Insight Science 9 - Workbook PDF

CHAPTER 1 Inside the atom
ACTIVITY
Research:
Development of the
atomic model
SKILLS SYLLABUS
1.1
• Processing and analysing data and Students:
information • outline the developments to the
• Communicating atomic theories and models as a
• Critical and creative thinking process of refinement and review by
• Literacy the scientific community
• ICT
Scientific models are used to help explain things or concepts that are not readily visible. These models
change and develop over time. Our ideas about the atom and the composition of matter have changed a lot,
and its history shows us some of the ways in which scientific knowledge is built on and developed.
1 Choose one of the following pioneers of atomic theory.
• Democritus • Ernest Rutherford
• John Dalton • Niels Bohr
• James Chadwick • JJ Thomson
Construct a multimedia or poster presentation that includes:
a the scientist’s name and picture
b the date their model or theory was proposed
c a list of a few brief facts about their life story
d a description of the model or theory they proposed
e a labelled diagram (created by you) of their model
f a timeline showing a brief history of ideas of the atom and where their model or theory fits
g a discussion of the strengths and the weaknesses of the model or theory
h a list of your sources.
Copyright © Oxford University Press ISBN 9780195573732 OXFORD INSIGHT SCIENCE 9 AUSTRALIAN CURRICULUM FOR NSW WORKBOOK 1
2 Complete the passage below.
The physicist Joseph John Thomson carried out many experiments to try to find out what atoms were
____________________ of. His experiments used cathode ____________________ tubes to fire particles
at different materials. Thomson discovered a negatively ____________________ particle that was smaller
than the atom, which is known as an ____________________. Thomson also showed that atoms contained
positively charged material, although it was not yet clear what this material was. From this evidence, and
knowing that oppositely charged objects ____________________ each other, Thompson thought that
t____________________ consisted of a large positive ball within which the negatively charged particles
were embedded, like plums in a pudding.
3 Describe how Rutherford’s work affected the model of the atom put forward by Thompson.
4 Explain why Dalton’s atomic theory of matter is so important.
5 Discuss how ideas about matter have changed over time and explain why these changes have taken place.
2 OXFORD INSIGHT SCIENCE 9 AUSTRALIAN CURRICULUM FOR NSW WORKBOOK Copyright © Oxford University Press ISBN 9780195573732
ACTIVITY
Subatomic particles
SKILLS
• Communicating
• Critical and creative thinking
SYLLABUS
Students:
• identify that all matter is made up
of atoms
• describe the structure of atoms
in terms of protons, neutrons and
electrons
1.2
Matter has mass and volume (it occupies space). All matter is made up of atoms, which are composed
of protons, neutrons and electrons. The protons and neutrons make up the nucleus of the atom, and the
electrons exist in electron shells at set distances around the nucleus. Because we cannot see atoms,
scientists use models to try and understand the structure of an atom.
1 Classify the following statements as true or false.
a Matter has mass. ___________
b Atoms are the smallest particles that we know of. ___________
c All matter is composed of atoms. ___________
d Mass is the amount of space that something occupies. ___________
2 The diagram below shows a model of an atom. Label the parts of the atom shown below.
p ...........................
n ...........................
n .....................
e ...........................
3 An atom of hydrogen is made of one proton with an electron, while an atom of helium is made of two protons
with two neutrons and two electrons. Draw a diagram of these two atoms.
4 Complete the table below for subatomic particles.
Particle Where is it located in the atom? Charge? Mass?
Proton
Neutron
Electron
5 Outline the similarities between protons and neutrons.
6 Outline the differences between protons and neutrons.
7 Explain why the nucleus of an atom is the densest part of the atom.
ACTIVITY
Elements and atomic
structure
SKILLS
• Processing and analysing data and
information
• Communicating
SYLLABUS
Students:
in terms of protons, neutrons
and electrons
1.3
• Numeracy
• ICT
1 Complete the following statements.
a atomic number = number of ____________________
b mass number = number of ____________________ + number of ____________________
c number of neutrons = mass number – number of ____________________
d (for neutral atoms) number of protons = number of ____________________
2 Use a periodic table to complete the following table.
Element name Atomic number Mass number
Hydrogen
Neon
Helium
Oxygen
3 Identify the element with:
a an atomic number of twelve ____________________
b three protons ____________________
c four neutrons ____________________
4 Identify the missing numbers below. If an element has:
a 4 protons and 3 neutrons then its mass number is ____________________.
b a mass number of 12 and 7 neutrons then it has ____________________ protons.
c an atomic number of 8 and a mass number of 17 then it has ____________________ neutrons.
5 Identify how many protons and neutrons each of these atoms has.
7
_
a 3
Li
27
__
b 13
Al
41
__
c 20
Ca
6 Choose one of the first 20 elements in the periodic table. Construct a poster for your chosen elements, using
the template shown below.
Element name
Atomic symbol
Information on who
discovered the
element and one ................................................
of its uses
A labelled model
of the atom
ACTIVITY
Atomic mass and
isotopes
SKILLS
information
• Numeracy
SYLLABUS
Students:
in terms of protons, neutrons
and electrons
1.4
1 Complete the following sentence.
Different isotopes of an element have the same ____________________ number but a different
____________________ number because they have different numbers of ____________________.
2 Use a periodic table to help you complete the following table.
Name of element Symbol of atom Mass number No. of protons No. of neutrons No. of electrons
Helium 4 2
19
9
F 9
8 8
Aluminium 27
52
24
Cr
22 18
198 79
241
95
Am
Mercury 122
3 Identify the atom in question 2 that is the smallest. Justify your answer.
4 Identify the atoms in question 2 that have other isotopes. Justify your answer.
5 Explain how the relative atomic mass of an element relates to isotopes.
ACTIVITY
Arranging electrons
1.5 SKILLS
information
• Numeracy
SYLLABUS
Students:
• use models to describe the
arrangement of electrons in common
elements (additional)
Electrons are arranged in electron shells around the nucleus of an atom. The first (innermost) shell holds
up to 2 electrons, the second shell is full when it has 8 electrons and, up to calcium, the third shell also
holds up to 8 electrons.
We represent the number of electrons in an atom by listing the electron configuration or using a shell
diagram. For instance, the element lithium has an atomic number of 3, so it has 3 electrons, its electron
configuration is written as 2,1, and its shell diagram is shown below.
Chemical symbol Electron shell diagram

Mass number 1st shell with 2 electrons
7
Li 2nd shell with 1 electrons
Atomic number 3
nucleus
Figure 1.1
1 Below are the electron shell diagrams for the first 16 elements of the periodic table. For each element:
a write the element name, atomic number and electron configuration below each diagram
b complete the electron diagram by drawing in the electrons. One of the elements has already been done
for you.
1 4 7 9 11 12 14 16
1
H 2
He 3
Li 4
Be 3
B 6
C 7
N 8
O
Beryllium
4
2, 2
19 20 23 24 27 28 31 32
9 10
Ne 11
Na 12
Mg 13
Al 14
Si 15
P 16
S
ACTIVITY
Radioactivity
SKILLS
• Communicating
SYLLABUS
Students:
• identify that radioactivity arises from
the decay of nuclei in the form of
particles and energy
• evaluate the benefits and limitations
of the medical and industrial use
of nuclear energy
1.6
a All radioactive substances are harmful to humans. ___________
b Gamma rays are the most penetrating type of radiation. ___________
c Beta radiation is made of electromagnetic waves. ___________
d Both alpha radiation and beta rays consist of subatomic particles. ___________
2 Complete the table below using your textbook.
Type of radiation What is emitted? Wave or particle? Penetrating ability? What can stop it?
Alpha
Beta
Gamma
3 Explain what a half-life is.
4 a Explain what happens when an unstable nucleus decays via alpha radiation.
b Explain what happens when an unstable nucleus decays via beta radiation.
c Recall what accompanies the emission of a gamma ray from an unstable nucleus.
5 Recall an example of a use for each of the following:
a an alpha particle emitter
b a beta particle emitter
c gamma rays.
6 Explain how radioactive substances are used in nuclear reactors.
7 Evaluate the positives and negatives of using nuclear energy.
8 Describe how radioactive substances are used in hospitals.
ACTIVITY
Modelling radioactive
decay
SKILLS
• Conducting investigations
information
SYLLABUS
Students:
• identify that radioactivity arises from
the decay of nuclei in the form of
particles and energy
1.7
• Communicating
• Numeracy
The half-life of a radioactive substance (a radioisotope) is the time taken for half the substance to decay.
As a radioactive substance decays, the radioactivity also drops.
The following is a whole-class activity.
1 Gather 100 counters or two-sided tokens; these will represent the 100 atoms initially in the substance.
2 Make a mark on one side of each counter or token. Put all of them into a tray.
3 Shake the tray randomly. Examine the counters or tokens and remove those that land with the marked side
up; these represent atoms that have decayed. Record the numbers remaining in the results table below.
Round 0 1 2 3 4 5 6 7 8 9 10 11 12
(= time)
Number 100
present
Note: The number of counters or tokens left at any time represents the remaining mass of the substance.
4 Repeat step 3 a further 11 times.
5 Graph your results on the grid provided below.
6 Write a suitable aim for this activity.
7 Determine the half-life in terms of the number of rounds (i.e. the time where the number of counters or
two-sided tokens (= mass) is half the initial amount).
8 Explain why the half-life of a radioactive substance is determined by measuring the drop in radioactivity,
rather than by counting atoms as was modelled here.
9 If a radioactive substance of 1000 atoms takes 15 minutes to reduce to 125 atoms, calculate its half-life.
10 Describe the benefits of modelling a process like radioactivity in this way.
ACTIVITY
Review: Inside
the atom
SKILLS
• Processing and analysing data and information
• Communicating
• Literacy
1.8
1 What makes up the nucleus of an atom? 6 Which type of radiation can be stopped by a piece
A Protons of paper?
B Protons and neutrons A Alpha radiation
C Electrons B Beta radiation
D Empty space C X-rays
D Gamma radiation
2 What is the charge on a proton?
A Positive 7 What is the electron shell structure of sodium
B Neutral (atomic number 11)?
C Negative A 2,8
D Zero B 2,8,1
C 8,3
3 What does an element’s atomic number
D 2,9
represent?
A The number of atoms 8 Which scientist proposed the plum pudding model
B The number of neutrons of the atom?
C The number of protons A Dalton
D The number of electron shells B Rutherford
C Thomson
4 Which of the following is equivalent to the number
D Bohr
of protons added to number of neutrons?
A Atomic number 9 Using a periodic table, complete the
B Neutron number following table.
C Mass number
Name Symbol No. of protons
D Electron number
Carbon
5 What is the maximum number of electrons in the
O 16
second and third electron shells up to calcium?
A One
B Two Au
C Seven 20
D Eight
10 Complete the following statements.

a The negative particles inside an atom are the _________________________.
b An atom that achieves eight electrons in its outer shell is very _________________________.
c Different forms of an atom that have different number of neutrons are called ______________________.
d The electrons around an atom are arranged in energy levels or _________________________.
11 Explain the difference between radioactive elements and non-radioactive elements, giving examples of each.
12 Outline two historical models for the atom and explain why the models for the atom have changed over time.
13 Compare alpha radiation and beta radiation.
14 Explain the term ‘isotope’.
15 Compare an atom of carbon-12 and carbon-13.
CHAPTER 2 The periodic table
ACTIVITY
Research: History of
the periodic table
SKILLS
•
•
•
Communicating
Critical and creative thinking
Literacy
SYLLABUS
Students:
• outline examples to demonstrate
how creativity, logical reasoning and
scientific advancements contributed
2.1
• ICT
to the development of the modern
periodic table
Ideas and models about the properties of the elements and how to organise them have changed over time.
You will create a timeline of the history of scientific knowledge of the periodic table. It should follow the
timeline structure on page 16 and should include at least five of the following scientists.
• Jöns Jakob Berzelius • Antoine Lavoisier
• Johann Dobereiner • William Ramsay
• John Newlands • Henry Moseley
• Dmitri Mendeleev • Glenn Seaborg
1 Use your textbook and the Internet to research the following points for each chosen scientist.
• Time period of their work
• Their contribution to organising the elements
• How they made their discovery, e.g. experiments, observations, inferences
• An evaluation of the importance of their work
2 Use your timeline to discuss why ideas about the elements and the periodic table have changed over time.
Mention the scientific evidence or equipment available at the time.
Name
Time period
Contribution
How
Importance
Name
Time period
Contribution
How
Importance
Name
Time period
Contribution
How
Importance
Name
Time period
Contribution
How
Importance
Name
Time period
Contribution
How
Importance
ACTIVITY
Navigating the
periodic table
SKILLS
• Communicating
SYLLABUS
Students:
• identify the atom as the smallest unit
of an element and recognise that each
element is represented by a specific
2.2
information
symbol
• distinguish between the atoms of
common elements on the basis of
differences in the numbers of protons,
neutrons and electrons
• describe the organisation of elements
in the periodic table based on their
atomic numbers
Use the periodic table to answer the following questions.

a All elements are represented by a one-letter symbol on the periodic table. ___________
b An atom is the smallest form of an element. ___________
c Elements in group 1 are transition metals. ___________
d Elements in group 2 are mostly gases at room temperature. ___________
e Elements in group 17 are mostly non-metals. ___________
2 Complete the sentence with a word from the list:
halogens alkali metals alkali earth metals noble gases
a Group 1 is known as the .
b Group 2 is known as the .
c Group 17 is known as the .
d Group 18 is known as the .
3 Explain how you can use the periodic table to find out the following information for a particular element.
a number of protons
b number of neutrons
c number of electrons
4 Examine the elements lithium, carbon, fluorine, neon and gold. Construct a table to show the:
a element’s symbol
b element’s atomic number
c group the element belongs to on the periodic table
5 Explain the difference between groups and periods on the periodic table.
ACTIVITY
Periodic table trends
SKILLS
information
• ICT
SYLLABUS
Students:
• relate the properties of elements to
their position in the periodic table
• predict, using the periodic table, the
properties of common elements
2.3
Elements in the same group in the periodic table have some similar properties. Use your textbook and the
Internet to answer the following questions.
THE ALKALI METALS

1 Identify which group is called the alkali metals.
2 List the first four elements in this group.
3 Outline why they are called alkali metals.
4 Outline the properties that are typical of alkali metals.
5 Describe the trend in melting point and boiling point as you go down this group.
6 Describe the trend in the reactivity of these elements as you go down this group.
7 Complete the table below for alkali metals.
Name (symbol) Atomic number No. of electrons in outer shell Melting point (°C) Boiling point (°C)
Lithium (Li) 3 1 181 1342
THE HALOGENS
1 Identify which group is called the halogens.
3 Explain whether or not these elements are dangerous or toxic.
4 Outline some of the properties that are typical of this group.
5 Describe the trend in melting point and boiling point as you go down this group.
6 Describe the trend in the reactivity of these elements as you go down this group.
7 Complete the table below for the halogens.
Name (symbol) Atomic number No. of electrons State (solid/liquid/ Melting point (°C) Boiling point (°C)
in outer shell gas) and colour
Fluorine (F) 9 7 Pale yellow gas −220 −188
THE NOBLE GASES

1 Identify which group is called the noble gases.
3 State three properties common to all noble gas elements.
4 Explain why they are called noble gases.
5 Describe two typical uses of elements from this group.
6 Complete the table below for the noble gases.
Name (symbol) Atomic number No. of electrons State (solid/ Melting point Boiling point Atomic radius
in outer shell liquid/gas) and (°C) (°C) (nm)
colour when
vaporised
Helium (He)
ACTIVITY
Reactivity of metals
2.4 SKILLS
information
SYLLABUS
Students:
• investigate the order of activity of a
range of metals (additional)
The majority of elements on the periodic table are metals. Table 2.1 below is a summary of the reactions of
some metal elements.
Table 2.1 Reactivity of metals
Metal Symbol Reaction with air Reaction with water Reaction with acids
Potassium Burns vigorously to Vigorous; forms hydrogen gas, which Violent reaction; forms hydrogen gas,
form oxides may light/explode; produces an which may light/explode; produces a
alkaline solution with hydroxide salt solution
Sodium As above As above As above
Calcium Burns strongly to form Energetic; forms hydrogen gas, As above

oxides which may light/explode; produces an
alkaline solution with hydroxide
Magnesium As above As above As above
Aluminium Burns steadily to form No reaction with cold water but with Strong reaction; forms hydrogen gas,
oxides steam forms hydrogen gas and oxide which may light/explode; produces a
salt solution
Zinc As above As above As above
Iron Burns slowly to form As above Steady reaction; forms hydrogen gas,
oxides which may light/explode; produces a
salt solution
Lead Reacts slowly on As above As above

heating to form an
outer oxide layer
Copper As above As above Slow reaction; forms hydrogen gas,

which may light/explode; produces a
salt solution
Silver As above No reaction No reaction
Gold No reaction No reaction No reaction
Platinum No reaction No reaction No reaction
1 Complete the element symbols in Table 2.1.
2 Analyse Table 2.1 and identify which metal is least reactive and which is most reactive.
3 Describe some uses for gold and link this to its position in the activity series.
4 Describe some uses for copper and link this to its position in the activity series.
5 Describe the trend in the reaction of metals with air as you go down Table 2.1.
6 Describe the trend in the reaction of metals with acid as you go down Table 2.1.
7 Compare the reactions of the metals with acid with the reactions of the metals with water as you go down
Table 2.1.
a Identify the similarities.
b Identify the differences.
8 Compare the reactivities of calcium and silver and relate this to how calcium and silver are found in nature.
ACTIVITY
Electrons and
2.5 properties of elements
SKILLS
information
SYLLABUS
Students:
• relate the properties of some
common elements to their position in
the periodic table
• Numeracy
• predict, using the periodic table, the
properties of some common elements
When an atom gains or loses electrons, it becomes charged, and is called an ion. The elements in group 7
need one more electron to become stable; they tend to gain an electron and become ions with a charge of
1−. The elements in group 1 need to give away one electron to become stable; they tend to give up one of
their outer electrons and become ions with a 1+ charge.
1 Classify the following statements as either true or false.
a Helium has two outer electrons. ___________
b Beryllium is chemically reactive because it has no outer electrons. ___________
c Magnesium is chemically reactive because it has two outer electrons. ___________
d The valence shell will only hold a maximum of two electrons. ___________
2 Complete the following table.
Name of Symbol of the Number of Arrangement of Number of Ion formed

element atom electrons electrons valence electrons
7
3
Li 3 2, 1 1 Li+
19
9
F 2, 7
16
8
O
19
12
Mg
35
17
Cl
39
20
Ca
3 Examine the diagram of an atom shown in Figure 2.1.
Figure 2.1
a Identify the element that this diagram shows.
b Identify the electron arrangement for this atom.
c State the number of valence electrons in this atom.
d Identify whether this atom has a stable arrangement of electrons.
e Identify the most common ion that would form from this atom.
4 Explain why the noble gases are almost completely unreactive or inert.
5 Explain why group 2 atoms will form ions with a 2+ charge.
6 Explain which group contains elements most likely to form ions with a 2− charge.
ACTIVITY
Review: The periodic
2.6 table
SKILLS
• Communicating
• Literacy
1 In the periodic table, where is the most reactive 6 The metal elements are conductors because they
metal located? have:
A Top of group 1 A delocalised electrons
B Bottom of group 1 B delocalised protons
C Top of group 7 C 7 outer electrons
D Bottom of group 7 D a full outer shell.
2 The atomic number of an element always shows 7 What happens to the atomic radius size when
the number of what? going from left to right across a period?
A Electrons A Increases
B Neutrons B Stays constant
C Protons C Decreases
D Protons + neutrons D Fluctuates
3 Which is the most reactive non-metal element? 8 Which group in the periodic table contains only
A Sodium gases?
B Potassium A Group 1
C Chlorine B Group 2
D Fluorine C Group 17
4 In which group of the periodic table are the D Group 18
halogens found? 9 Where are an atom’s valence electrons located?
A Group 1 A Inner shell
B Group 2 B Middle shell
C Group 7 C Nucleus
D Group 8 D Outer shell
5 In a neutral atom, the number of protons is equal 10 A full shell of electrons in the first shell and
to the number of: second shell is written as:
A neutrons A 1, 0
B protons + neutrons B 2, 2
C nuclei C 8, 2
D electrons. D 2, 8
11 Write each word in the list next to its matching b reactivity of metals.
statement.
halogens radioactive elements group

period ions
14 Explain why noble gases are so stable.
Statement Word
Can be identified by the atomic

number alone
Charged atoms
15 Explain the differences between metals, non-
The name of the group 17 elements
metals and metalloids, and locate them on the
A property of the largest and most
unstable atoms periodic table.
A row in the periodic table
A column in the periodic table
12 Complete the following sentences.

a The periodic table lists the elements in order
of increasing atomic .
b The elements in group 1 are called
.
c The elements in group 18 are called 16 Explain how atoms can gain a stable arrangement
. of electrons, like the noble gases.
d The metal elements will tend to form ions that
are charged .
13 Indicate the trend seen down a group in the
periodic table for:
a atomic mass
CHAPTER 3 Understanding and managing ecosystems
ACTIVITY
Cycles of matter
3.1 SKILLS
information
Matter is constantly cycling through ecosystems. Two of the most important cycles are the nitrogen cycle
SYLLABUS
Students:
• outline how matter such as nitrogen
is cycled through ecosystems
and the carbon–oxygen cycle.
NITROGEN CYCLE
biotic changes
abiotic processes
human interaction
Nitrogen in the
atmosphere Nitrogen-fixing
microbes
(in the soil) Humans add
Denitrifying fertiliser
bacteria Lightning
Humans add
fertiliser Animals
Decomposers
Ammonia in
the soil
Plants
Dead matter
Nitrates in
the soil
Nitrites in Nitrifying
the soil bacteria
Leaching Nitrifying
bacteria
Figure 3.1 The nitrogen cycle
1 List the parts of the nitrogen cycle that put nitrogen into the air.
2 List the parts of the cycle that take nitrogen out of the air.
3 Explain why nitrogen is said to cycle.
4 Describe the involvement of each of the following in the nitrogen cycle.
a Ammonia
b Decomposer
c Nitrogen fixation
5 Explain, giving two reasons, why the cycling of nitrogen is important to Earth’s ecosystems.
CARBON–OXYGEN CYCLE
Atmosphere CO2
Combustion Atmosphere O2
Decomposition
Fossil fuels Diffusion
Respiration Respiration Photosynthesis
Photosynthesis
Animals
Plants
Soil organic matter Ocean
Marine deposits
Coal, oil and gas Carbon in rocks such as limestone
Earth’s crust
Figure 3.2 The carbon–oxygen cycle
6 List the parts of the carbon–oxygen cycle that put carbon into the air (carbon sources) and take carbon out of
the air (carbon sinks).
7 List the parts of the carbon–oxygen cycle that take oxygen out of the air and put oxygen into the air.
8 Identify what you think is the largest contributor to atmospheric CO2.
9 Are atoms created or destroyed in the carbon–oxygen cycle? Explain your answer.
10 Describe how each of the following is involved in the carbon–oxygen cycle.
a Fossil fuels
b Photosynthesis
c Decomposition
11 Explain why the burning of forests has a double impact on the carbon–oxygen cycle.
12 Explain why the release of large amounts of carbon is fast, whereas the accumulation of large amounts of
carbon through photosynthesis is slow and can take centuries.
ACTIVITY
Energy in
ecosystems
SKILLS
information
• Communicating
SYLLABUS
Students:
• describe how energy flows through
ecosystems via food webs
3.2
• Literacy
Energy flows through ecosystems in many ways. The movement of energy through the different levels of
an ecosystem is shown in food chains and food webs. A balanced ecosystem will retain its biodiversity for
a long time, and the number of individual species will tend not to fluctuate too radically. Many types of
relationships exist between different species in ecosystems.
1 Complete the statements below using words from the following list.
movement excreted heat plant carnivore herbivores light
Plants use the Sun’s ______________________ that falls on their leaves for photosynthesis. When
a rabbit eats a ______________________ it digests the food to provide energy and raw materials for
its body. Some of the plant material is indigestible and is ______________________ as droppings.
Some of the energy is lost as ______________________. Rabbits will convert approximately
10% of the grass they eat into energy for ______________________ or for growth and repair
of their bodies. Rabbits are ______________________, whereas a fox that eats the rabbit is a
______________________.
2 Describe how the Sun is the ultimate source of energy for ecosystems, and use a word equation to illustrate
your answer.
3 Explain where the process of respiration takes place and write the word equation to illustrate your answer.
4 Outline why plants are at the beginning of food chains.
5 Explain whether or not energy is lost along a food chain.
6 Explain why the number of top-order predators will always be small in any stable ecosystem.
7 Identify where respiration occurs in cells.
8 Identify where photosynthesis occurs in plant cells.
9 List three ways an animal uses energy.
10 Use your knowledge of energy flow in ecosystems to determine whether a vegetarian or meat-eating diet is
more energy efficient.
ACTIVITY
Relationships in
ecosystems
SKILLS
• Communicating
• Literacy
SYLLABUS
Students:
• recall that ecosystems consist of
interdependent biotic and abiotic
components
3.3
1 Classify the following relationships as collaboration, competition, mutualism, symbiosis, commensalism,
predator–prey or parasitism, and explain your answer.
a Water buffalo flush insects out of the grass as they wander through it. Cattle egrets feast on the insects
and therefore benefit. The cattle are unaffected.
b Several different species of bird all try to use the same field of flowering plants as a food source.
c A group of sea lions leave pups in ‘creches’ to be looked after by other sea lions while they go hunting.
d Fungal cells and algal cells live together as lichen, and cannot survive without one another.
e An anemone fish hides from predators within the tentacles of a sea anemone. The sea anemone is
cleaned of algae and parasites by the fish.
2 Define the term adaptation.
ACTIVITY
Food chains and
3.4 food webs
SKILLS
information
SYLLABUS
Students:
• describe how energy flows through
ecosystems via food webs
• Communicating • recall that ecosystems consist of
components
• analyse how changes in biotic and
abiotic components of an ecosystem
affect populations
Many animals and plants share the same habitat and live together in a balanced way. A food chain shows
what an organism eats in an ecosystem. An arrow indicates that one organism eats another. A food chain
always starts with the producers. Food webs are more complex and show many inter-related food chains.
Hawks
Snakes
Lizards
Feral cats Insectivorous
birds
Toads
Spiders Beetles
Mice Seed-eating birds Herbivorous insects, ants

Possums
Grasses and plant leaves
Figure 3.3
1 Answer the following questions for the above ecosystem.
a Identify the producer.
b Identify the top-order consumers.
c Identify two herbivores.
d Identify whether the diagram shows a food chain or a food web.
2 Explain the difference between a food chain and a food web.
3 Use the food web in Figure 3.3 to construct a food chain that ends with a hawk.
grass → _____________________ → _____________________ → _____________________
4 Write out a four-step food chain that:
a involves spiders and snakes
b ends with insectivorous birds.
5 Describe what happens to the size of individual organisms as you move up a food chain.
6 Explain the difference between a consumer and a producer.
7 Explain how a disease that wiped out all the mice could affect the snakes and grasses.
8 Explain what the term ‘dynamic equilibrium’ means in terms of ecosystems.
ACTIVITY
Investigation: Biotic
3.5 and abiotic features
SKILLS
• Planning investigations
SYLLABUS
Students:
• recall that ecosystems consist of
components
information
• Critical and creative thinking • analyse how changes in biotic and
abiotic components of an ecosystem
affect populations
Some scientists make measurements to understand how ecosystems work. These measurements can be
of both abiotic (non-living) and biotic (living) features.
ACTIVITY
The class should divide into two groups. Each group should look at the table below and decide what
instruments will be needed to measure the abiotic features listed. Group 1 should go to an open field
within the school grounds and group 2 should go to an outdoor area in the shade (again within the school
grounds). Each group should report back to complete the table with the appropriate measurements.
1 Record your observations and measurements in the table.
Feature measured Instrument used Observation/measurement and unit

Area 1 (open) Area 2 (shaded)
Air temperature
Soil temperature
Soil pH
Air pressure
Light level
Noise level
Humidity
Population size
2 Describe some features of the open environment you investigated. In your description, include some
information about communities of organisms present and classify the features as either biotic or abiotic.
3 Describe some features of the shaded environment. In your description, include some information about the
communities of organisms present and classify the features as either biotic or abiotic.
4 Outline what features are substantially different between the two environments and why.
5 Choose a biotic feature of the shaded ecosystem. Explain how changes in this feature would affect the
population of organisms present.
6 Choose an abiotic feature of the shaded ecosystem. Explain how changes in this component would affect the
population of organisms present.
ACTIVITY
Research:
3.6 Managing
sustainable
ecosystems
SKILLS SYLLABUS
• Questioning and predicting Students:
• Communicating • assess how Indigenous Australians use their knowledge to
• Problem-solving conserve and manage ecosystems
• Critical and creative thinking • evaluate some strategies used to balance human activities
• ICT and needs with conserving the sustainability of the
environment
• Literacy
1 Create a multimedia or poster presentation for one of the following environmental issues:
• water pollution • enhanced greenhouse effect
• introduced species • soil salinity
• overfishing • pesticide use
• rainforest destruction • garbage and landfill.
For your chosen issue:
a construct labelled photos or diagrams to show examples of what is happening
b describe some of the impacts of the environmental issue
c explain any strategies in place to reduce the impacts
d describe how the proposed solutions affect both society and the natural environment.
2 Describe an example of how the knowledge of Indigenous Australians is being used to improve the
sustainability of Australian ecosystems.
3 Research the impact of the following natural disasters on ecosystems.
a Bushfires
b Drought
c Floods
4 Assess whether any of the natural disasters in question 3 can have positive effects on ecosystems.
5 Use a search engine to find the website for either Greenpeace or the World Wildlife Fund.
a Summarise the purpose of the organisation.
b Describe some of the human impacts on ecosystems that the organisation tries to address.
ACTIVITY
Review:
3.7 Understanding and
managing ecosystems
SKILLS
• Communicating
• Literacy
1 In what compound do plants store chemical 6 Which of the following is a biotic feature?
energy? A Air temperature
A Starch B Water level
B Chlorophyll C Soil acidity
C Carbon dioxide D Predators
D Protein 7 In a food chain, what happens to the energy
2 What are the inputs required for cellular present as you move from one organism to
respiration? the next?
A Carbon dioxide, water and energy A Energy is lost.
B Glucose and carbon dioxide B Energy is gained.
C Glucose and oxygen C Energy stays the same.
D Water, carbon dioxide and the Sun’s energy D Respiration increases.
3 Which of the following is a type of intraspecific 8 A plague of insects that eats most of the plants in
relationship? a certain field would be classed as a:
A Mutualism A biotic impact
B Commensalism B abiotic impact
C Collaboration C climatic impact
D Parasitism D chemical impact.
4 In the carbon cycle, where does carbon go directly 9 An oil spill from a factory into the environment is a:
after it has been through respiration? A climate impact
A Into the atmosphere B biotic impact
B Into a plant cell C natural impact
C Into the ground D human impact.
D Into an animal 10 Consider a fish living off the leftovers falling out of
5 In the nitrogen cycle,what helps put nitrogen into the mouth of a shark it swims next to. This type of
the soil? relationship is classified as:
A Decomposers A commensalism
B Nitrifying bacteria B a parasitic relationship
C Denitrifying bacteria C mutualism
D Animals eating plants D a predator–prey relationship.
11 The connection between traditional Indigenous b Describe how energy flows in this ecosystem.
Australian peoples and the landscape has
many interrelationships with ecology, identity,
kinship, social organisation and economy,
and this is often based around using land in a
_________________________ way.
c Imagine that all insectivorous birds died
12 Turbidity is a measure of the cloudiness of a body from a disease. Describe two possible effects
of water. As turbidity increases, the amount of on other species and give reasons for your
sunlight that is able to penetrate water decreases. answers.
Plants living below the water need sunlight for
photosynthesis.
a Is turbidity a biotic factor or an abiotic factor?
b Describe how turbidity will affect the

photosynthesis of water plants.
14 Explain what the term ‘dynamic equilibrium’

means in terms of ecosystems.
13 Examine the ecosystem shown in Figure 3.4.
Hawks
15 Identify the method of counting organisms from
quadrats, line transect or capture–recapture
Snakes
that would be most suitable for the following
situations. Explain your answer.
Lizards
a You need to estimate the number of plants
Feral cats Insectivorous
birds and insects in a small garden.
Toads
Spiders Beetles
Mice Seed-eating birds Herbivorous insects, ants

Possums
b You need to estimate the number of stationary
organisms in a highly varied ecosystem.
Grasses and plant leaves

c You need to estimate the number of possums
Figure 3.4 in a park.
a Name two organisms that are in competition

for food with each other.
CHAPTER 4 Body systems and responses
ACTIVITY
The nervous system
1
4.1 SKILLS
• Communicating
information
Classify the following statements as true or false.

SYLLABUS
Students:
• describe how coordination systems
maintain humans as functioning
organisms
a The nervous system acts more slowly than the endocrine system. ___________
b Electrical impulses can cross the synaptic gap. ___________
c Nerve cells send electrochemical impulses. ___________
d The brain is part of the nervous system. ___________
2 Label the parts of the nerve cell shown below.
3 Explain how the shape of this cell helps it to carry out its function.
4 Explain how an electric cable can be used as a model for nerve.
5 Complete the table for the three types of neuron.
Neuron type Location Function
Sensory neuron
Motor neuron
Interneuron
6 a Is a pain sensor in your finger an effector or receptor? Explain your answer.
b Is the bicep muscle in your arm an effector or receptor? Explain your answer.
7 Examine the diagram of the nervous system shown in Figure 4.1.
Nervous system
Peripheral nervous system

Central nervous system
Nerves between limbs and organs
Brain and spinal cord
and central nervous system
Somatic nervous system

Autonomic nervous system
Controls voluntary
Controls involuntary actions
skeletal muscles
Sympathetic nervous system Parasympathetic nervous system

Speeds heart Slows heart
Figure 4.1
a Identify the two main divisions of the nervous system.
b Identify what the autonomic part of the nervous system does.
c Identify which part of the nervous system controls the beating of the heart.
d Explain which part of the nervous system activates and prepares the body for vigorous activity, stress
and emergencies.
8 The reflex action is an automatic, involuntary reaction to a stimulus. When testing your reflexes, a doctor
may tap your knee with a small hammer. The impulse goes from the sensory neuron (pressure/pain-
detecting nerve) to the spinal cord, to a motor neuron that is connected to a nearly muscle in your leg. The
result is a rapid kick from the leg without the brain being consciously aware. This can be shown as:
hit → pain detected by sensory neuron → spinal cord → signal sent to effector → muscle in
leg moves
Use a flow chart to describe a similar reflex arc for the following situations.
a Blink reflex
b Rebalancing when tripping
c Pulling away after touching a hot object
ACTIVITY
The endocrine system
SKILLS
• Communicating
information
• Questioning and predicting
1
SYLLABUS
Students:
• describe the function of
endocrine glands in humans
(additional)
Classify the following statements as true or false.

4.2
a The endocrine system acts very quickly and its effects only last a short time. ___________
b The endocrine system uses hormones to control the body. ___________
c There are two types of hormones: peptide hormones and nitrate hormones. ___________
d The pituitary gland is an organ of the nervous system. ___________
2 Can a particular hormone bind to all types of organ and tissue? Explain your answer.
3 Complete the table below.
Organ Hormone released Target tissue Effects
Wide range of Pituitary gland Links nervous system to endocrine system via
neurohormones pituitary gland to control many internal conditions
as well as hunger, thirst and sleep patterns
Uterus Thickens wall of uterus and is important for

calcium in bones
Ovaries
Body cells Develops female sexual characteristics, aspects of
pregnancy and foetal development
Testosterone Male reproductive system, body cells

Testes
Insulin Lowers blood glucose level

Pancreas
Glucagon Raises blood glucose level
Thyroid-stimulating Thyroid
hormone
Pituitary
Antidiuretic hormone Kidneys Reduces the amount of water reabsorbed from the
gland
lungs
Growth hormone Bones and muscles
ACTIVITY
Responding to
4.3 external change
SKILLS
information
SYLLABUS
Students:
• describe how multicellular organisms
respond to changes in their
environment
• Communicating
• ICT
1 Explain the meaning of the term ‘stimulus’.
2 For each stimulus, complete the table to identify the organ that detects the change and the type of sensory
neuron involved.
Stimulus Sense organ Sensory neuron involved
A bright light turning on
A loud noise
A sharp object under your foot
A burning smell
3 Label the diagram of the eye and explain how the eye allows you to detect light.
4 Label the diagram of the ear and explain how the ear allows you to detect sounds.
5 Conduct some research and create a poster to explain one of the following topics.
• How echolocation in bats works
• How some snakes can detect the body heat of other animals
• How catfish find food
• What is so special about the nose of the star-nosed mole
• How butterflies taste their food
Include labelled photographs as part of your poster and identify the types of sensory neurons involved.
6 A student in your class claims that ‘Plants can’t respond to any stimuli, they just sit there doing nothing!’
Write a response to this statement.
ACTIVITY
Body systems
4.4 SKILLS
information
• Communicating
SYLLABUS
Students:
• describe how the coordinated function
of body systems provides cells with
oxygen, nutrients and water, and
removes wastes
1 Recall the main parts of the:
a circulatory system
b respiratory system
c digestive system
d excretory system.
2 Describe the role of each of the systems listed below, and explain how it coordinates with other systems in
the body.
a Circulatory system
b Digestive system
3 Explain the meaning of the term ‘homeostasis’ and why homeostasis is important.
4 A mind map starts with a central concept and draws out related concepts, words and explanations around it.
For one of the following topics, research and construct a mind map to show the organs and systems involved,
the body’s responses, and effects on society. Use the questions provided as a starting point.
a Smoking: How does smoking affect the body? What are the trends for the life expectancy of smokers?
What are the current trends in society for this issue?
b Alcohol: How does the body respond to excessive alcohol intake? What are the effects of alcohol on the
body? What are the current trends in society for this issue?
c Fatty foods: How does the body respond to excessive intake of fatty foods? What are the effects of fat on
the body? What are the current trends in society for this issue?
ACTIVITY
Repairing body
4.5 systems
SKILLS
information
• Literacy
SYLLABUS
Students:
• discuss how the values and needs
of society can influence the focus
of scientific research such as
• Communicating the occurrence of infectious and
non-infectious diseases
• Interpersonal capability
MEDICINE'S CUTTING EDGE: REGROWING ORGANS

By Wyatt Andrews, 11 February 2009
Three years ago, Lee Spievack sliced off the tip of his finger in the propeller of a hobby shop airplane.
What happened next, Andrews reports, propelled him into the future of medicine. Spievack’s brother, Alan, a
medical research scientist, sent him a special powder and told him to sprinkle it on the wound. ‘I powdered it on
until it was covered,’ Spievack recalled. To his astonishment, every bit of his fingertip grew back.
‘Your finger grew back,’ Andrews asked Spievack, ‘flesh, blood vessels and nail?’ ‘Four weeks,’
Spievack answered. Andrews spoke to Dr Steven Badylak of the University of Pittsburgh’s McGowan Institute
of Regenerative Medicine and asked whether that powder was the reason behind Spievack’s new finger tip.
‘Yes, it is,’ Badylak explained. ‘We took this and turned it into a powdered form.’ That powder is a substance made
from pig bladders called extracellular matrix. It is a mix of protein and connective tissue surgeons often use to
repair tendons and it holds some of the secrets behind the emerging new science of regenerative medicine.
‘It tells the body, start that process of tissue regrowth,’ said Badylak. Badylak is one of the many scientists
who now believe every tissue in the body has cells that are capable of regeneration. All scientists have to do is
find enough of those cells and ‘direct’ them to grow. ‘Somehow the matrix summons the cells and tells them
what to do,’ Badylak explained. ‘It helps instruct them in terms of where they need to go, how they need to
differentiate—should I become a blood vessel, a nerve, a muscle cell or whatever.’ If this helped Spievack’s finger
regrow, Badylak says, at least in theory, you should be able to grow a whole limb.
In his lab at Wake Forest University, a lab he calls a medical factory, Dr Anthony Atala is growing body parts.
Atala and his team have built, from the cell level up, eighteen different types of tissue so far, including muscle
tissue, whole organs and the pulsing heart valve of a sheep. ‘And is it growing?’ Andrews asked. ‘Absolutely,’
Atala said, showing him. ‘All this white material is new tissue. When people ask me “What do you do?” I say,
“We grow tissues and organs”. We are making body parts that we can implant right back into patients.’
Dr Atala, one of the pioneers of regeneration, believes every type of tissue already has cells ready to
regenerate if only researchers can prod them into action. Sometimes that prodding can look like science fiction.
Emerging from an everyday ink jet printer is the heart of a mouse. Mouse heart cells go into the ink cartridge
and are then sprayed down in a heart-shaped pattern, layer by layer. Dr Atala believes it’s a matter of time before
someone grows a human heart.
1 Summarise the information in the article by writing the important points from each paragraph.
2 Copy the table below and list the body tissue, organs, systems and organisms mentioned in the article.
Tissue Organ System Organism
3 Working as a group, list the features of the article that make the information reliable.
4 Explain why the scientists are researching this topic. Outline whether you think it is an important
research topic.
5 Individually or as small groups, and using the information given, discuss the benefits and ethical issues
associated with research like that mentioned in the article.
ACTIVITY
Responding to
4.6 disease
SKILLS
SYLLABUS
Students:
• outline some responses of the human
body to infectious and non-infectious
disease
information
• Communicating
• ICT
a A pathogen cannot cause disease. ___________
b A virus cannot reproduce on its own. ___________
c The common cold is caused by a virus. ___________
d Red blood cells can attack and engulf foreign bodies. ___________
2 Complete the following table for pathogens.
Type Virus Bacterium Fungi Protozoan Macroparasite
Example Tinea Malaria
Genetic material Multicellular

surrounded by a organisms that are
Features
protein coat, not a parasitic
true cell
3 Identify the differences between infectious diseases and non-infectious diseases and identify an
example of each.
4 Are all the bacteria in our bodies harmful? Explain your answer.
5 Describe the ways pathogens can enter our bodies.
6 Use your textbook and the Internet to complete this table on the body’s defences.
Line of defence Where it is in the body What it does
Skin, hair, mucous membranes in your

nose and throat, tears
First
Uses some types of white blood cell,

such as phagocytes, to envelop and
destroy pathogens
Second
Third
7 Research one of the following non-infectious diseases.
• Haemophilia
• Cystic fibrosis
• Sickle-cell anaemia
• Muscular dystrophy
• Type 2 diabetes
• Heart disease
Find out what causes the disease, what its symptoms are and what treatment, if any, is available for it.
Present your findings as a digital presentation.
ACTIVITY
Review: Body systems
4.7 and responses
SKILLS
1 In which two body systems do the lungs belong? 5 Hormones are released by:
A Respiratory and circulatory A endocrine glands
B Respiratory and excretory B synapses
C Digestive and respiratory C the cerebrum
D Digestive and circulatory D nerve cells.
2 Which of the following is the smallest type of 6 Which organ pumps blood around the body?
pathogen? A Kidneys
A Bacterium B Lungs
B Fungus C Heart
C Virus D Arteries
D Parasitic worm 7 Which system takes wastes out of the body?
3 What type of cell is shown here? A Digestive
B Excretory
C Circulatory
D Skeletal
8 A disease that spreads from person to person is:
A infectious
B a reflex arc
C non-infectious
D genetic.
9 Which of the following are non-infectious
diseases?
A Type 2 diabetes
B Muscular dystrophy
C Sickle-cell anaemia
A Nerve cell
D All of the above.
B Fat cell
C Cancer cell 10 True or false?
D Muscle cell a Parasitic worms are small parasitic animals
that can cause disease. ________
4 What are the two parts of the nervous system?
b Ringworm is a fungal parasite. _________
A Cerebellum, cerebrum
c A virus is a tiny animal. _________
B Central nervous system and peripheral
d A bacteria is a single-celled organism.
nervous system
_________
C Brain, cerebrum
D Spine, senses
11 Complete these sentences. c Describe what low blood sugar may bring
a The general name for a disease-causing agent about for the person affected.
is a _________________________.
b The system that transports blood around the
body is _________________________.
c The cells that carry electrical signals to
14 Complete the following table for the body
effectors in the body are _________________.
systems.
d The cells that carry oxygen around the body
are _________________________. System Main parts What it Other
does systems it
12 Describe the steps that occur in a reflex action connects to
when your hand touches a hot stove.
Circulatory
Respiratory
Nervous
13 The pancreas and liver work together to maintain
a healthy glucose level in the body using the
mechanism shown.
Pancreas receptors
respond and release insulin Digestive
Glucose increases
i
Liver changes glucose Endocrine

to glycogen
Healthy
gglucose level
Excretory
Glucose decreases
Liver releases its glycogen
store as glucose
Pancreas
P receptorss
respond and
release glucagon
a Identify the roles of insulin and glycogen in 15 Write a paragraph explaining the lines of defence
managing glucose levels. that a pathogen would have to get through to
successfully infect a person.
b Explain why a sharp peak in blood sugar

causes a sharp rise in insulin.
CHAPTER 5 Plate tectonics
ACTIVITY
Continental drift
5.1 SKILLS
information
• Communicating
SYLLABUS
Students:
• outline how the theory of plate
tectonics changed ideas about the
structure of and changes in the
Earth’s surface
a Alfred Wegener could not explain how the continents moved. ___________
b Australia was once part of the supercontinent called Pangaea. ___________
c The position of the continents on the Earth’s surface has stayed the same throughout its history.
___________
d While other continents have moved, Africa has never moved. ___________
2 Describe what continental drift indicates about the Earth.

Eurasia
North
America
3 Describe the evidence supporting the theory of continental drift.
Africa
India
South Antarctic
America
Australia
4 Use Figure 5.1 to describe how Australia has changed location from early Figure 5.1
times to the present.
5 In the 1960s, much more evidence came about showing that the Earth’s interior had a tremendous amount
of heat and that the crust was not static, but was actually moving around in sections. Discuss how this would
have affected the theory of continental drift.
ACTIVITY
Experiment: Modelling
plate tectonics
SKILLS
information
SYLLABUS
Students:
• relate movements of the Earth’s
plates to convection currents and
gravitational forces
5.2
• Communicating
AIM
To model plate tectonics.
HAZARDS
Flame hazard: Wear safety goggles and keep flammables away. Hot glassware hazard: Handle hot
glassware with a towel.
MATERIALS
• 250 mL beaker
• Sand
• Sawdust
• Teaspoon
• Balsa wood or thick cardboard
• Knife or scissors
• Bunsen burner
• Tripod
• Heatproof mat
METHOD
1 Add 150 mL water to a 250 mL beaker.
2 Add three teaspoons of sand and five teaspoons of sawdust to the water and mix it thoroughly.
3 Cut out a circular section of balsa wood or thick cardboard the same size as the base of the beaker. Tear this
circle into four pieces with jagged edges. Put the pieces together again as a complete piece on top of the
water in the beaker.
4 Bring the water to a rapid boil using a Bunsen burner placed two-thirds of the way across, under the beaker,
as shown in Figure 5.2.
5 Turn off the heat when the mixture is boiling.
6 Record your observations while heating the mixture, while it was boiling and when it was cooling.
RESULTS
Label the parts a–f in the diagram of the experimental set-up shown in Figure 5.2 and complete the table
below.
a ...............................
b ...............................
c ...............................
d ...............................
e ...............................
f ...............................
Figure 5.2
Observations during heating Observations during boiling Observations during cooling
DISCUSSION
1 Explain why each of the following pieces of equipment was used.
a Bunsen burner _________________________________________________________________________
b Beaker ________________________________________________________________________________
c Gauze mat _______________________________________________________________________________
2 Complete the passages below to explain how the different parts of the model match what occurs in plate
tectonics.
Model Action in plate tectonics
The b____________________ wood pieces are similar to the Rigid pieces f____________________ on top of a lower layer,
Earth’s tectonic p____________________. which is m____________________.
The mixture of sand, sawdust and w____________________ Is part solid and part l____________________ and can flow.
models the m____________________ material under the
Earth’s crust.
The B____________________ burner models the Earth’s hot Provides the source of h____________________ energy, which
c____________________. drives the surface motion.
The circulating currents made up of water, Form circulating convection c____________________ where
s____________________ and sawdust model the moving the hot material r____________________ and the cool material
magma c____________________ in the Earth’s mantle. sinks.
3 Models are often used in science. Explain why we used a model here.
4 List some benefits of using models.
5 List some drawbacks of using models.
6 Identify ways in which your model could be improved.
CONCLUSION
Did the model used here tell you more about volcanoes or earthquakes? Explain your reasoning.
ACTIVITY
Activity at plate
5.3 boundaries
SKILLS
information
• Problem-solving
SYLLABUS
Students:
• relate movement of the Earth’s
plates to convection currents and
gravitational forces
• Communicating
• ICT • outline how volcanic activity,
earthquakes and formation of new
landforms can be explained using
plate tectonics
1 Use the map of the tectonic plates at the world shown in Figure 5.1 on page 182 of the student book or
search the Internet for a similar map.
a List the five largest tectonic plates on the Earth’s surface. Are any of them in the Asia–Pacific region?
b Identify the plate that Australia is sitting on and describe how this plate is moving.
2 Explain how the tectonic plates are able to move. Draw a diagram to illustrate your answer.
3 Explain the difference between a convergent plate boundary and a divergent plate boundary.
4 Which type of plate boundary causes the sea floor to spread? Identify a place in the Asia–Pacific region
where this occurs.
5 Which type of plate boundary causes mountains to rise? Identify a place in the Asia–Pacific region where this
occurs.
6 Rock closer to mid-ocean ridges has been found to be younger than rock further away. Does this evidence
support the theory of plate tectonics or not? Explain your reasoning.
7 Summarise how plate tectonics explain earthquakes and cause new landforms to form.
ACTIVITY
Data analysis:
5.4 Earthquakes
SKILLS
information
• Problem-solving
SYLLABUS
Students:
• describe examples of how
technological advances have
increased understanding of
• Literacy geological activity
• Numeracy
Energy is released when earthquakes occur and this energy will have a number of different effects on the
Earth’s surface. The strength of an earthquake is usually measured on one of two scales: the Mercalli scale
or the Richter scale.
Upward
Richter Mercalli Description Occurrence per year acceleration from Energy
magnitude intensity wave (cm/s2)
Usually not felt, but detected by
1–2 I 1 000 000 <1 2–63 MJ
instruments.
2–3 II Weak. Felt by very few people. 49 000 2.5 63 MJ–2.0 GJ
Slight. Felt by many; often mistaken for

3–4 III 3 2.0–63 GJ
a passing vehicle.
Moderate. Felt by many indoors; dishes

4 IV 6200 10 63 GJ
and doors disturbed.
Rather strong. Felt by nearly everyone.

4–5 V People awakened, walls cracked, 25 63 GJ–2.0 TJ
trees disturbed.
Strong. Felt by all. Many people run

5–6 VI outdoors where they can. Furniture 800 50 2.0–63 TJ
moves. Slight damage occurs.
Very strong. People run outdoors

where they can. Poorly built buildings
6 VII 100 63 TJ
suffer severe damage. Slight damage
everywhere else.
Destructive. People run outdoors

where they can. Moderate to major
6–7 VIII damage. Minor damage to secure 120 250 63 TJ–2.0 PJ
buildings. Chimneys and walls
collapse.
Ruinous. All buildings suffer major

7 IX damage. Ground cracks, pipes break, 250 2.0 PJ
foundations shift.
Disastrous. Major damage. Structures

7–8 X destroyed. Ground badly cracked. 18 500 2.0–63 PJ
Landslides occur.
Extreme. Almost all structures fall.

8 XI Bridges wrecked. Very wide cracks in 18 750 63 PJ
ground.
Cataclysmic. Total destruction. Ground

>8 XII surface waves seen. Objects thrown 0.1 980 >63 PJ
into the air. All construction destroyed.
The Mercalli scale is based on what people in an affected area feel and the damage done to the
surroundings. The effects of any one earthquake vary greatly from place to place, so many Mercalli
intensity values (e.g. IV, VII) may be measured for the same earthquake.
Each earthquake should have only one magnitude on the Richter scale, although the various methods of
calculating it may give slightly different values. The Richter scale is based on measurements recorded by
seismographs and other instruments. They help determine the speed, or acceleration, of the ground when
it moves suddenly and provide a reading of the energy released. Note that the Richter scale is a type of
scale called a logarithmic scale, and each whole-number step represents a tenfold increase in magnitude.
Thus, a magnitude 7 earthquake is ten times larger than a magnitude 6 earthquake and 100 times larger
than a magnitude 5 earthquake.
1 Identify which scale:
a uses roman numerals I–XI _______________________________________________________________
b uses a description of damage to buildings ___________________________________________________
c gives a measure of the actual energy released. _______________________________________________
2 Identify the Mercalli and Richter readings for an earthquake that:
a shakes and topples chimneys and is felt by all
b totally destroys weak structures
c causes hanging objects to start swinging.
3 Describe the effect on the Earth’s surface of a Mercalli intensity of XII.
4 As the Mercalli intensity increases, describe what happens to magnitude on the Richter scale.
5 Outline the relationship between the Mercalli intensity and the energy of the earthquake.
6 Which scale would be best to use for an earthquake that occurs in an uninhabited area? Explain your answer.
7 Calculate how much more powerful a magnitude 7 earthquake is compared with a magnitude 3 earthquake.
8 Describe how these scales rely on technology.
9 Predict why readings from seismographs are important to the study of the Earth’s interior.
10 Research some examples of earthquakes in the Asia–Pacific region (including Australia) and where they
appear on the scales. Can you identify any trends or patterns from this?
11 Compare the Mercalli and Richter scales. Which do you think is more useful?
ACTIVITY
Geological technology
Skills
•
•
•
•
Critical and creative thinking
Literacy
Communicating
Processing and analysing data and
information
SYLLABUS
Students:
• describe examples of how
technological advances have
increased understanding of geological
activity
5.5
1 Explain how each of the following devices work.
a Magnetometer
b Seismometer
c Seismic surveys
2 Explain why it is important for scientists to monitor geological activity.
3 Describe one possible future for the Earth if the continents continue to move as they currently do. Propose
what life could be like in a world like this.
ACTIVITY
Review: Plate
5.6 tectonics
SKILLS
• Literacy
• Communicating
1 How does the theory of plate tectonics describe 5 Which of the following is evidence for the theory of
our planet’s crust? plate tectonics?
A A thick layer without cracks that covers the A Outlines of the continents fit together like a
inner mantle jigsaw.
B A thick layer with small cracks where the B Matching patterns of magnetism are found in
mantle sometimes seeps through rocks of different continents.
C A thin layer broken into large plates that move C The same fossils are found on different
slowly continents.
D A thin layer broken into millions of pieces that D All of the above.
move slowly 6 The substance that flows out of a volcano and
2 What is the correct term for two tectonic plates solidifies into rock is called:
that can slide past each other? A a volcanic bomb
A Transform boundary B magma
B Diverging boundary C ash
C Converging boundary D lava.
D Transfer boundary 7 Most earthquakes occur:
3 What occurs when rock layers that have been A at plate boundaries
jammed suddenly grind past one another, B in the mantle
releasing stress? C in the centre of a plate
A An earthquake D in the Earth’s core.
B Sea-floor spreading
8 What is the name of the supercontinent that
C Mountain ranges form
Australia and all other continents were once
D A volcanic eruption part of?
4 Tectonic plates are: A Pangaea proxima
A more dense than the magma beneath them B Pangaea
B less dense than the magma beneath them C Amasia
C the same density as the magma beneath them D Eurasia
D so light that they don’t have a density.
9 The circular flow of material in the mantle is 14 Figure 5.3 shows a cross-section through a
called: tectonic boundary.
A seismic waves
B circulation
C radiation Continental
Oceanic crust crust
D convection currents.
10 The technique that measures the structure of
underlying rock layers using reflections of sound
waves is a:
A seismograph
Figure 5.3
B Richter scale
C seismic survey a Which of the two crusts shown is most dense?
D magnetometer.
11 Match each word with its definition.
seismometer epicentre fault lithosphere
A Point on the surface directly above where the b Is this a subduction zone or a mid-ocean
earthquake occurred ____________________ ridge?
B Plane along which rocks have
fractured ____________________
C A device that measures the intensity of
earthquakes ____________________ c What feature occurs at this boundary in the
D Solid uppermost layer of the crust ocean?
____________________
12 Compare a continent-to-continent plate collision
with an ocean-to-ocean plate collision.
d Describe how the plates are moving and state
what drives their motion.
13 Describe what continental drift is and include two

pieces of evidence for continental drift.
15 Explain what can cause tsunamis and why
tsunamis pose such a large threat to life.
CHAPTER 6 Energy on the move
ACTIVITY
Heating by conduction
6.1 SKILLS
SYLLABUS
Students:
• explain the processes of convection
and conduction of heat energy
The particle model explains that all matter is made of particles called atoms. The arrangement of atoms
determines whether the substance is a solid, liquid or gas. Heat energy will flow through matter in a
number of ways: conduction, convection and radiation.
1 Does heating a solid cause the particles in it to vibrate more or less quickly? Explain your answer.
2 If a material feels cold when you touch it, it is readily absorbing heat from your hand. Does this make the
material a conductor or insulator?
3 What type of material would be best to use to make the handle of a frying pan: a conductor or insulator?
Identify a specific material that you would use and explain why it would make a good handle for a frying pan.
4 Identify what type of material conduction occurs in.
5 Research how a vacuum flask keeps drinks cold or hot.
ACTIVITY
Heating by convection
SKILLS
1
information
• Communicating
SYLLABUS
Students:
• explain the processes of convection
and conduction of heat energy 6.2
Figure 6.1 shows a convection current from a fireplace. Answer each of the following questions by labelling
the diagram and writing a statement on the line provided.
Figure 6.1
a Where are the particles that are flowing upward?
b Where are the particles that are flowing downward?
c Where are the particles that have the least energy?
d Where are the particles that have the most energy?
2 Is hot air less or more dense than cool air? Give your reasoning.
3 Describe some situations at home that involve convection currents.
ACTIVITY
Experiment: Heating
6.3 by radiation
SKILLS
•
•
•
Questioning and predicting
Planning investigations
Conducting investigations
SYLLABUS
Students:
• describe absorption, refraction and
reflection of light
When heat is transmitted by radiation, it does so as waves (of heat energy) rather than particles. These
waves can travel across empty space, unlike conduction and convection. The heat waves are absorbed
differently by different types of surfaces.
AIM
To test the heat absorption of different-coloured test tubes.
PREDICTION
Write a prediction (hypothesis) for this experiment.
MATERIALS
• Heater
• Three test tubes, one covered with black paper and one with silver metal foil
• Three thermometers
Set up the equipment as shown in Figure 6.2. Note that the minimum distance between the heater and the
test tubes racks is 50 cm. Be very careful near the heater and handle hot glasswave using tongs.
Heater
Heat waves
Test tube rack
Black
Silver
Clear
Figure 6.2
RESULTS
Complete the results table below.
Test tube Initial temperature (°C) Final temperature (°C)
Black
Silver
Clear
DISCUSSION
1 Identify the source of radiant heat energy in this experiment.
2 Explain how heat travels when it is said to be radiating.
3 Explain the results of your experiment.
4 Can heat waves travel across outer space? Explain your answer.
5 Compare radiation with convection and conduction.
CONCLUSION
Answer the aim of this experiment. Describe how accurate your prediction was.
ACTIVITY
Energy and waves
6.4 SKILLS
• Numeracy
SYLLABUS
Students:
• identify situations when waves
transfer energy
• describe waves in terms of
wavelength, frequency and speed
• explain the transmission of sound in
different mediums
1 Identify what waves carry from one place to another.
2 Examine the diagram of the slinky spring in Figure 6.3.
Figure 6.3
a Identify what type of wave this is.
b Describe how this wave transfers energy.
c Does this wave model a sound wave or a light wave? Explain your answer.
3 The table below shows the speed of sound in the some different substances.
State of matter Substance Approximate speed of sound (m/s)
Solid Glass 4540
Copper 3900
Steel 6100
Wood 3500
Liquid Pure water 1480
Salt water 1590
Gas Air 340
Oxygen 320
Helium 970
Explain, in terms of particles, why the speed of sound is different in the different states of matter.
4 Identify what frequency represents its unit.
5 The many parts of a wave include the wavelength, amplitude, frequency, crest and trough. Some of these
are labelled in Figure 6.4.
a What is the point labelled V known as? _________________________
V Z
W
U Y
Figure 6.4
b What is the point labelled X known as? _________________________
c Amplitude is the vertical distance between which two labels? ____________ ____________
d The distance between U and which label is a wavelength? _________________________
e Label the diagram wavelength and amplitude.
6 The mathematical equation for calculating the speed of a wave is v = f × λ where v is the wave speed in m/s,
f is the frequency in Hz and λ is the wavelength in m.
a Calculate the wave speed for waves that measure 8 cm between successive peaks and have a frequency
of 0.5 Hz.
b Calculate the frequency of waves that have a wavelength of 3 m and a speed of 2 m/s.
c Calculate the wavelength of a wave that has a wave speed of 12 m/s and a frequency of 2 Hz.
7 Construct a diagram of two transverse waves of similar wavelength but different amplitudes.
8 Construct a diagram of two transverse waves of different wavelength but the same amplitude.
ACTIVITY
Electromagnetic
waves
SKILLS
• Communicating
• ICT
SYLLABUS
Students:
• relate the properties of different
6.5
radiation in the electromagnetic
spectrum to their everyday uses
There are different types of electromagnetic radiation that make up the electromagnetic spectrum.
A diagram of the electromagnetic spectrum is shown in Figure 6.5.
Gamma waves X-rays Ultraviolet Infrared Microwaves Radio waves

(10–12 m) (10–10 m) (10–8 m) (10–5 m) (10–2 m) (102 m)
Short wavelength, Long wavelength,

high frequency low frequency
Visible light
Figure 6.5
1 Use Figure 6.5 to identify the following.
a Which type of electromagnetic radiation has the longest wavelength? _________________________
b Which type has the highest frequency? _________________________
c Which is the higher in frequency, red or blue light? _________________________
d Which is the longer in wavelength, red or blue light? _________________________
e What is produced when the primary colours of light are all added together? ________________________
f Identify the trend or pattern for wavelength and frequency using Figure 6.5. _______________________
2 Complete the table below about the different types of electromagnetic radiation.
Type of radiation Description Example of use
Radio waves
Microwaves
Infrared light
Visible light
Ultraviolet waves
X-rays
Gamma rays
3 Classify the following statements as true or false. If the statement is false, rewrite the statement to make it
true.
a Electromagnetic radiation includes only visible light waves. ___________
b Microwaves are a type of infrared wave. ___________
c X-rays have a longer wavelength than gamma waves. ___________
d Radio waves, microwaves and ultraviolet waves all have longer wavelengths than visible light.
___________
e Both X-rays and gamma waves have higher frequencies than ultraviolet waves. ___________
4 a Which type of electromagnetic radiation is responsible for sunburn? _________________________
b Which type of radiation is detected by the eye? _________________________
5 Explain how the properties of waves relate to their use in everyday life in the following examples.
a A radio
b A microwave oven
c An X-ray scanner
6 In general, the wavelength of the wave should be similar to the size of the object used to detect the wave.
Use this principle to explain why you:
a cannot use visible light to ‘see’ molecules
b can use X-rays to see the structure of a virus.
7 Research what kinds of waves the following animals can detect that cannot be detected by humans.
a Bees
b Snakes
ACTIVITY
Investigation:
6.6 How light behaves
SKILLS
information
SYLLABUS
Students:
• describe absorption, reflection and
refraction of light
• Communicating
Light travels as waves. We can use equipment such as a light box kit to investigate how light waves behave
when they encounter different surfaces and mediums.
PART 1: RAY TRACING USING A LIGHT BOX AND REFLECTORS

1 Set up the equipment as shown in Figure 6.6.
Transformer
Light box
Slit screen
Reflector
Figure 6.6
2 State the function of each of the following.
a Transformer
b Light box
c Slit screen
3 Complete the table below showing what happens to rays of light when they encounter different reflecting
objects.
Top view What happens to the rays? Plane, convex or concave

surface?
PART 2: LOOKING THROUGH DIFFERENT LENSES

Start with a convex lens close to your eye and then slowly move it away from you until your arm is
completely outstretched. Record what you see. Repeat this action for a concave lens. Describe the
difference between the images in the concave and convex lenses.
PART 3: RAY TRACING USING A LIGHT BOX AND LENSES AND PRISMS

Use the same set-up as in part 1 and the lenses in the light box kit. Complete the table below, describing
what happens to rays of light when they encounter different lenses and prisms.
Top view What happens to the rays? Lens or prism? Convex,

concave or neither?
PART 4: MEASURING THE FOCAL LENGTH OF A LENS

1 Set up the equipment as shown in Figure 6.7.
Lens
Transformer
White card
Focal length of lens

Lens holder
Light globe
Figure 6.7
2 Move the white card away from the lens until the light produces a sharp point on the card. Measure the focal
length (i.e. the distance between the lens holder and the card). Complete the results table below using at
least two different lenses.
Lens Focal length (cm)
PART 5: LOOKING INTO DIFFERENT MIRRORS

Start with a convex mirror close to your eye and then slowly move it away from you until your arm is
completely outstretched. Record what you see. Repeat this action for a concave mirror. What is the
difference between the images in the concave and convex mirrors?
Discussion
1 Describe the similarities between the reflection and refraction of light rays.
2 Describe the differences between the reflection and refraction of light rays.
3 Figure 6.8 shows light rays encountering different kinds of mirrored surfaces. Label the incoming rays and
the reflected rays in each case and describe what is occurring.
Figure 6.8
4 Total internal reflection is an unusual interaction between light and a surface. Explain how it works and
identify at least one use of total internal refraction.
ACTIVITY
Light and sound
SKILLS
information
• Communicating
SYLLABUS
Students:
• explain the transmission of sound in
different mediums
• describe absorption, refraction and
reflection of light
6.7
Comparisons of light and sound are very useful to find out more about waves.
a Energy is not transferred in a light wave. ___________
b Light is a form of electromagnetic wave. ___________
c Sound is a form of electromagnetic wave. ___________
2 Describe what aspect of light each of the diagrams in Figure 6.9 is showing.
a b c
x x
Figure 6.9
a _______________________________________________________________________________________
b _______________________________________________________________________________________
c _______________________________________________________________________________________
3 Look at Figure 6.10. Explain how sound is produced here and how its amplitude can be altered.
Figure 6.10
Both light and sound travel as w_________________________. The waves transmit energy but not
matter. The energy in sound waves produces v_________________________ that we hear and the
_________________________ in light waves produces light that we see. Changing the frequency of a
light wave will cause a change in c_________________________ to be seen. Changing the frequency
of a sound wave will produce a change in p_________________________. When the amplitude of
a sound wave is _________________________, the sound becomes louder. When the intensity of a
light wave is increased, the light becomes b_________________________.
5 Complete the following sentences.
a Light is a type of electromagnetic _________________________.
b Sound waves travel as a _________________________ wave.
c Light waves travel in a _________________________ wave.
d Splitting white light into the different colours is called _________________________.
e The law of reflection states that the angle of incidence is equal to the _________________________.
6 Draw one light wave with a low frequency and another with a high frequency, and describe the difference
between the two.
7 Complete the following table comparing light waves and sound waves.
Property Light waves Sound waves
Speed
Where they can travel
Example of reflection
Description of a high-frequency wave
Description of a low-frequency wave
8 Compare the detection of sound waves by the body to the detection of light waves by the body. Write down
the similarities and differences between the two.
ACTIVITY
Current, voltage and
6.8 resistance in circuits
SKILLS
• Problem-solving
information
SYLLABUS
Students:
• describe voltage, current and
resistance in terms of energy
• compare series and parallel circuits
• Numeracy • describe the relationship between
voltage, resistance and current
A working electrical circuit must have:

• electrical charge (which makes up the current)
• a complete path for the charges to go around
• a voltage source to provide the energy, or push.
A battery or cell acts as a voltage source in most simple circuits. A switch is often placed in a circuit to
complete or make and break the circuit, enabling the components to be turned on and off. A series circuit
has the components connected along one complete line. A parallel circuit has the components connected
along separate lines that branch off from the main line.
A current is made from moving _________________________. It will flow along a path called a
_________________________ if there is a battery or _________________________ source.
2 Explain why a bulb in a circuit will not light if a switch is left open.
3 Complete the table below to compare series and parallel circuits.
Series circuit Parallel circuit
Number of branches
Current received by each component
Voltage received by each component
4 Examine the electrical circuit in Figure 6.11.
Figure 6.11
a State why this classed as a series circuit.
b If the cell produces 12 V, calculate how many volts each of the identical lamps would take.
c If there were 150 mA flowing out of the cell, calculate what current flows in each lamp.
d Draw a circuit diagram of this circuit.
5 Examine the electrical circuit shown in Figure 6.12.
Figure 6.12
a Identify whether this is a series or parallel circuit
b If the cell produced 10 V, calculate how many volts each of the identical lamps would take.
c If there were 140 mA flowing out of the transformer, calculate what current flows in each lamp.
d Draw a circuit diagram of this circuit.
6 The diagram in Figure 6.13 shows how a student altered the number of lamps in her circuit.
Figure 6.13
a Describe how the brightness of the individual lamps changed.
b Explain why the brightness changed.
c If the battery produced 9 V, calculate the voltage across each of the lamps before and after the change.
d Add in a voltmeter to the circuits to show how you could measure the voltage across one of the lamps.
7 Figure 6.14 shows how another student altered their circuit.
Figure 6.14
a Describe the changes in the brightness of the lamps.
b If the battery produced 12 V, calculate the voltage across each of the lamps before and after the change.
c Explain how the current through each of the lamps has changed.
d Draw in ammeters and voltmeters to show how you could measure the current through and the voltage
across the lamps.
8 Design your own circuit diagram using at least five circuit components. Explain what the circuit does once
the power is switched on.
9 A student steadily increases the voltage across a lamp from 4 V to 12 V.
a Explain the relationship between voltage and current in this situation.
b Why would the resistance steadily increase in this situation?
ACTIVITY
Energy efficiency
SKILLS
• Problem-solving
information
• Numeracy
• Literacy
• ICT
SYLLABUS
Students:
• outline examples where scientific
developments have involved teams of
specialist scientists
• describe how energy transfers
and transformations are not 100%
efficient
6.9
• discuss how the needs of society
can influence scientific research in
increasing energy efficiency
• discuss viewpoints that need to
be considered in the use of non-
renewable energy resources
Any electrical device, such as a battery-powered toy car, converts electrical energy into other forms
of energy. An energy transformation diagram shows the energy input and the energy outputs in terms
of arrows. The thicker the arrows, the more energy. For example, Figure 6.15 shows the energy
transformation diagram for a particular toy car.
Kinetic energy
Electrical
energy
Heat
Sound
Figure 6.15
As well as the form of energy that we wanted – the kinetic energy of the car moving – we also get forms
that we didn’t want: heat and sound energy are lost to the surroundings. We say that the car is not 100%
energy efficient. Energy efficiency is measured in percentage and can be calculated using the formula:
amount of usable energy
Energy efficiency = __________________
amount of initial energy
× 100
Energy efficiency is becoming more and more important in the modern world. This is because some of the
Earth’s energy resources are finite and will not last forever. Using energy efficiently allows us to get more
out of the resources we have and to produce less pollution.
1 Define the term ‘energy efficiency’.
2 State the energy transformation, and calculate the efficiency, for a:
a solar cell that uses 100 J of sunlight to produce 40 J of electrical energy
b heater that uses 1000 J of chemical energy (in natural gas) to produce 600 J of heat energy
c bicycle rider who uses 240 J of chemical energy (in food) to produce 150 J of kinetic energy
d leaf that uses 5 J of light energy from the Sun to produce 3 J of chemical energy in sugar during
photosynthesis
3 Building an energy-efficient home is important to most people. State whether the following changes improve
energy efficiency or not, and explain your answer.
a Using double-glazed windows instead of single-glazed ones. (Hint: double-glazed windows have a layer
of air between the layers of glass, and air is a poor conductor of heat.)
b Installing a gas-powered water heater instead of a solar-powered water heater.
c Buying a cheap refrigerator that has a 2 star energy rating instead of one that has a 4 star energy rating.
d Installing ducted air conditioning that cools the whole house instead of zonal air conditioning that cools
just the rooms being used.
4 Examine the following table that shows the properties of three different types of light bulb.
Incandescent light bulbs LEDs Compact fluorescent bulbs
Power used 75 W 9–13 W 18–25 W
Life span 1200 h 50 000 h 8000 h
Heat emitted 86 J 3.4 J 31 J
Contains toxic chemicals? No No Yes, some mercury
Cost Low High Medium
Light output 1100 lumens 1100 lumens 100 lumens
a Identify which bulb uses the most amount of power.
b Identify which bulb uses the least amount of power.
c Identify the form of energy that is being lost by the bulbs.
d List the bulbs in order from shortest to longest lifespan.
e Assess which type of bulb you would use when constructing a house. Explain your answer.
5 Propose four features that an energy-efficient building should have.
6 Outline how the following people involved in the construction of a building can make it more energy efficient.
a The electrician
b The architect
c The plumber
d The builder
7 Most of the electrical energy we use in our homes and industry currently comes from non-renewable
sources such as coal.
a Explain the long-term problems with only using coal for energy.
b Research some of the ways that scientists are looking to improve the efficiency of power stations and
manage the pollution they produce.
ACTIVITY
Review: Energy on
the move
SKILLS
6.10
1 What type of energy cannot travel across space? 7 The amplitude of a wave is:
A Sound energy A the distance between matching points on two
B Light energy waves next to each other
C Radio waves B the number of waves per second
D Microwaves C how fast the wave travels
D the height of a wave from the midline to the
2 Which of the following is the unit for
top of a crest.
frequency?
A Metres 8 The angle of reflection equals:
B Amplitude A the angle of refraction
C Hertz B 90°
D Metres/second C the angle of incidence
D the critical angle.
3 The distance between two crests on a wave is
called: 9 Electrical current measures:
A period A the amount of charge that passes a point in
B wavelength one second
C velocity B how easily electrons move through a material
D frequency. C the potential energy that electrons have
D how much energy is transformed into a
4 Which feature of a light wave controls the colour
desired energy type.
of light?
A Frequency 10 What type of electromagnetic wave has the
B Wavelength longest wavelength?
C Wave speed A Radio wave
D Amplitude B Gamma ray
C Heat energy
5 The light from the Sun is classified as what
D X-ray
type of wave?
A Transverse wave 11 Examine Figure 6.16.
B Longitudinal wave
C Circular wave
D Seismic wave
6 Convection currents can occur within:
A solids
B liquids and gases
C the vacuum of space
D liquids only.
Figure 6.16
a State two forms of energy produced by the Bunsen burner.
b Identify on the diagram where convection of heat occurs and describe this process.
c Identify on the diagram where conduction of heat occurs and describe this process.
d Identify on the diagram where radiation of heat occurs and describe this process.
12 The electromagnetic spectrum consists of radio waves, microwaves, infrared radiation, visible light,
ultraviolet radiation, X-rays and gamma rays.
a Identify which type of radiation is commonly used to detect bone fractures.
b Identify which type of radiation is used to transmit radio signals.
c Identify which type of radiation has the most energy.
d Identify which type of radiation is used to send messages from remote controls to televisions.
e Identify which type of radiation is the most harmful.
13 Explain why a fish looks closer to the surface of water than it actually is.
14 Match each word from the list below to the appropriate definition.
ammeter Ohm’s law circuit electron buzzer
a V = IR. _________________________
b Charged particle that flows in an electrical current. _________________________
c Device that will measure the amount of electrical current. _________________________
d Converts electrical energy into sound. _________________________
e Complete path for charges to flow around. _________________________
15 A student built a series circuit using a lamp, an electric buzzer and a battery.
a Construct a circuit diagram to show this.
b Explain what other component is required to control this circuit.
c Describe what happens to the circuit components as the voltage from the battery is steadily increased.
16 Identify which of the following two devices is the most energy efficient: a heater that produces 50 J of heat
energy from 100 J of electrical energy or a light bulb that produces 20 J of light energy from 60 J of electrical
energy. Explain your answer.

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What are the main components of an atom?

What are the main components of an atom?

How did Rutherford's experiments impact the atomic model proposed by Thomson?

How did Rutherford's experiments impact the atomic model proposed by Thomson?

CHAPTER 1 Inside the atom

• Democritus • Ernest Rutherford

• John Dalton • Niels Bohr

• James Chadwick • JJ Thomson

Construct a multimedia or poster presentation that includes:

a the scientist’s name and picture

b the date their model or theory was proposed

c a list of a few brief facts about their life story

d a description of the model or theory they proposed

e a labelled diagram (created by you) of their model

g a discussion of the strengths and the weaknesses of the model or theory

h a list of your sources.

2 Complete the passage below.

4 Explain why Dalton’s atomic theory of matter is so important.

a Matter has mass. ___________

b Atoms are the smallest particles that we know of. ___________

c All matter is composed of atoms. ___________

d Mass is the amount of space that something occupies. ___________

4 Complete the table below for subatomic particles.

Particle Where is it located in the atom? Charge? Mass?

5 Outline the similarities between protons and neutrons.

6 Outline the differences between protons and neutrons.

1 Complete the following statements.

a atomic number = number of ____________________

b mass number = number of ____________________ + number of ____________________

c number of neutrons = mass number – number of ____________________

d (for neutral atoms) number of protons = number of ____________________

2 Use a periodic table to complete the following table.

Element name Atomic number Mass number

3 Identify the element with:

a an atomic number of twelve ____________________

b three protons ____________________

c four neutrons ____________________

4 Identify the missing numbers below. If an element has:

a 4 protons and 3 neutrons then its mass number is ____________________.

b a mass number of 12 and 7 neutrons then it has ____________________ protons.

c an atomic number of 8 and a mass number of 17 then it has ____________________ neutrons.

2 Use a periodic table to help you complete the following table.

5 Explain how the relative atomic mass of an element relates to isotopes.

Chemical symbol Electron shell diagram

a All radioactive substances are harmful to humans. ___________

b Gamma rays are the most penetrating type of radiation. ___________

c Beta radiation is made of electromagnetic waves. ___________

2 Complete the table below using your textbook.

3 Explain what a half-life is.

5 Recall an example of a use for each of the following:

a an alpha particle emitter

b a beta particle emitter

6 Explain how radioactive substances are used in nuclear reactors.

7 Evaluate the positives and negatives of using nuclear energy.

8 Describe how radioactive substances are used in hospitals.

4 Repeat step 3 a further 11 times.

5 Graph your results on the grid provided below.

6 Write a suitable aim for this activity.

10 Describe the benefits of modelling a process like radioactivity in this way.

b mass number = number of + number of