flammable liberates extremely flammable S7/8Keep container tightly closed and dry.
Mg gases S24/25Avoid contact with skin and eyes.
R17Spontaneously flammable
in air
R37Irritating to respiratory
system

Refer to heating RA. Beware of flames and hot items. Use tongs to handle hot items. Allow crucible to cool on a heat-proof mat before weighing.
Warning: Do not look directly at the magnesium, it is very bright and may cause eye damage.
Protective measures
Yes Yes Heat-proof mat; use tongs to handle hot items
Science Dimensions 2 Risk assessmentFor TEACHER DEMONSTRATION
Disposal of wastes
Collect Prac waste for disposal: Wearing PPE, staff should check that all the magnesium has oxidised. Magnesium oxide is not classified as hazardous by
NOHSC criteria and can be discarded via the school waste disposal system.

You will need: Sodium thiosulfate (hypo) solution (0.1M), hydrochloric acid (1M), hydrochloric acid (2M), cold water, hot water, conical flask, 10 mL
measuring cylinder, large beaker, safety glasses
What to do: Place 50 mL of 0.1M sodium thiosulfate solution into a conical flask, sit the conical flask in a beaker of cold water (put ice blocks in the water) for
5 minutes. Remove the conical flask from the beaker and dry its base. Draw a cross on a piece of white paper and place the conical flask on top of the cross.
Add 10 mL of hydrochloric acid (1M strength) to the conical flask and time how long it takes before you can no longer see the cross under the base of the flask
(or use a light sensor). Repeat the procedure using hot water instead of cold. Repeat the procedure using 2M strength hydrochloric acid.

good category issue
8
>=0.5%Conc<5%: Xi;
R36/37/38 S45 In case of accident or if you feel unwell seek medical advice
immediately.
NOT hazardous substances as classified by NOHSC criteria

good category issue
Hydrochloric acid 8 S23Do not breathe gas/fumes/vapour/spray.
2M Corrosive S26In case of contact with eyes, rinse immediately with plenty of
HCl water and seek medical advice.
S62If swallowed, do not induce vomiting; seek medical advice
immediately and show this container or label.

good category issue
Sodium thiosulfate 0.1M Hydrochloric acid 1M
Na2S2O3 HCl

Hot water is required. Use hot water from a tap or kettle (staff could fill beakers to minimise students carrying hot water around the lab, or students could heat
water using a hot plate or Bunsen burner. Refer to RA: Heating).The reaction produces sulfur dioxide (a respiratory irritant). Do not wear contact lenses.
Students should perform this prac in a fume cupboard or use stoppers to seal the flasks and ensure the area is well ventilated. Open stoppered flasks in a
fume cupboard. Assess the suitability of your lab area for this prac. Hazard cut-offs have been included with the sulfur dioxide data.
Protective measures
Yes Yes Yes Yes Ensure the area where the reactions are performed is well ventilated.
Disposal of wastes
Collect Prac waste for disposal: waste typeinorganic
Sulfur precipitate is not suitable for release to the sewer. Staff should decant off the supernatant or filter out the precipitated sulfur.
The Iiquid can be flushed to the sewer with plenty of water and the sulfur placed in a labelled container to be disposed of by a waste disposal company.

You will need: 4 test tubes, test-tube rack, hydrogen peroxide solution (6% / 10vol), manganese (IV) dioxide, fresh liver, small piece of apple or potato, knife,
cutting board, wax taper, safety glasses
What to do: Add some liver to a test tube. Place some manganese dioxide in another test tube. Place a small piece of apple or potato in another test tube.
One-quarter fill another test tube with hydrogen peroxide only. Hydrogen peroxide slowly decomposes into water and bubbles of oxygen. Can you see bubbles
of oxygen forming? Add the same amount of hydrogen peroxide to the other test tubes and observe. Compare rates of bubble formation in all three test tubes.
HAZARDOUS as classified by NOHSC criteria

good category issue
Hydrogen peroxide NA Irritant, R8Contact with combustible S17Keep away from combustible material.
20 vol =6% oxidising material may cause fire S26In case of contact with eyes, rinse immediately with plenty of
H2O2 R36/38Irritating to eyes and water and seek medical advice.
solution skin S24/25Avoid contact with skin and eyes.
Manganese (IV) NA Harmful R20/22Harmful by inhalation S22Do not breathe dust.
dioxide and if swallowed S38If insufficient ventilation, wear suitable respiratory equipment.
solid S45In case of accident or if you feel unwell seek medical advice
immediately.
S36/39Wear suitable protective clothing and eye/face protection.

Use a spatula to dispense manganese dioxide. <5%hydrogen peroxide solutions are not classified as hazardous by NOHSC criteria. Minimise concentration
of hydrogen peroxide supplied to students. The gas produced in these reactions is oxygen and is not hazardous. Spills should be cleaned up immediately and
benches thoroughly wiped at the end of the prac. Students should place waste in the container provided.
Protective measures
Yes Yes Yes
Disposal of wastes
Staff to remove food items (a sieve is helpful). Reclaim unreacted manganese dioxide by allowing waste to settle, decant supernatant and flush to the sewer
with plenty of water. Retain manganese dioxide for disposal by a chemical waste company.

You will need: Copper sulfate, 250 mL beaker, craft stick, Petri dish, Bunsen burner, tripod, gauze mat, heat-proof mat
What to do: Obtaining a seed crystal: One-third fill a 250 mL beaker with water and dissolve as much copper sulfate in it as possible. Heat the solution and
add more copper sulfate in small amounts until no more will dissolve. Remove the solution from heat and allow it to settle and cool for about 5 to 10 minutes.
Carefully decant some of the solution into a shallow layer in a Petri dish and allow this to cool overnight. Keep the rest of the solution in the beaker.
Growing a large crystal: Obtain a seed crystal from the Petri dish (or ask another group for one if yours did not produce any). Tie it to a piece of cotton thread
and suspend it in your cooled copper sulfate solution. Observe the crystal every few days for a week or so.

good category issue
CuSO4.5H2O Misc irritant, R36 /38Irritating to eyes and S60This material and container is disposed of as hazardous
environment
protection.

Refer to heating RA. Beware of flames and hot items, burn and scald risk.
Wipe up any spills immediately. Use a spatula to transfer powder. Students could be supplied with seed crystals.
Protective measures
Yes Yes Yes Heat-proof mat
Disposal of wastes
Collect Prac waste for disposal or recycling: waste typeinorganic
Consider recycling this waste as it is a pure solution and could be used to make saturated solutions or where concentration is not critical.
Copper sulfate must not enter the sewer. Dispose via a chemical waste company

You will need: Copper sulfate, two 100 mL beakers, two 500 mL beakers, one 250 mL beaker, stirring rod, Bunsen burner, tripod, gauze mat, heat-proof mat,
safety glasses
What to do: 1 One-quarter fill the 250 mL beaker with cold water, and dissolve as much copper sulfate in it as possible. 2 Heat the solution and add more
copper sulfate in small amounts until no more will dissolve. You now have a saturated copper sulfate solution. 3 Carefully place half of the solution in each of
the 100 mL beakers. 4 Place one 100 mL beaker in a 500 mL beaker with some cold water. 5 Place the other 100 mL beaker in an empty 500 mL beaker. 6
Allow each to stand overnight. 7 Observe any crystals formed.

good category issue
Copper (II) sulfate 9 Misc Harmful, R22Harmful if swallowed S22Do not breathe dust.
irritant, R36 / 38Irritating to eyes and S60This material and container is disposed of as hazardous
CuSO4.5H2O solid
dangerous skin. waste.
environment
protection.

Wipe up any spills immediately. Use a spatula to transfer powder. Refer to heating RA. Beware of flames and hot items, burn and scald risk.
Protective measures
Yes Yes Yes Refer to Risk assessment: Heating, heat mat, heat-proof gloves
Disposal of wastes
Collect Prac waste for disposal or recycling: waste type: inorganic waste
Consider recycling this waste as it is a pure solution and could be used to make saturated solutions or where concentration is not critical. Copper sulfate
crystals can be reused.
Copper sulfate must not enter the sewer. Dispose via a chemical waste company

the schools laboratories until it has been checked against the schools MSDS, signed and dated. To the maximum extent permitted by law, the Publisher
You will need: Monocular microscope, stereo microscope, microscope lamp if not attached, microscope slides, cover slips, eye dropper, small samples
suitable for viewing under a microscope (e.g. a sugar crystal, salt, copper sulfate, hair, clothing fibres, leaf, coin, insect, writing sample in ball-point pen)
What to do: Place a small specimen of each item on a microscope. Some may require a wet mount to fix them in place. Use a microscope to obtain focused
images. Sketch what you see in each case and record the magnification that gave you the clearest image. Also use a stereo microscope to obtain focused
images of the specimens.

good category issue
CuSO4.5H2O Misc irritant, R36/38Irritating to eyes and S60This material and container is disposed of as hazardous
environment
protection.

Handle copper sulfate crystals with forceps. Wash hands after the prac. Place used and broken slides in a glass or sharps bin.
Protective measures
Yes Handle copper sulfate crystals with forceps
Disposal of wastes
Copper sulfate must not enter the sewer. Dispose via a chemical waste company. Place used and broken slides in a glass or sharps bin.

You will need: Straws, tubing, small beaker, fish tank bubbler
What to do: Carbon dioxide turns limewater milky. You excrete carbon dioxide when you breathe out and this can be shown by blowing bubbles through
limewater. Use a fish tank bubbler to show the air you breathe in contains less carbon dioxide than the air you breathe out.

good category issue
Limewater NA Irritant R38Irritating to skin S26In case of contact with eyes, rinse immediately with
Calcium hydroxide R41Risk of serious damage plenty of water and seek medical advice.
saturated soln to eyes S38If insufficient ventilation, wear suitable respiratory
equipment.

Blow gently to ensure limewater spraying does not occur. Insert a straw mouth piece into a long length of tubing. This ensures that any spray is not near the
teachers face or eyes. Supply fresh straws for each teacher to blow bubbles into a sample of limewater. Discard straws after use.
Protective measures
Yes Yes Yes
Disposal of wastes
Collect waste for disposal: waste typeinorganic
Neutralise limewater with acid, test pH is neutral, then flush to the sewer with plenty of water. Otherwise collect for disposal by a chemical waste company.

You will need: Dry ice, Worcestershire sauce, dirt, ammonia, leather gardening gloves, plastic bag, plastic mixing bowl, spray bottle with water
What to do: In the mixing bowl, mix some water with the dirt to make mud. Add about 10 mL of ammonia and some Worcestershire sauce. Put on leather
gloves. Break up the dry ice by placing some in the plastic bag and crushing. Add the crushed dry ice to the mud mixture and stir until everything is nearly
solid. Squeeze the frozen mud into a ball. Add a fine layer of ice by spraying a mist of water over it. Let the comet sit over two hours. Look but do not touch.
Record your observations.

good category issue
Ammonia aqueous 8 Corrosive, R34Causes burns S26In case of contact with eyes, rinse immediately with plenty of
solution dangerous R50Very toxic to aquatic water and seek medical advice.
Corrosive
for the organisms S45In case of accident or if you feel unwell seek medical advice
Ammonium hydroxide
environment immediately.
(NH4OH)
protection.
S61Avoid release to the environment. Refer to instructions/MSDS.

good category issue
Dry ice 9 Causes burns due to extreme S9Keep container in a well-ventilated place.
solid carbon dioxide cold S23Do not breathe gas/fumes/vapour/spray.
Misc
protection.

This is a demonstration and should only be performed by staff. Dry ice causes severe burns if it comes into contact with your skin. Handle with extreme care,
in a well-ventilated area or fume hood. Wear the leather gloves at all times when handling dry ice. Do not store dry ice in an airtight containerthere is a risk
the container may explode. Minimise exposure to ammonia fumes (corrosive) by performing this in a fume cupboard or well-ventilated area.
Protective measures
Yes Yes Yes Yes
Disposal of wastes
Collect Demo waste for disposal: Allow all the dry ice to sublime. The waste now consists of dirt and sauce with a small amount of ammonia which has
evaporated over time. The waste can be flushed to the sewer with plenty of water.

Science Dimensions # Risk assessmentFor STUDENT activity
HAZARDOUS substance as classified by NOHSC

good category issue
NOT a hazardous substance as classified by NOHSC

good category issue
NOT a hazardous substance as classified by NOHSC (with NO allocated Dangerous goods class)
Science Dimensions # Risk assessmentFor STUDENT activity
Protective measures
Yes Yes Yes
Disposal of wastes
Wearing PPE, staff should

Science Dimensions 2 Risk assessmentFor HEATING activities
For all activities requiring heating, use of matches or flames
Lighting of, and use of, Bunsen burners and matches and precautions for naked flames.
Equipment: Bunsen burner, heat-proof mat, gas supply, matches; tongs and heat-proof gloves may be required
HAZARDOUS as classified by NOHSC criteria

good category issue
Gasmains 2 R12Extremely flammable S44If you feel unwell, contact a doctor or poisons information
supply Flammable R20Harmful by inhalation centre immediately (show the label if possible)
(methane) gas gas R33Danger of cumulative
effects
Matches 4.1 Extremely flammable Wear suitable protective clothing and glasses.
Flammable Store away from naked flames, sparks and ignition sources.
solid

Wear appropriate personal protective equipment (lab coat and safety glasses). Ensure the Bunsen burner is on a heat-proof mat and the area is clear of
flammable items. Always use the safety flame when the bunsen burner is lit, but not in use. Be aware of lab coat sleeves, long hair and other potential fire
risks. Do not use flammable liquids while ignition sources are present. Do not place live matches near flames.
When heating test tubes, ensure they point away from people and equipment. Use tongs or heat-protective gloves to handle hot items. Place hot items on a
heat-proof mat to cool. Place used matches on the heat-proof mat to cool. Beware of the scald risk associated with hot liquidswhere possible allow the
liquids to cool before moving them. Allow all equipment to cool before packing it away.
Ensure staff are aware of the location of shut-off switches, in particular the gas shut-off, and the location and operation of fire-extinguishing equipment.
If possible, use the shut-off switches to allow a gas supply to student benches only during classes that require gas. In the case of a gas leak into the lab,
remove ignition sources, ventilate the area and remove personnel as required.
Science Dimensions 2 Risk assessmentFor HEATING activities
For all activities requiring heating, use of matches or flames
Protective measures
Yes Yes Tongs or heat-proof gloves may be required
Disposal of wastes
There are no wastes generated. Any spills should be cleaned up according to normal lab procedures.

Science Dimensions 2 Safety Notes
1: Science skills
Page Prac Name HS/DG Not HS Other hazard/precautions/hints Recommended safety

requirements
8 1.1.1 Happy birthday to Candles, Matches/flame Refer to Risk Assessment:
you! Plasticine or Beware of hot wax. RA: Heating
Blu-tack
Lab coat/safety glasses
Equipment: 6-8 birthday candles and matches, a small Tie back long hair.
lump of plasticine or Blu-tack, 2 elastic bands, a shallow
pan, 1 gas jar, 250 mL beaker or tall narrow drinking glass
9 1.1.2 Why do cooks Table salt Not HS: table salt (sodium chloride) Refer to Risk Assessment:
add salt to water? Gas/match/flameheating: boiling water RA: Heating
Beware of hot items/boiling water and scold risk. Lab coat/safety glasses
Use heat-proof gloves or allow hot items to cool before Heat-proof mat
moving. Tongs will not be very effective and may result in Heat-proof gloves if available
spillage of hot water.
Tie back long hair.
Use spirit thermometer rather than mercury thermometers.
Equipment: 3 x 100 mL beakers, Bunsen burner, bench

mat, retort stand, bossheads and clamps, gauze mat,
thermometer, timer, beam balance or electronic scale
15 Science Does nature * *
at work: follow rules?
Investigating Equipment: 1 m ruler/tape measure, micrometer,
permanent marker or chalk
16 1.2.1 How quickly can Risk of physical injury by falling ruler Ensure body parts are not in
you react? the pathway of the falling ruler.
Equipment: Metre ruler, calculator
17 1.2.2 Repeated Use spirit thermometer rather than mercury thermometers. *
measurements
Equipment: Measuring tape, thermometer, stopwatch
1: Science skills

requirements
23 1.3.1 Testing the Risk of physical injury by pendulum Ensure no one is in the
variable: mass pathway of the pendulum.
Equipment: Materials to construct a pendulum, stopwatch,
clock or watch, protractor (optional)
variable: length pathway of the pendulum.
Equipment: Materials to construct a pendulum, stopwatch
or appropriate data-logging equipment, clock or watch,
protractor (optional)
variable: angle pathway of the pendulum.
Equipment: Materials to construct a pendulum, stopwatch,
protractor
25 1.3.4 Complex Risk of physical injury by pendulum Ensure no one is in the
pendulums pathway of the pendulum.
Equipment: Materials to construct a pendulum, stopwatch
25 1.3.5 Drop time Plasticine Risk of physical injury by dropped items Ensure nobody is in the
What does the pathway of the dropped items.
drop time of a Equipment: Lightweight materials (such as tissue paper,
parachute plastic sheet (garbage bags), newspaper), fine cotton,
depend on? access to a hole punch, sticky tape, small masses
(plasticine or paper clips are ideal), access to electronic
balance, stopwatch
* = No safety notes required DG = Dangerous good

HS = Hazardous substance as classified by NOHSC criteria NOT HS = NOT a hazardous substance as classified by NOHSC criteria
1: Science skills
Disclaimer: The Safety Notes and related Risk Assessment Sheets are provided to offer guidance only. They must not be construed to waive or modify any
legal obligation of the school to ensure the safety of students when conducting the experiment or activity. It is the responsibility of the school to have the
content of the Risk Assessment Sheets checked against the Material Safety Data Sheets (MSDS) provided by the manufacturer of chemicals used in the
schools laboratories. Risk Assessment Sheets must not be used in the schools laboratories until they have been checked against the schools MSDS, signed
and dated. To the maximum extent permitted by law, the publisher disclaims all responsibility for actions taken or not taken in relation to the Safety Notes and
Risk Assessment Sheets.
2: Atoms

requirements
34 2.1.1 An odd way to Yes Sugar Teacher Demonstration Refer to Risk Assessment:
Teacher burn sugar HS: sulfuric acidconcentrated RA: 2.1.1
demo Not HS: sugar Lab coat/safety glasses
Gloves
Equipment: beaker, Heat proof mat Fume cupboard
Heat-proof mat
Heat-proof gloves
Tie back long hair.
35 2.1.2 Breaking down Household Not HS: household samplespaper, plastic straw, Refer to Risk Assessment:
substances samples to aluminium foil, wood (e.g. toothpick), cloth, green leaf, RA: Heating
heat/burn wool, cotton wool, bread, pasta, iron nail, etc.
Gas/match/flameheating: burning non hazardous
Heat-proof mat
household samples
Tongs
Beware of flames, hot cinders and fire risk.
Tie back long hair.
Remove flammable items from vicinity.
Fume cupboard
Extinguish samples and allow them to cool before
handling (e.g. plunge samples into a beaker of water,
smother samples on a heat-proof mat or in a covered Petri
dish).
Use a fume cupboard for plastics or other substances that
may produce dangerous fumes.
Equipment: Bunsen burner, heat proof mat, metal tongs
2: Atoms

requirements
35 2.1.3 Flame tests Yes Sodium HS: chloride saltsbarium chloride, calcium chloride, Refer to Risk Assessment:
chloride, copper chloride, lithium chloride, strontium chloride RA: Heating
potassium Not HS: sodium chloride, potassium chloride RA: 2.1.3
chloride
Gas/matches/flameheating: burning of hazardous and Lab coat/safety glasses
non-hazardous chemicals
Gloves
Heat-proof mat
Equipment: Paperclips, tongs, Bunsen burner, heat-proof
Tongs
mat
Tie back long hair.
41 2.2.1 Ripening fruit Fruit, Not HS: vitamin C tablets *
vitamin C Sharp knife presents a physical injury risk.
Instruct students on safe use of knife.
Equipment: tray or plate (preferably white), permanent

marker, ruler, an apple, banana, potato, lemon, knife to cut
fruit
42 2.2.2 Extinguishing Baking soda, Not HS: baking soda (bicarbonate of soda), vinegar (acetic Lab coat/safety glasses
fire vinegar, acid) Heat-proof mat
candle Matches/flame Tie back long hair.
Remove flammable items from area.
Beware of hot wax.
Wear glasses to protect eyes from the fizzing solution.
Equipment: Two 250 mL beakers, spatula, long BBQ

matches, birthday candle, Blu-tack or plasticine.
2: Atoms

requirements
43 2.2.3 Coating nails Yes Iron nails, HS: copper nitrate solutionsuggested concentration Refer to Risk Assessment:
copper 0.1M RA: 2.2.3
sulfate 0.1M Not HS: small iron nails, copper sulfate solution Lab coat/safety glasses
suggested concentration 0.1M
Equipment: 3 test tubes, test tube rack

43 2.2.4 A precipitation Yes Not HS: potassium iodide solution, lead nitrate solution Refer to Risk Assessment:
reaction Suggested concentration 0.1M RA: Heating
Matches/flame RA: 2.2.4
Equipment: filter paper, funnel, conical flask, matches, Gloves
tongs Heat-proof mat
Tongs
Tie back long hair.
44 2.2.5 Burning Yes Teacher Demonstration Refer to Risk Assessment:
Teacher magnesium HS: magnesium ribbon3 cm RA: Heating
demo Gas/match/flameheating: a covered crucible containing RA: 2.2.5
magnesium ribbon Lab coat/safety glasses
Do not look directly at the magnesium as it is very bright Gloves
and may result in eye damage.
Heat-proof mat
Beware of hot items.
Tongs
Allow crucible to cool before moving or weighing.
Tie back long hair.
Equipment: crucible and lid. an electronic balance (3

decimal places), crucible tongs, bunsen burner, heat-
proof mat, tripod, clay triangle, matches
2: Atoms

requirements
44 2.2.6 Reaction rate Tech Sodium Not HS: sodium thiosulfate (hypo) solution (0.1M), Refer to Risk Assessment:
effect of thiosulfate hydrochloric acid (1M), hydrochloric acid (2M) cold/iced RA: 2.2.6
temperature (0.1M), water, hot water
and hydrochloric
concentration acid (1M), Gloves
Equipment: conical flask, measuring cylinder (10 mL),
hydrochloric Fume cupboard
large beaker, safety glasses
acid (2M)
45 2.2.7 Reaction rate Not HS: Alka Seltzer tablets, water Lab coat/safety glasses
and surface Tie back long hair.
area
Equipment: 2 beakers (250 mL), 2 stirring rods, mortar Wipe bench.
and pestle or other grinding tools Wash hands.
45 2.2.8 Catalysts and Yes Food HS: hydrogen peroxide solutionsuggested concentration Refer to Risk Assessment:
enzymes 36% (1020vol) (<5% conc. is not classified as RA: 2.2.8
hazardous), manganese (IV) dioxide
Not HS: apple or potato, liver
Gloves
Equipment: 3 test tubes, test tube rack, knife, cutting

board, wax taper, safety glasses
51 2.3.1 Indirect Safe fragrant Not HS: safe, fragrant liquids e.g. essential oils, food *
evidence liquids essences
Equipment: numbered boxes or bags, with an unknown

object in it, numbered and sealed film canisters with a ball
of cotton wool and a safe, fragrant liquid. The teacher
should have a list of all the contents

2: Atoms
3: Geology

requirements
59 3.1.1 Making a crystal Yes HS: Copper sulfate Refer to Risk Assessment:
Gas/matches/flameheating: saturated copper sulfate RA: 3.1.1
solution RA: Heating
Beware of hot items/ hot liquid and burn risk. Lab coat/safety glasses
Use heat-proof gloves or allow hot items to cool on a heat- Heat-proof mat
proof surface before moving. Heat-proof gloves
Note: Large crystals can be grown by seeding Petri dishes Tie back long hair.
of saturated solutions and storing them in the fridge.
Wipe bench.
Wash hands.
Equipment: 250 mL beaker, craft stick, Petri dish, Bunsen
burner, tripod, gauze mat, heat-proof mat
59 3.1.2 Observing rocks Rocks and Minimise the dust generated; ensure work areas are wiped Lab coat/safety glasses
minerals clean at the end of the prac. Wipe bench.
Note: Protect your benches by providing trays to work on. Wash hands.
These can be easily wiped and rinsed, assisting in
cleaning up any fine rock dust.
Equipment: rocks and minerals, spatula or iron nail,

unglazed white tile, glass stirring rod, piece of copper,
emery board, stereo microscope or magnifying glass
3: Geology

requirements
66 3.2.1 Crystals and Yes HS: Natural gas, matches, copper sulfate Refer to Risk Assessment:
cooling rates Gas/matches/flameheating: saturated copper sulfate RA: 3.2.1
solution RA: Heating
Beware of hot items/ hot liquid and scald/burn risk. Lab coat/safety glasses
Use heat-proof gloves or allow hot items to cool on a heat- Heat-proof mat
proof surface before moving. Heat-proof gloves
Copper sulfate is a hazardous chemical and dangerous to Tie back long hair.
the environment.
Wipe bench.
Crystals should not leave the laboratory.
Wash hands.
Equipment: Copper sulfate, two 100 mL beakers, two 500

mL beakers, one 250 mL beaker, stirring rod, Bunsen
burner, tripod, gauze mat, heat-proof mat
66 3.2.2 Rockmaker Cement, Not HS: cement (dry, powdered), sand, crushed rock Lab coat/safety glasses
sand, rock Minimise the dust generated; ensure work areas are wiped Wipe bench.
clean at the end of the prac. Wash hands.
Contact with eyes poses a mechanical irritant risk. Do not
inhale dust.
Equipment: plastic teaspoon, paper or plastic cups, water

74 3.3.1 Investigating Fossils * *
fossils Equipment: a fossils kit
74 3.3.2 Radioactive Wooden * *
cubes cubes Equipment: 50 or more small wooden cubes, with one face
marked (e.g. with a dot), a cup, graph paper
3: Geology

requirements
81 3.4.1 Learning from Skeletons, Ensure skeletons collected from the wild are clean and Wash hands.
skeletons skulls or disinfected.
clean bones
Equipment: Access to a variety of skeletons, skulls or
clean bones e.g. human, cat, rabbit, sheep skull
82 3.4.2 Making a Plaster Not HS: calcium sulfate (plaster of Paris) Lab coat
dinosaur fossil powder, clay Contact with eyes poses a mechanical irritant risk. Do not Wash hands.
or Plasticine inhale dust. Mix plaster in disposable containers such as Wipe benches.
ice-cream containers. Residues can then be left to set and
are easily removed. Discard set plaster through the normal
school waste system. Do not pour into the sewer.
Minimise dust generated, ensure work areas are wiped
clean at the end of the prac.
Hint: Line container with glad wrap or foil to assist in cast
removal.
Equipment: Clay or plasticine (to make a mould), a pin, a

probe or blunt pencil, tracing paper or photocopy of the
skeleton below, rolling pin or piece of dowel, cardboard or
shoe box lid, plaster mix, water
4: Ecology

requirements
93 4.1.1 Cut and paste * *
Equipment: A4 photocopy of Figure 4.1.10, scissors, glue-
stick
96 4.1.2 Modelling an Bread Incubation of fungi presents a potential pathogen risk. Lab coat
ecosystem: Seal and tape the beakers with clingwrap or Para film. Tie back long hair.
Predictobserve To observe a sample of mould, use prepared slides or Wash hands.
explain samples; students should NOT OPEN the containers after Wipe benches.
they have been set up. Minimise exposure to spores and
bacteria.
Note: Disposable Petri dishes that are sealed with tape
work well and enable disposal with out exposure to
spores.
Fungi grown in Petri dishes can also be viewed using a
stereo microscope. They can also be sterilised in a
pressure cooker without opening them.
Technical notes: If beakers are used, the technician
should minimise exposure to the mouldy bread and
spores. Remove the bread from the beakers in a fume
hood or wear a protective mask. Wear gloves. Discard
bread into a plastic bag and sterilise it if possible,
otherwise seal the bag and discard as for other food stuffs.
Equipment: 3 x 250 ml beakers, water in a spray bottle,

one slice of dry bread cut into halves, cling wrap
4: Ecology

requirements
103 4.2.1 Testing soil pH Soil, litmus Soil presents a potential pathogen risk. Do not use soil Lab coat
paper, that has had manure or organic content recently added. Tie back long hair.
universal Filter paper/soil can be discarded via the school waste Wash hands.
indicator system. Disinfect benches.
paper
Equipment: 4 test tubes, 4 beakers, glass stirring rod,
litmus paper, filter paper, distilled water
103 4.2.2 Effect of an Soil, Students can pot their seedlings in disposable cups. Soil Lab coat
abiotic factor on seedlings presents a potential pathogen risk. Do not use soil that Tie back long hair.
plant growth has had manure or organic content recently added. Wash hands.
Disinfect work benches after use. Pot up the plants over Disinfect benches.
trays to assist in spill containment and clean up.
Alternatively, decrease the handling of soil and provide the
plants already potted.
Equipment: Six individually potted seedlings of the same

species and at the same stage of development, two
coversone should be translucent, the other opaque.
111 4.3.1 Microscope Plant material Agapanthus and camellia work well. Do not use leaves Lab coat
activity from plants that are toxic or produce allergic reactions. Wash hands.
Wipe benches.
Equipment: A light microscope, lamp if not attached, clear
nail polish, a variety of leaves from plants found in
different areas (e.g. leaves from a succulent, a pond plant,
a tropical plant)
111 4.3.2 Modelling a food Plasticine * Wash hands.
chain Wipe benches.
Equipment: Various colours of plasticine, a variety of tools
to model the plasticine
4: Ecology

requirements
112 4.3.3 Modelling Students leave the lab environment and are located *
camouflage: around the school. Apply normal school safety initiatives.
Predictobserve
explain
Equipment: 20 coloured discs (5 yellow, 5 white, 5 brown,
5 green), stopwatch
112 4.3.4 Designing * *
organisms Equipment: A sheet of A4 paper, folded into three
sections, pencil or pen
119 4.4.1 A climate in a Candle, ice Candle/matches/flameto observe *
bowl
Equipment: A large glass bowl or jar, thermometer,
aluminium foil, ice cubes, paper tapers, matches
120 4.4.2 Simulating global Use a spirit thermometer rather than mercury *
warming thermometers.
Dispose of used glass slides in the glass bin.
Equipment: 2 small juice cartons (poppers), 2

thermometers, scissors, 2 microscope slides labelled A
and B
5: Cells

requirements
136 5.1.1 Viewing prepared Instruct students on the use and care of microscopes. *
slides Warn students that incorrect focussing techniques may
result in broken cover slips and slides. Handle broken
slides carefully and avoid sharp areas. Dispose of them in
a glass or sharps bin.
Equipment: prepared slides of various specialised plant

and animal cells, microscope, microscope lamp if not
attached
136 5.1.2 Focus on the Instruct students on the use and care of microscopes. *
news Warn students that incorrect focussing techniques may
Equipment: monocular microscope, lamp if not fitted, a

section of newspaper containing small print, eye dropper,
microscope slide, cover slip
5: Cells

requirements
136 5.1.3 Using a Yes Sugar crystal, HS: copper sulfate Refer to Risk Assessment:
microscope salt, hair, Not HS: salt, sugar RA: 5.1.3
fabric fibres, Lab coat
Handle copper sulfate with forceps or a small spatula.
leaf, coin,
insect, writing Alternatively, substitute with a crystal of a substance not
in pen classified as hazardous, e.g. sodium chloride.
Instruct students on the use and care of microscopes.
Warn students that incorrect focussing techniques may
Equipment: monocular microscope, stereo microscope,

microscope lamp if not attached, microscope slides, cover
slips, eye dropper, small samples suitable for viewing
under a microscope e.g. a sugar crystal, salt, copper
sulfate, hair, clothing fibres, leaf, coin, insect, writing
sample (in ball point pen ink)
5: Cells

requirements
142 5.2.1 Onion, banana Tech Iodine Not HS: iodine solution Lab coat
and rhubarb cells Iodine solution, Instruct students on the use and care of microscopes. Gloves (optional)
onion skin, Warn students that incorrect focussing technique may Wash hands.
banana, result in broken cover slips and slides. Handle broken Wipe benches.
rhubarb slides carefully and avoid sharp areas. Dispose of them in
Tech: Refer to Risk
Iodine solution stains; spills can be decolorised with 4 per
Assessment: RA: 5.2.1
cent sodium thiosulfate. Gloves can be provided.
Equipment: microscope, potassium iodide solution, lamp,

filter paper, glass slide, eye dropper, water, cover slip,
samples of onion skin, banana and rhubarb, craft stick
143 5.2.2 Water transport Food dye, Not HS: Non-toxic food dye Lab coat
celery stick A knife may be a safer option to a razor blade. Wash hands.
Instruct students on a safe method of using the knife or Wipe benches.
razor blade. Warn of risk of physical injuries.
Equipment: celery stick, 2 beakers, knife/razor blade, dye
5: Cells

requirements
160 5.4.1 Life in a drop of Pond water, Pond water presents a potential pathogen risk. Use Lab coat
water antibacterial pipettes to dispense. Disinfect hands.
soap, Instruct students on use and care of microscopes. Warn Disinfect benches.
disinfectant students that incorrect focussing technique may result in
bleach for broken cover slips and slides. Handle broken slides
slide disposal carefully and avoid sharp areas. Disinfect used slides in
bleach then dispose of them in a glass or sharps bin.
Sodium hypochlorite 4% (household bleach) is not
classified as hazardous by NOHSC. However:
S23Do not breathe fumes/vapour/spray.
S36/37/39Wear protective clothing, gloves and eye/face
protection.
Equipment: pond water or other water containing single-

celled organisms (e.g. a hay infusion), microscope, lamp if
not attached, microscope slide, cover slip, eye dropper
5: Cells

requirements
160 5.4.2 Making cheeses Milk, lemon Not HS: milk, lemon juice Lab coat
juice, Incubation of microbes presents a potential pathogen risk. Tie back long hair.
microbe Use a non-pathogen microbe culture, maintain cleanliness Wash hands.
culture, and disinfect equipment and benches.
bleach, Disinfect equipment.
DO NOT taste or eat any item that has been prepared in a
disinfectant Disinfect benches.
laboratory.
Note: Use of trays under the hanging cheeses will assist in
easy cleaning and contain any large puddles that form.
Discard as soon as possible via school waste system.
Autoclave or sterilise with a pressure cooker if desired.
Technicians should be familiar with good hygiene and
standard sterile techniques when working with microbes.
Equipment: 500 mL beaker, four 250 mL beakers, 10 mL

measuring cylinder, glass stirring rod, hot plate or Bunsen
burner with bench mat, tripod and gauze mat,
thermometer, two squares of cheesecloth, elastic bands,
300 mL full cream milk, lemon juice, culture of microbes,
disinfectant, cotton string, scissors
5: Cells

requirements
161 5.4.3 Growing bacteria 70% ethanol, Not HS: 70% ethanol DG 3flammable liquid Refer to Instructions:
antibacterial Incubation of microbes presents a potential pathogen risk. Agar preparation and waste
soap, decontamination
Agar plates should NOT be inoculated with human
disinfectant
samples or from areas such as the bathrooms or from soil. Lab coat
Agar plates can be purchased or prepared on site. Tie back long hair.
Inoculated agar plates should be taped shut and not be Disinfect hands.
opened after this time. Incubate at no higher than 35C
Disinfect benches.
Technical notes: Bacteria appear in ~ 12 days, fungi in
~34 days. Discarded agar plates should be sterilised
before disposal. Sterilised plates can be discarded via
normal school waste. Technicians should be familiar with
good hygiene and standard sterile techniques when
working with microbes.
70% ethanol is an excellent antibacterial solution for
wipes.
Equipment: prepared sterile Petri dishes with agar and

lids, cotton buds, distilled water, sticky tape, permanent
markers, access to a laboratory oven, antibacterial wipes
or cleaner, antibacterial soap
5: Cells

requirements
161 5.4.4 You look fungi Mushrooms, Fungi presents as a potential pathogen risk. Refer to Instructions:
mouldy Use prepared slides and samples in sealed Petri dishes to Agar preparation and waste
bread, minimise student exposure. decontamination
mouldy fruit,
Instruct students on the use and care of microscopes. Lab coat
yeast,
Warn students that incorrect focussing technique may Tie back long hair.
antibacterial
soap, Disinfect hands.
slides carefully and avoid sharp areas. Disinfect used
disinfectant Disinfect benches.
slides in bleach then dispose of them in a glass or
sharps bin.
protection.
Technical notes: Sterilise live organisms before discarding

samples. Sterilised samples can be disposed of via the school
waste system or in a glass or sharps bin.
The technician should minimise exposure to organisms (wear
PPE, lab coat/gloves/mask). Set up the conditions for growth of
moulds in containers. Seal them and do not open them again.
Technicians should be familiar with good hygiene and standard
sterile techniques when working with microbes.
Equipment: magnifying glass, monocular microscope, stereo

microscope, lamp (if not attached), forceps, samples of fungi e.g.
different types of mushroom, mouldy bread, mouldy fruit, yeast
solution, antibacterial soap
Optional: Bacterial samples from Prac 3.
5: Cells

requirements
161 5.4.5 Yeast Yeast, sugar, Use of yeasts presents a minimal potential pathogen risk. Refer to Instructions:
reproduction antibacterial Instruct students on the use and care of microscopes. Agar preparation and waste
soap Warn students that incorrect focussing techniques may decontamination
result in broken cover slips and slides. Handle broken Lab coat
slides carefully and avoid sharp areas. Disinfect used
Tie back long hair.
slides in bleach then discard them into a glass or
sharps bin. Disinfect hands.
Prepare fresh yeast and sugar cultures daily. Otherwise Disinfect benches.
they can become infected with bacteria. Sterilise by
autoclaving, or add bleach to the cultures for a few hours
before disposing of them via the sewer.
protection.
Equipment: microscope slides and cover slips,

microscope, lamp if not attached, eyedropper, tissues or
filter paper, freshly prepared yeast/sugar solution
6: Body systems

requirements
175 6.2.1 Energy in a Peanut Gas/match/flameheating: ignite peanut and heat 10 mL Refer to Risk Assessment:
peanut of water RA: Heating
Beware of hot items, flames and burn risk. Lab coat/safety glasses
Use tongs to handle hot items Heat-proof mat
Tongs
Equipment: peanut, cork, pin, test tube, heat-proof mat, Tie back long hair.
retort stand, bosshead and clamp, electronic balance, Wash hands.
thermometer, matches Wipe bench.
176 6.2.2 A model Tech Starch Not HS: starch solution, glucose solution, iodine solution Lab coat/safety glasses
intestine Iodine solution, Iodine solution stains: spills can be decolorised with 4% Gloves (optional)
glucose sodium thiosulfate. Gloves can be provided. Wash hands.
solution,
iodine Wipe bench.
solution, Equipment: two 500 mL beakers, two 20 cm lengths of Tech: Refer to Risk
Testape dialysis tubing, Testape Assessment: RA: 6.2.2
4% sodium
thiosulfate
6: Body systems

requirements
176 6.2.3 Enzyme action Crackers, Not HS: milk, junket tablet (rennin soln) Refer to Risk Assessment:
milk, junket RA: Heating
Part A: Biscuit munching
tablet (rennin Lab coat/safety glasses
Food should not be eaten within a laboratory. Heat-proof mat
solution)
Students could be taken to an appropriate environment to Tongs
perform this part of this prac. Tie back long hair.
Ensure hygienic distribution of the crackers. Wash hands.
Part B: Curdling milk Wipe bench.
Gas/match/flameheating: liquid in test tubes
Beware of hot items, flames and burn risk.
Use tongs to handle hot items.
Place test tubes in a wooden test-tube rack to cool.
Use spirit thermometers rather than mercury
thermometers.
Equipment: plain unsalted cracker biscuit, crushed junket

tablet (rennin) in solution, milk, three test tubes, test tube
rack, three 500 mL beakers, heat-proof mat, tripod, gauze
mat, bunsen burner, thermometer
6: Body systems

requirements
182 6.2.4 Basic food Tech Starch Not HS: starch solution, iodine solution, glucose solution, Lab coat/safety glasses
tests iodine, solution, margarine, vegetable oil, protein solution (gelatine), Gloves (optional)
DCPIP iodine vitamin C solution (prepare fresh), DCPIP solution
Wash hands.
solution, (suggested concentration 0.001M)
glucose Wipe bench.
Iodine and DCPIP solutions stain: iodine spills can be
solution, decolorised with 4% sodium thiosulfate. Gloves can be
margarine, provided. Tech: Refer to Risk
vegetable oil, Assessment: RA: 6.2.4
Food samples can be discarded via the normal school
protein
waste system.
solution,
vitamin C
solution, Equipment:, a white tile, Testape, watch-glass, brown
DCPIP paper, Albustix paper, test tube, eye dropper, spatula
solution
183 6.2.5 Testing various Tech Food sample, Not HS: iodine solution, DCPIP solution (suggested Lab coat/safety glasses
foods iodine, DCPIP concentration 0.001M) Gloves (optional)
DCPIP solution Iodine and DCPIP solutions stain: iodine spills can be Wash hands.
decolorised with 4% sodium thiosulfate. Gloves can be
Wipe bench.
provided.
Food samples can be discarded via the normal school Tech: Refer to Risk
waste system. Assessment: RA: 6.2.5
Equipment: samples of various foods (such as apple,

cheese, milk, egg white, butter, a lolly, flour, meat, orange
juice, lemon, potato, biscuit, bread), white tile, Testape,
watch-glass, brown paper, Albustix paper, test tube,
mortar and pestle grinding up foods, spatula
6: Body systems

requirements
192 6.3.1 Blood cells Instruct students on the use and care of microscopes. *
under a Warn students that incorrect focussing technique may
microscope result in broken cover slips and slides. Handle broken
Equipment: pre-prepared microscope slide containing a

blood sample, a microscope and a lamp
192 6.3.2 Heart Sodium Not HS: Sodium hypochlorite 4% bleach Lab coat/safety glasses
dissection hypochlorite Gloves (optional)
Cuts, sores or broken skin should be covered. Gloves may
4% bleach be worn. Instruct students on the safest method of cutting Tie back long hair.
with scissors and scalpel. Protect the bench area with Wash hands.
newspaper. Sterilise dissecting equipment in disinfectant Wipe bench.
or bleach. Consider using washable plastic dissection
boards. Wipe down benches. Dispose of waste daily, or
freeze and discard when all dissections are completed.
Dispose of waste as normal food waste.
Sodium hypochlorite 4% (household bleach) can be used
to disinfect equipment. It is NOT classified as hazardous
by NOHSC criteria. However:
protection.
Equipment: sheep or bullocks heart, disposable gloves,

dissection board, scissors and scalpel
6: Body systems

requirements
193 6.3.3 Heart rate If students feel faint or physically stressed cease physical *
activity and monitor their condition. Seek medical advice if
necessary.
Equipment: watch or timer, graph paper or graphing

software
197 6.4.1 The limewater Yes HS: limewater Refer to Risk Assessment:
Teacher test Blow gently to ensure limewater spraying does not occur. RA: 6.4.1
demo Hint: Insert a straw mouthpiece into a long length of Lab coat/safety glasses
tubing. This ensures that any spray is not near the Tie back long hair.
teachers face or eyes. Wash hands.
Supply fresh straws for each teacher to blow bubbles into Wipe bench.
a sample of limewater. Discard after use.
Equipment: straws, tubing, small beaker, fish tank bubbler
6: Body systems

requirements
197 6.4.2 Kidney Sodium Cuts, sores or broken skin should be covered. Gloves may Lab coat/safety glasses
dissection hypochlorite be worn. Instruct students on the safest method of cutting Gloves (optional)
4% bleach with scissors and scalpel. Protect the bench area with Tie back long hair.
newspaper. Sterilise dissecting equipment in disinfectant Wash hands.
or diluted bleach. Consider using washable plastic
Wipe bench.
dissection boards. Wipe down benches. Dispose of waste
daily, or freeze and discard when all dissections are
completed. Dispose of waste as normal food waste.
Sodium hypochlorite 4% (household bleach) can be used
to disinfect equipment. It is NOT classified as hazardous
by NOHSC criteria. However:
protection.
Equipment: newspaper, a sheeps or bullocks kidney,

dissecting board, scalpel, disposable gloves

7: Electricity

requirements
217 7.1.1 Positives and * *
negatives Equipment: 2 perspex (acetate) and 2 polythene rods or
strips, 2 dry woollen cloths, watch-glass, Blu-Tack or
Plasticine
217 7.1.2 Static magic * *
Equipment: A balloon, a plastic pen
225 7.2.1 Lemon cell Copper, zinc Not HS: copper, zinc *
Hint: clean the metal plates with fine sandpaper or steel
wool to remove any oxidation.
Equipment: A digital stopwatch, galvanometer or micro

ammeter (for detecting small currents), copper and zinc
plates (or a galvanised nail and uninsulated copper wire),
a lemon, 2 connecting wires
226 7.2.2 Conductors and Household * *
insulators materials Equipment: 3 connecting wires, 1.5 volt cell, 2.5 volt
mounted globe, various materials (e.g. nail, coin, plastic,
glass, wood, cloth, metals, paper, rubber, steel wool)
7: Electricity

requirements
226 7.2.3 Mini water heater Not HS: nichrome wire *
Power supplies should be checked for damaged leads and
malfunction prior to use. Instruct students on the safe use
of power supplies.
Construct the circuits with the power off. Do not touch the
circuits while the power is on.
Risk of burns from hot nichrome wire. Do not apply current
unless the nichrome wire is immersed in the water.
Keep water away from the power supplies.
Equipment: Nichrome wire (20 cm), a power pack/supply

capable of supplying 6 volts, a beaker (250 mL), a
thermometer, a stopwatch, connecting wires
236 7.3.1 Series and * *
parallel circuits Equipment: Two 2.5 volt globes, 4 connecting wires (e.g.
with alligator clip ends), 2 connection posts (e.g. nails in
wooden blocks), 1.5 volt dry cell
237 7.3.2 Measuring * *
current and Equipment: Two 2.5 volt globes, 6 connecting wires (e.g.
voltage with alligator clip ends), 1.5 volt dry cell, ammeter,
voltmeter
7: Electricity

requirements
238 7.3.3 A simple fuse Power supplies should be checked for damaged leads and *
malfunction prior to use.
Instruct students on the safe use of power supplies.
Construct the circuits with the power off. Do not touch the
circuits while the power is on.
Equipment: A few strands of steel wool, cork, 2 pins, a

power supply, connecting wires, a globe (2.5 V)

8: Using forces

requirements
245 8.1.1 Ramps * *
Equipment: Spring balance, ramp, dynamics cart or
wooden block, small masses, sticky tape
251 8.2.1 The seesaw * *
Equipment: 7 small masses (such as 5 cent coins), ruler,
fulcrum or pivot (a pencil is ideal), elastic band
252 8.2.2 Lifting books * *
Equipment: metre ruler, rubber stopper, textbook
253 8.2.3 Class 3 levers * *
Equipment: metre ruler, 1 kg mass, spring balance,
fulcrum (brick or block)
253 8.2.4 Levers at work * *
Equipment: stapler, nail clipper, scissors, pruning shears,
nutcracker or bulldog clips
263 8.3.1 A simple wheel Warn students not to drop weights, as physical injury may *
and axle occur.
Equipment: 250 mL beaker or tin can, 100 g mass, 2

paperclips, flexible drinking straw or satay stick, cotton
thread, sticky tape
8: Using forces

requirements
264 8.3.2 Roping them Caution students on safe use of hammers. *
together Lids could be supplied with holes prepared and then
recycled from class to class.
Equipment: circular lids of different sizes from jam jars

etc., elastic bands, plank of wood, small sheet of thin
cardboard, pins, small nails or tacks (with a circular cross-
section), marking pen, hammer
265 8.3.3 Geared machines * *
Equipment: Eggbeater, hand-drill, corkscrew, adjustable
spanner
265 8.3.4 Model building * *
Equipment: Model building set such as Lego
268 8.4.1 Fixed and * *
moveable pulleys Equipment: 100 g mass, retort stand, spring balance,
strong cotton thread
269 8.4.2 Paperclip pulleys * *
Equipment: Paperclips, 100 g mass, spring balance, retort
stand, strong cotton thread
270 8.4.3 Using pulleys Warn students not to drop weights or tip their set-up over, *
as physical injury may occur.
Equipment: 2 single pulleys, 2 double pulleys, 1 m string,

set of 50 g masses, spring balance, ruler
8: Using forces

requirements
271 8.4.4 Multiple pulleys Warn students to be careful that they do not drop or tip *
over their set-up, as physical injury may occur.
Equipment: Strong wire that can be bent (coat hangers are

ideal), retort stand and clamp with ring, strong cotton
thread, 100 g mass

9: Astronomy

requirements
283 9.1.1 A model comet Yes Dry ice, Teacher Demonstration Refer to Risk Assessment:
Teacher sauce, dirt HS: ammonia RA: 9.1.1
Demo Not HS: Dry ice, DE - class 9 Worcestershire sauce, dirt Lab coat/safety glasses
Dry ice causes severe burns if it comes into contact with Leather gloves/tongs
your skin. Handle with extreme care in a well-ventilated Fume cupboard
area or fume hood. Wear the leather gloves at all times.
Heat-proof mat
Soil presents a potential pathogen risk. Do not use soil
Wash hands.
that has had manure or organic content recently added.
Place the comet on a tray to contain it and assist in
cleaning up.
Equipment: leather gardening gloves, plastic bag, plastic

mixing bowl, spray bottle with water
288 9.2.1 Exploring the * *
stars Not HS: Aluminium
Equipment: The program SkyGlobe (available as

shareware)
289 9.2.2 Model * *
constellations Equipment: A3 black paper or cardboard, aluminium foil,
sticky tape or glue, white chalk
289 9.2.3 Horoscopes * *
Equipment: Set of horoscopes (with no identifying zodiac
clues), tape
9: Astronomy

requirements
298 9.3.1 Globular * *
clusters Equipment: The program SkyGlobe (available as
shareware)

Science Dimensions 2 Technicians checklist and recipes
Chemicals used
(Hazardous classification according to NOHSC criteria, check information against your suppliers current MSDS)
HS Substances used: Dangerous good Hazard category MSDS issue Reqd for prac
no Agar NA 5.4.3
YES Ammonia 8 Corrosive 9.1.1
Corrosive Teacher demo
YES Barium chloride 6.1 Toxic 2.1.3
Toxic
YES Calcium chloride NA Harmful, irritant 2.1.3
no Cement NA 3.2.2
YES Copper (I) chloride 8 Harmful 2.1.3
Corrosive
YES Copper nitrate 5.1 Harmful, irritant, Stock2.2.3
Oxidising agent oxidising
Copper nitrate 0.1M 2.2.3
Hazard cut-off not available
YES Copper sulfate 9 Harmful, irritant, 2.2.3, 3.1.1,
Miscellaneous dangerous for the 3.2.3, 5.1.3
environment
no Copper sulfate 0.1M 9 Dangerous for the 2.2.3
Miscellaneous environment
YES DCPIP NA Harmful Stock6.2.4,
6.2.5
no DCPIP 0.001M NA 6.2.4, 6.2.5
Chemicals used
no Dry ice 9 9.1.1
Miscellaneous Teacher demo
no Ethanol-100% 3 5.3.2
Flammable liquid
no Glucose solution (qualitative food testing) NA 6.2.2, 6.2.4
YES Hydrochloric acid conc 8 Corrosive Stock2.2.6
Corrosive
no Hydrochloric acid 1M -2M NA 2.2.6
YES Hydrogen peroxide solution 20 vol NA Irritant, oxidising 2.2.8
YES Iodine 8 Harmful, corrosive Stock5.2.1,
Corrosive 6.2.2, 6.2.4,
6.2.5
no Iodine solution NA 5.2.1, 6.2.2,
6.2.4, 6.2.5
YES Lead iodide (product) NA Toxic 2.2.4
YES Lead nitrate NA Toxic Stock2.2.4
YES Lead nitrate 0.1M NA Toxic 2.2.4
YES Limewater (calcium hydroxide) NA Irritant 6.4.1

Teacher demo
YES Lithium chloride NA Harmful, irritant 2.1.3
Chemicals used
YES Magnesium ribbon 4.1 Irritant, highly 2.2.5
Flammable solid flammable Teacher demo
YES Manganese (IV) dioxide NA Harmful 2.2.8
no Plaster of Paris (calcium sulfate) NA 3.4.2
no Potassium chloride NA 2.1.3
no Potassium iodide NA 2.2.4
YES Potassium nitrate (product) 5.1 Harmful, irritant, 2.2.4
Oxidising agent oxidising
no Protein solution (qualitative food testing) NA 6.2.4
no Renin solution (qualitative food testing) NA 6.2.3
no Sodium bicarbonate NA 2.2.2
no Sodium chloride NA 1.1.2, 2.1.3,
5.1.3
no Sodium hypochlorite 4% bleach NA 6.3.2, 6.4.2
no Sodium thiosulfate NA 2.2.6, 5.2.1,
6.2.2, 6.2.4,
6.2.5
no Starch solution (qualitative food testing) NA 6.2.2, 6.2.4
YES Strontium chloride NA Irritant 2.1.3
Chemicals used
YES Sulfuric acid (conc) 8 Very corrosive 2.1.1
Corrosive Teacher demo
no Sulphur (product) 4.1 2.2.6
Flammable solid
YES Sulfur dioxide (product) 2.3 Toxic 2.1.1, 2.2.6
Toxic gas
8
Corrosive
no Vinegar NA 2.2.2
no Vitamin C solution (ascorbic acid) NA 6.2.4
(qualitative food testing)
Recipes
Chemical Formula Molecular Method (review MSDS for each chemical prior to preparing any solution,
weight assess risks and take appropriate safety precautionswear lab coat,
safety glasses and gloves)
Copper sulfate CuSO4.5H2O 249.68 Wear lab coat, glasses and gloves. Dissolve 25.0 g of copper (II) sulfate
0.1M (CuSO4.5H2O) in distilled water containing 15 mL of 0.1M sulfuric acid. Make
up to 1 L with distilled water.
DCPIP dye 325 Wear lab coat, glasses and gloves. Dissolve 0.325 g of
0.001M
2,6-
2,6-dichlorophenolindophenol (DCPIP) in 1 L of previously boiled and
dichlorophenolindophenol cooled distilled water. Filter.
sodium salt Store in a stoppered amber bottle out of direct sunlight or in the fridge.
Ethanol C 2H5OH 46.06 Wear lab coat, glasses and gloves and use a fume hood.
70% Measure 700 mL of ethanol. Make up to 1 L with distilled water.
Decant to stoppered bottles.
Glucose solution C6H12O6 180.01 For qualitative food testingconcentration is not critical.
Mix glucose powder with distilled water to give a solution.
Hydrochloric acid HCl 36.46 Wear lab coat, glasses and gloves and use a fume hood.
1M Supplied as 12M (36%):
Dissolve 86 mL 12M (36%) conc. hydrochloric acid in approximately 750 mL
distilled water. Make up to 1 L with distilled water.
Supplied as 10M (32%):

Dissolve 100 mL 10M (32%) conc. hydrochloric acid in approximately
750 mL distilled water. Make up to 1 L with distilled water.
Recipes
Hydrochloric acid HCl 36.46 Wear lab coat, glasses and gloves and use a fume hood.
2M Supplied as 12M (36%):
700mL distilled water. Make up to 1 L with distilled water.
Supplied as 10M (32%):

650 mL distilled water. Make up to 1 L with distilled water.
Hydrogen peroxide H2O2 34.00 Wear lab coat, glasses and gloves and use a fume hood.
20 vol = 6% Hydrogen peroxide is purchased as a liquid in various concentrations;
minimise the concentration you purchase. As a guide, 120 vol = 36%,
20 vol = 6%.
Add 166 mL of hydrogen peroxide 120 vol (36%) to 800 mL of distilled
water. Make up to 1 L with distilled water.
Hydrogen peroxide decomposesstore at 4C in brown bottles. Test old
stocks prior to use.
Recipes
Iodine solution I2 / KI N/ A An instant blue/black colour change indicates the presence of starch or
(a starch indicator) cellulose.
A brown colour indicates dextrin, an intermediate between starch and
glucose.
Wear lab coat, glasses and gloves and use a fume hood. Dissolve 15 g of
potassium iodide in ~800 mL of distilled water. Add 3 g of iodine. Make up to
1 L with distilled water.
Iodine has a low solubility. Prepare at least 24 hours in advance. A few more
crystals of potassium iodide may help.
Potassium iodide is light sensitive and deteriorates with age. Use brown
bottles for storage. Test the solution prior to use.
Iodine spills can be decolourised with sodium thiosulphate solution 40g/L.
Lead nitrate Pb (NO3)2 331.23 Wear lab coat, glasses and gloves. Dissolve 33.1 g of lead nitrate (Pb(NO3)2)
0.1M in distilled water. Make up to 1 L with distilled water.
Limewater Ca(OH) 2 74.09 Wear lab coat, glasses and gloves.
(saturated calcium Limewater is a saturated solution of calcium hydroxide.
hydroxide)
Add excess calcium hydroxide to distilled water and stir. Allow to settle.
Decant supernatant to class sets for use.
Test old stocks for effectiveness prior to use.
Dropper bottles are better than stull bottles. If there is any excess calcium
hydroxide in the decanted solution it will mix in when a stull bottle is inverted
giving a cloudy solution before the test begins.
Calcium scale can be remove from containers by an acid wash.
Recipes
Calcium sulfate CaSO4 136.14 This is often used when a suspension is required or for making plaster
suspension moulds. Molarity is irrelevant. Calcium sulphate has a low solubility
(plaster of Paris) (0.2g/100 mL). For plaster of Paris, add enough water to make a viscous
paste. Use before it hardens.
Potassium iodide KI 166.02 Dissolve 16.6 g of potassium iodide (KI) in distilled water.
0.1M Make up to 1 L with distilled water.
Protein solution For qualitative food testing, concentration is not critical.
Gelatin is often used as a standard for protein detection.
Rennin solution For qualitative food testing, concentration is not critical.
Use plain junket tablets and prepare according to the instructions on the
pack.
Sodium thiosulfate Na2S2O3 158.13 Dissolve 15.8 g of sodium thiosulphate (Na2S2O3anhyd) in distilled water.
0.1M Make up to 1 L with distilled water.
Sodium thiosulphate Na2S2O3 158.13 Dissolve 40 g of sodium thiosulphate (Na2S2O3anhyd) in distilled water.
4% Make up to 1 L with distilled water.
Decolourises iodine/potassium permanganate. Treat spill/glassware with
solution and leave for a few minutes. Wipe up and clean area with water.
Residues can be flushed to the sewer.
Starch solution For qualitative food testing, concentration is not critical.
Use a soluble starch such as potato starch. Mix some starch with distilled
water to give a solution suspension.
Recipes
Vitamin C solution C6H8O6 176.12 For qualitative food testing, concentration is not critical.
0.001M (suggested Weigh 20 mg (0.02 g) of ascorbic acid and make up to 100 mL with water.
concentration) This solution needs to be made up fresh as ascorbic acid deteriorates very
(L-ascorbic acid) quickly.
Science Dimensions 2 Technicians checklist: Agar preparation and waste decontamination
What you need: Agar, distilled water, electronic balance, spatula, microwave, 500 mL Schott bottles, sterile disposable Petri
dishes, Bunsen burner, heat-proof mat, matches, 70 per cent ethanol or other disinfectant, heat-proof glove or hot hands,
autoclave or pressure
What to do
1 Prepare agar:
- Weigh ~15 g nutrient agar into 500 mL Schott bottle (or the quantity recommended for your product).
- Nutrient agar contains beef extract 3 g, peptone 5 g, agar 15 g, and is an excellent agar for a range of bacteria and fungi.
- Add 500 mL of distilled water (do not add a stirrer bar as this is to be microwaved).
- Mix the contents well and cap the bottle loosely.
- Schott bottles are used as they are designed to withstand the temperature and pressures of sterilisation.
- Note: A standard agar plate contains ~20 mL of agar; 500 mL should give 20 to 25 agar plates.
2 Dissolve agar:
- Microwave the agar solution in the Schott bottle until it is completely dissolved.
- The cap must be loose, to prevent pressure build up and explosion.
- Suggested times: ~4 minutes on high, then check, mix contents well. (Use heat-proof gloves to handle the bottle. Beware of
hot items and scald risk. Tighten the cap when mixing the bottle.)
- Loosen the cap and microwave an extra 2 minutes, repeating this procedure until the agar is completely dissolved.
3 Prepare the autoclave/pressure cooker:
- Check vents, seal rings and valves for damage.
- Add water according to the operating instructions.
- Ensure you are familiar with the operation of this equipment, as the use of heat and pressure provides an explosion risk.
4 Sterilisation conditions:
- Sterilisation occurs when items have reached and maintain 121C for 15 minutes. An autoclave set for 121C for 15 minutes
will not usually have achieved conditions necessary for sterilisation. Extra time must be allowed. The time required will depend
on the volumes and nature of the items to be sterilised. Fifteen minutes commencing from the time a pressure cooker has
begun to vent steam time is a good guide.
- Agar and other microbial growth media deteriorate with extended exposure to sterilisation temperatures and pressures, so
allow the minimum time necessary.
- During decontamination of waste, err on the side of safety and extend times to ensure sterilisation conditions are met.
5 Sterilise the agar:

- Place the Schott bottles, containing thoroughly mixed and dissolved agar, evenly within your sterilisation equipment. If the
agar is not dissolved it tends to boil over during sterilisation and is prone to producing an inconsistent concentration of agar.
- (Use heat-proof gloves to handle the bottle, beware of hot items and scald risk. Tighten the cap when mixing the bottle
contents.)
- Ensure the caps are loose.
- Operate your equipment so that the agar reaches and is maintained at 121C for 15 minutes.
- Allow the equipment to cool and slowly equalise in pressure over 15 to 30 minutes. A rapid decrease in pressure causes the
agar to boil over.
- When the equipment has equalised in pressure, tighten the caps using heat-proof gloves to handle the bottles. Beware of hot
items and scald risk.
- Allow bottles to cool slightly then place in a water bath 4550C. (A sink with a thermometer is fine, but keep an eye on the
temperatureagar starts setting at ~4045C.)
- Ensure the water level of the water bath covers the level of the agar in the bottle so that areas of the agar do not cool at a
different rate and set.
- Alternatively, allow the bottles to set. These can be stored at 4C for six months. When agar plates are required, microwave
the bottles of agar (with loose caps) until liquefied and dispense the agar according to the method below.
6 Prepare the dispensing area:
- Agar should be dispensed in a sterile area using sterile techniques into sterile Petri dishes.
- Disinfect the area with 70 per cent ethanol or other disinfectant.
- Wear a clean lab coat and sterile gloves, or disinfect gloves with 70 per cent ethanol.
- A Bunsen burner set to a blue flame provides a sterile zone around it. This is the area in which to pour the agar into the
plates. (Beware of fire risk if you are using ethanol.)
- Remove the required number of sterile Petri dishes from the sleeves.
- Arrange the Petri dishes according to personal preference. Most people find small stacks of plates easy to work with (e.g. five
stacks of five per 500 mL bottle).
7 Dispense the agar:

- Cool the agar to 4550C and mix thoroughly. Allow bubbles to rise before pouring it into the plates. (Pouring hot agar results
in a lot of condensation on the lids of the Petri dishes and they will need to be dried prior to use.)
- Open the bottle of agar within the sterile zone of the Bunsen burner, flame the mouth of the bottle, open the Petri dish lid, pour
~20 mL of agar into the Petri dish and replace the lid. Working from the bottom to the top of a stack of Petri dishes is effective.
Gently swirl each dish to distribute any bubbles to the sides.
- Place the stack to one side to set.
- Repeat the procedure until the bottle is empty.
8 Packaging and storage of agar plates:
- Allow the agar plates to completely set prior to moving.
- Plates can be replaced into their plastic sleeves, sealed and stored at 4C for six months.
- Remember to record the date of the batch. Incubate a sample plate as a test for sterility and quality control.
- Store inverted (agar-side up) to minimise moisture on the agar.
- Remove excess moisture on sterile agar plates/lids prior to use. Invert plates and quickly flick the moisture away, alternatively
incubate them overnight.
9 Inoculation of plates and incubation of microbes:
- Incubation of microbes presents a potential pathogen risk.
- Agar plates should not be inoculated with human samples, or from areas such as the bathrooms or from soil.
- Inoculated agar plates should be taped shut and not be opened after this time.
- If sterile swabs are not available, use cotton buds dipped in freshly boiled and cooled water.
- Incubate at no higher than 35C (to limit human pathogens).
- Treat all used Petri dishes as if they contain a pathogen.
- To assist in keeping class sets together and minimising odours, try placing plates in a sealed plastic container for incubation.
Open in plastic containers in the fume hood prior to class to minimise odour.
- Ensure hands are washed after handling inoculated plates.
10 Microbe identification:
- Bacteria appear in ~ 1 to 2 days. Often smooth shiny discrete colonies appear. Creeping colonies are often pseudomonas,
which is a motile bacterium (a bacillus with a flagella). (Pseudomonas is often found in inoculations taken from moist
environments.)
- Yeast colonies look similar to bacteria colonies.
- Fungi and moulds appear in ~3 to 4 days, as furry colonies, bluish/grey (often penicillium) or black (often aspergillus).
11 Waste decontamination and disposal:
- Used agar plates should be sterilised by autoclaving or in a pressure cooker at 121C124C for at least 20 minutes. Allow
extra time for temperature and pressure build up.
- Contain the plates in an open autoclave or oven bag. Remember, agar will liquefy, making a huge mess if it is not in a bag.
- Ensure the bags are open. Sterilisation requires steam penetration and closed bags may mean adequate
temperature/pressure is not achieved. Avoid creating situations where air pockets may limit steam penetration.
- Sterilised plates can be discarded via normal school waste. Do not use biohazard bags as this can create disposal issues if
other staff are not aware sterilisation has been performed.
- Once items have been successfully sterilised they are not a biohazard risk.
- An alternative method for sterilisation/decontamination is to use sodium hypochlorite 4% (household bleach) to sterilise small
items such as microscope slides or dissecting equipment. Ensure bleach solutions are made fresh and items are soaked for at
least an hour.
- Sodium hypochlorite 4% (household bleach) is not classified as hazardous by NOHSC. However, note: S23Do not breathe
fumes/vapour/spray; S24/25Avoid contact with skin and eyes; S36/37/39Wear protective clothing, gloves and eye/face
protection.

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Contents

Using and converting metric units

centi c 1/100 0.01

kilo k 1000 1000

mega M 1 000 000 1 000 000

micro 1/1 000 000 0.000 001

nano n 1/1 000 000 000 0.000 000 001

giga G 1 000 000 000 1 000 000 000

deci d 1/10 0.1

1.0 0.45 0.95

2.0 0.63 1.35

3.0 0.77 1.70

4.0 0.89 2.00

c i 1.5 m: feather = 1.16 s; stone = 0.54 s

9 means a change has happened

j vegetable scraps in the compost bin producing a rich soil: chemical

16 The ore that contains:

6 Freezing temperatures, mud or sap is required to preserve the creatures intact.

d The statement is true. Carnivorous dinosaurs depended on plant-eating dinosaurs

7 light, water, nutrients

Relationships between organisms.

26 By having a range of behaviours to assist them in catching prey, carnivores increase

swamp plentiful at usually thick abundant plentiful plentiful:

21 Anton van Leeuwenhoeks magnifying glass: magnification = 50 to 100

25 a The image would appear to be 1.1 200 = 220 mm long

Conducting Transports food and water

Guard Opens and closes stomata

Root hair Absorbs water from the soil

8 Aerobic respiration needs oxygen, anaerobic respiration does not. Aerobic

16 hours 196 608

17 hours 393 216

18 hours 786 432

19 hours 1 572 864

20 hours 3 145 728

21 hours 6 291 456

22 hours 12 582 912

23 hours 25 165 824

1 day 50 331 648

Whammo 30 10 33.3 66.7

Cell membrane yes yes

Vacuole yes, contains water, yes, contains sap

Mitochondrion yes yes, but fewer than

Cell nucleus yes yes

protist euglena none diarrhoea, binary added

bacteria lactobacillus makes bad breath binary cleanliness,

fungi mushrooms vegetable tinea spores, fungal

virus influenza none illness invades vaccinations

muscular attached to skeleton

respiratory oxygen is inhaled

skeletal holds the body upright

AB yes yes yes yes

23 Percentage of their weight = 100 0.5/50 = 1%

25 B little under 50 per cent

kidneys filter blood

ureters allow urine to reach storage area

bladder urine storage

urethra tube which allows urine to leave the body

oesophagus connects mouth to stomach

stomach like a cement-mixer for food and gastric juices

pancreas produces enzymes including insulin

liver the bodys chemical factory

gall bladder stores bile

duodenum start of small intestine

small intestine where most absorption of nutrients occurs

Science Dimensions 2 - Teacher's Edition

Science Dimensions 2 - Teacher's Edition

6, 7 The greater the mass, 8C?\eh+&a]WdZ,&a]f[efb[

Name: _______________ Class: Date: _