CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

7 Magnesium oxide has high melting and Exercise 2.4C Giant structures of carbon
boiling points because it is an ionic 1 diamond (left) and graphite (right)
compound. The ions have strong forces
holding them together in a lattice pattern. 2 The atoms of carbon in graphite are arranged
This means that a lot of energy is needed in layers. The bonds between the carbon atoms
to overcome these forces and make the in the layers are strong (each carbon atom
magnesium oxide melt or boil. bonds with three other atoms) but the bonds
between the layers are weak. This means that
8 Ammonia has low melting and boiling the layers can slide over one another and the
points because, although the forces inside the surface is soft and comes away. For example,
molecules are strong, the forces between the when you write with a graphite pencil.
molecules are weak and less energy is needed
to overcome these intermolecular forces and 3 The atoms of carbon in diamond are arranged
make the ammonia melt or boil. in a rigid, giant three-dimensional structure or
lattice. This means that there are strong bonds
throughout the whole structure and this is
what makes diamond so hard.

Unit 3 Forces and energy

mass
Topic 3.1 Density 2 density = _______
​​   ​​, so mass = density × volume
volume
= 1.0 × 250 = 250 g; so, the mass of the boat
Exercise 3.1A Comparing densities
must be less than 250 g (accept values such as
1 gas 249 g or 249.9 g)
2 B 3 The shape of the mild steel is designed so
3 R the ship is hollow / contains air; the average
density of the mild steel and the air (and other
4 The density of the material should be less than materials) is less than 1.03 g/cm3.
that of water / less than 1.0 g/cm3.
Topic 3.2 Heat and temperature
Exercise 3.1B Understanding and
calculating density Exercise 3.2A Heat or temperature
1 the mass of a certain volume of substance 1 a 100 °C is the temperature at which water
boils.
mass
2 (density =) _______
​​   ​​ b 25 000 J is the quantity of heat needed to
volume
make cold water warmer.
mass 10
3 a density = _______
​​   ​​ = ___
​​   ​​= 1(.0) (g/cm3) c 22 °C is often described as
volume 10
room temperature.
mass 170
b density = _______ ​​   ​​ = ____
​​   ​​= 8.5 (g/cm3)
volume 20 2 The temperature of the coffee in each cup is
mass 56 different; the heat in the coffee in each cup is
c density = _______ ​​   ​​ = ____ ​​   ​​= 0.56 (g/cm3) different.
volume 100
4 a 2 × 2 × 2 = 8 cm3 3 The temperature of the soup in each bowl is
the same; the heat in the soup in each bowl is
mass 71.2
b density = _______
​​   ​​ = ____
​​   ​​= 8.9 (g/cm3) different.
volume 8
Exercise 3.2B Heat or temperature
Exercise 3.1C Density, floating and
1 a °C or degrees Celsius
sinking
b J or joules
1 a polyethylene
b polypropylene
c cellulose acetate / polyvinyl chloride

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
7 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

2 heat – the total energy of particles in a Exercise 3.3C Calculating energy

substance. changes
temperature – the average energy of particles 1 1000 − 850 = 150 J
in a substance.
2 1000 + 600 = 1600 J; 2400 − 1600 = 800 J
3 In a solid, the particles vibrate about fixed
positions. 3 a 100 − 50 − 30 = 20%
When a solid is heated, the particles vibrate b Diagram should have the input labelled
faster / more vigorously. (on the left) as 100% electrical energy.
There should be three output arrows
When the temperature of a solid decreases, the
labelled 50% thermal, 30% light, 20%
particles vibrate more slowly / less vigorously.
sound. The thickness of each output
4 Heat: the block with more mass has more arrow should be approximately in
particles, so it has more heat. proportion to these percentages.
Temperature: the temperature of the two
blocks is the same. Topic 3.4 Moving from hot to cold
Exercise 3.2C Measuring heat and Exercise 3.4A Direction of thermal
temperature energy transfer 1
1 a thermometer 1 Thermal energy is transferred from a place
b joule meter of higher temperature to a place of lower
temperature.
2 a i 3000 J or 15 °C
ii repeat the experiment (not just repeat 2 a arrow pointing from flame to cooking pot
that reading as it cannot be done in b arrow pointing from heater towards air in
isolation) room (arrow can point up or down, but
b i 4500 J must go from the heater to the air)
ii 10 000 J c arrow pointing from foot to ice pack

Topic 3.3 Conservation of energy Exercise 3.4B Direction of thermal

energy transfer 2
Exercise 3.3A What does conservation
1 Thermal energy will move from the object
of energy mean?
at higher temperature to the object at lower
1 The quantity of energy will stay the same. temperature.
2 Energy input to the lamp equals energy output 2 Two arrows pointing into the centre block
from the lamp. (10 °C): one from the left (20 °C) and one from
3 100 J the right (30 °C).

4 3500 J 3 Curved line from top dashed line, starting

at time 0, down to lower dashed line, then
Exercise 3.3B The law of conservation levelling off on the lower dashed line.
of energy
Exercise 3.4C Direction of thermal
1 Energy cannot be created or destroyed; energy
can be changed from one form to another,
energy transfer 3
(Statements can be in either order.) 1 a Thermal energy moves from her body to
the air because her body is at a higher
2 The total of the light and thermal energy temperature than the air / surroundings.
output must be equal to the quantity of
b Thermal energy moves from the air /
electrical energy input.
surroundings into her body; the air is at a
3 She uses more energy for running and being higher temperature than her body.
active than when resting, so this extra energy
2 The temperature of the water will decrease;
must be supplied in her food.
the ice is at a lower temperature than the
4 100 − 65 = 35% water; thermal energy will move from the
water to the ice.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
8 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

3 The temperature of the coffee decreases; 2 White is a good reflector of thermal radiation /
the temperature of the milk increases; the white is a poor absorber of thermal radiation;
temperature of the coffee and the milk the house will stay cool inside during hot
eventually become the same; the coffee is sunny weather.
initially at a higher temperature than the
3 Wool is a poor conductor of heat / wool is a
milk; thermal energy flows from the coffee to
good thermal insulator; thermal energy will be
the milk; the (overall) flow of thermal energy
transferred from the body to the surroundings
stops when the temperatures of the milk and
more slowly through the wool.
the coffee are the same.
4 The shiny metal reflects thermal radiation
Topic 3.5 Ways of transferring back to the food; plastic is a poor conductor
thermal energy of heat / plastic is a good thermal insulator;
thermal energy will be transferred from the
Exercise 3.5A Describing thermal food in the box to the surroundings more
energy transfers slowly through the plastic.
1 a Thermal energy is transferred from the
Sun to Earth by radiation. Topic 3.6 Cooling by evaporation
b Thermal energy is transferred within Exercise 3.6A How evaporation works
metals by conduction. 1 when a liquid changes to a gas
c When warm air rises through cold air,
this is called convection. 2 (they can escape from the liquid and
become gas).
d Neither conduction nor convection can
occur in a vacuum. 3 Zara is correct; an example such as rain water
evaporates from the ground, but the ground
2 Conduction – particles vibrate more, collide is not at 100 °C, or sweat evaporates from the
with particles beside them, making these skin, but the skin is not at 100 °C.
particles also vibrate more.
Convection – particles vibrate more, take up Exercise 3.6B Evaporation and
more space and decrease the density of the cooling 1
substance. 1 Sweat evaporates, removing thermal energy
Radiation – type of wave that does not require from skin.
particles to transfer thermal energy.
2 a The average energy decreases; this is
Exercise 3.5B Comparing thermal because the particles with the highest
energy transfers energy leave the liquid during the
1 The particles in a solid are closer together; evaporation process.
vibration of particles can be transferred to b The temperature decreases; this is because
neighbouring particles more easily in a solid. the average energy of the particles
2 Convection requires particles to move; decreases and temperature is the average
particles in liquids and gases can move; energy of the particles.
particles in solids are not free to move. 3 The fan makes air move; moving air speeds
3 There are no particles in a vacuum; radiation up evaporation; evaporation of sweat removes
does not require particles; conduction and thermal energy from the skin; speeding up the
convection both require particles. evaporation speeds up the removal of thermal
energy.
Exercise 3.5C Variables affecting
thermal energy transfer Exercise 3.6C Evaporation and
1 a Metal is a good conductor of heat; cooling 2
thermal energy is transferred to the 1 The perfume feels colder; evaporation of a
contents quickly / easily. liquid removes thermal energy from the skin;
b Wood is a poor conductor of heat / wood speeding up the evaporation speeds up the
is a good thermal insulator; the handle removal of thermal energy.
will not get hot / will not cause burns
when held.

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
9 © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY SCIENCE 9: TEACHER’S RESOURCE

2 Evaporation of sweat removes thermal 3 The water evaporates into the moving air;
energy from the skin; when evaporation stops the water cools as it evaporates, lowering the
(because of high humidity) then the removal temperature of the sponge; the air is now
of thermal energy stops / the cooling effect moving through a cooler sponge and thermal
stops. energy from the air is removed to the sponge /
removed to the water to make it evaporate.

Unit 4 Maintaining life

Topic 4.1 Plants and water 3 As temperature increases, the rate of transport
of water in celery stalks increases.
Exercise 4.1A Water uptake by orange
Exercise 4.1C Interpreting data about
plant seedlings
water uptake
1 Add up the total number of root hairs on all
ten plants, then divide the total by 10. 1 They want to be able to compare the ability
of different varieties to take up water. The
2 Variety A plants had more root hairs per plant quantity of water taken up may also be
(920 compared with 800, i.e., 120 more root affected by the size of the plants, and the
hairs per plant). plants might be different sizes. Calculating
The mean length of the root hairs was greater the volume taken up per gram makes it
than variety B (0.03 compared with 0.02, easier to compare the varieties; it controls a
i.e. 0.01 mm longer). variable (the mass of the plant) and makes the
The root hairs, therefore, had a greater surface comparison fair.
area, so they could take up more water. 2 A bar chart is the best way to display these
3 It moves across to the centre of the root into data.
the xylem vessels. It then goes up the xylem 160
Volume of water taken up per g of

into the leaves.

Exercise 4.1B Celery experiment 120

wheat plant in cm3

1 3.2 at 50 °C is the anomalous result.

80
2 9

8 40

7 0
A B C
Variety of wheat
Key
6
Distance the dye travels in cm

after 2 weeks at 2 °C

after 6 weeks at 2 °C
5

3 After two weeks, variety A took up the most

4 water, with variety C next and variety B taking
ignore this point up the lowest volume. Learners could also
3 calculate the differences between the volumes.
4 All the plants had taken up a greater volume
2 of water after six weeks. Now, instead of
variety A taking up the most, it is variety C.
1 5 Variety C, because it takes up the most water
over the longer period. This suggests that it
0 might grow better and faster than the other
0 10 20 30 40 50 60 70 varieties in the cold climate of Canada.
Temperature in °C

Cambridge Lower Secondary Science 9 – Mary Jones, Diane Fellowes-Freeman & Michael Smyth
10 © Cambridge University Press 2021