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Chapter 1,2,3,4 Science Workbook 9
Chapter 1,2,3,4 Science Workbook 9
1 Photosynthesis
and the carbon cycle
E
1.1 Photosynthesis
1.1A How light level affects
photosynthesis
Focus PL
In this exercise, you decide which variables to keep the same in an
experiment. You put results into a table and make a conclusion.
Arun does an experiment to investigate whether plants photosynthesise
M
faster when they have more light.
The diagram shows the apparatus he uses.
SA
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1.1 Photosynthesis
1 What should Arun keep the same for all three sets of apparatus?
Tick (✓) three boxes.
E
the temperature
Arun leaves his three sets of apparatus for two days. Then he
measures the volume of gas collected in each test tube.
2
This is what he writes down.
A 18.3 cm3
B 7.2 cm3
C 0,5 cm3 PL
Complete Arun’s results table.
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1 Photosynthesis and the carbon cycle
E
photosynthesise fastest.
The diagram shows the apparatus that he set up.
water
test tube
water plant
PL water
test tube
water plant
M
green cellophane colourless cellophane
water water
Marcus shone a light onto each tube. He counted the number of bubbles
that the water plant gave off in one minute. He did this three times for
each piece of pondweed.
These are his results.
red - 10, 12, 11 blue - 8, 12, 10
green - 4, 5, 6 colourless - 11, 13, 12
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1.1 Photosynthesis
3 List three variables that Marcus should have kept the same in
E
his experiment.
first variable
second variable
4
third variable
PL
Draw a results table in the space below, and fill in Marcus’s results
so that they are easy to understand. Remember to include a column
where you can write in the mean value for each set of results.
M
SA
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1 Photosynthesis and the carbon cycle
E
6
red
PL green blue
Colour of light
colourless
Write down a conclusion that Marcus can make from his results.
M
1.1C Turning an idea into a hypothesis
SA
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1.1 Photosynthesis
1 Use the idea to write down a hypothesis that you could test by
doing an experiment.
Check your hypothesis with your teacher before you move on to
question 2.
E
2 Use the next two pages to write a plan for an experiment you could
do, to test your hypothesis.
• Try to make your plan really clear and detailed, so that
someone else could follow it to do your experiment.
•
•
•
•
PL
Include a labelled diagram of the apparatus you would use.
Draw a results chart, with headings.
Predict what you think the results might be, giving a reason for
your prediction.
Remember to state your independent variable, dependent
variable, and the variables that you will try to keep the same.
M
SA
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1 Photosynthesis and the carbon cycle
E
PL
M
SA
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1.2 More about photosynthesis
E
In this exercise, you practise planning experiments, recording results and
making conclusions.
Sofia does an experiment to find out if extra nitrate fertiliser helps
duckweed plants to grow faster.
PL
She takes five dishes and puts the same amount of distilled water into
each of them. She labels the dishes A, B, C, D and E.
She adds one grain of fertiliser to dish B, two grains to dish C, three
grains to dish D and four grains to dish E.
She puts five duckweed plants into each dish.
A B
M
SA
C D
E
duckweed plants grains of fertiliser
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1 Photosynthesis and the carbon cycle
1 Write the number of grains of fertiliser that Sofia puts into each
dish in the boxes next to each diagram.
2 Which variable does Sofia change in her experiment? Tick (✓) the
correct answer.
number of duckweed plants
volume of water
quantity of fertiliser
E
3 Which variables should Sofia keep the same in her experiment?
Tick (✓) all the correct answers.
number of duckweed plants
quantity of fertiliser
light intensity
volume of water
temperature
PL
After two weeks, Sofia counts the number of duckweed plants in
each dish. She writes the results in her notebook.
M
A 5 plants B 9 plants
C 10 plants D 8 plants
SA
E no plants
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1.2 More about photosynthesis
E
PL
M
Sofia says:
SA
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1 Photosynthesis and the carbon cycle
E
7 How can Sofia improve her experiment?
Tick (✓) the correct answer.
PL
Use a different kind of water plant in each dish.
white
green
She decided to test one of the leaves for starch. She made this prediction:
The green parts of the leaf will contain starch, but the white parts
will not.
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1.2 More about photosynthesis
3 First, Zara put the leaf into boiling water, and left it there for
E
5 minutes.
Explain why she did this.
PL
Next, she took the leaf out of the water and put it into some hot
alcohol.
Explain why she did this.
M
5 Lastly, Zara dipped the leaf into water and spread it out on a white
tile. The leaf looked white.
She added iodine solution to the leaf. Some parts of the leaf went
orange-brown, and some went blue-black.
SA
On the diagram below, shade in the parts of the leaf that would go
blue-black, if Zara’s prediction was correct.
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1 Photosynthesis and the carbon cycle
E
exactly the same size and is cut from the same leaf.
They put one disc into water in a small beaker and shine light onto it.
Little bubbles appear on the underside of the leaf disc.
PL
After a while, the bubbles of gas make the leaf disc float to the surface
of the water.
Sofia and Zara record the time taken for the leaf disc to float to the
surface, then repeat their experiment with four more leaf discs.
leaf disc
M
bubbles
1 Name the gas that the leaf disc produced when it photosynthesised.
SA
3 In what way does the time taken for the leaf disc to rise depend on
the bubbles of gas? Explain your answer.
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1.2 More about photosynthesis
Sofia and Zara do the investigation again, but this time they put the
beaker and the leaf discs in a room with only dim lighting.
Here are the girls’ results from both tests.
bright light 14 3 12 14 11
E
dim light 44 66 69 77 71
5
PL
What was the independent variable in the girls’ experiment?
M
6 Sofia thought that there was one anomalous result in each row of
their results table.
Draw circles around the two anomalous results in the table.
SA
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1 Photosynthesis and the carbon cycle
7 Calculate the mean times taken for each row in the results table.
Write your answers in the last column.
Remember not to include the anomalous results when you calculate
the mean.
E
8
9
PL
Suggest why the times taken for the five leaf discs to rise in each of
the lighting conditions were not all the same.
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1.3 The carbon cycle
carbon dioxide
in the air
E
carbohydrates carbon compounds in
in decomposers fossil fuels e.g. oil and coal
Focus
1
carbohydrates
in animals
PL carbohydrates
in green plants
Practice
Hydrogencarbonate indicator changes colour according to how much
carbon dioxide there is in it.
• The indicator is purple when there is no carbon dioxide.
• The indicator is red when there is a low concentration of carbon
dioxide.
• The indicator is yellow when there is a high concentration of
carbon dioxide.
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1 Photosynthesis and the carbon cycle
hydrogencarbonate
indicator
freshwater shrimp
water plant
A B C D
E
Arun recorded the colour of the indicator in each tube at the start of his
experiment. Then he left the tubes in the laboratory for two hours, and
recorded the colour again.
This is what he wrote down.
A red, red
C red, purple
PL B red, yellow
D red, red
M
2 Suggest why Arun put a bung in each tube.
SA
3 Describe two variables that Arun kept the same in his experiment.
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1.3 The carbon cycle
E
Challenge
6 PL
Use Arun’s results, and the diagram of the carbon cycle, to explain
the importance of plants in maintaining a stable concentration of
carbon dioxide in the atmosphere.
M
SA
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1 Photosynthesis and the carbon cycle
E
You will need to study the graphs carefully to answer the questions, and
also use your own knowledge about photosynthesis, the carbon cycle
and climate change.
Focus
+250
+200
+150
PL
Here are three graphs about climate change.
Graph A
M
Change in sea
+100
level in mm
+50
0
SA
−50
1880 1900 1920 1940 1960 1980 2000 2020
Year
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1.4 Climate change
Graph B
0.8
mean values for
1979 to 2016
0.6
values in
Extent of sea ice in the 2017 to 2018
Bering Sea (in the Arctic) 0.4
in millions of km2
0.2
0.0
E
Oct Nov Dec Jan Feb Mar Apr May Jun Jul
Date
Graph C
0.042
Percentage
carbon dioxide
concentration in
the atmosphere
0.040
0.038
0.036
0.034
PL
M
0.032
0.030
1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020
Year
SA
1 Write the letter of the graph that matches each of these statements.
used to be.
Sea ice in the Arctic is present for fewer months in the year now,
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1 Photosynthesis and the carbon cycle
Practice
2 Look at graph A.
Describe in words what is shown on the graph. Include some figures
in your answer, for example by stating the change in sea level since
1880.
E
3 Look at graph B.
PL
Describe two ways in which the extent of sea ice in the Bering Sea in
2017 to 2018 differed from the mean extent from 1979 to 2016.
1st way
M
2nd way
Challenge
SA
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1.4 Climate change
5 Look at graph C.
Most scientists think that human activities are contributing to the
changes in carbon dioxide concentration shown in the graph.
Use your own knowledge to explain why they think this.
E
6 Look at graph C again.
PL
The measurements of carbon dioxide concentration were made in
Hawaii, which is in the northern hemisphere.
Thinking about plants and photosynthesis, suggest why the line
wiggles up and down each year.
M
SA
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2 Properties of materials
2 Properties of
materials
E
2.1 Atomic structure and
the Periodic Table
2.1 Atomic structure
PL
All parts of this exercise will help you to use the Periodic Table to find
information about the structure of the atoms of elements.
You will need to use the information in the Periodic Table to answer the
following questions.
M
metals 1 atomic number 2
H He
non-metals hydrogen helium
1 mass number 4
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
7 9 11 12 14 16 19 20
SA
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35 40
19 20
K Ca
potassium calcium
39 40
Focus
The atoms of one element are different from the atoms of all other
elements. They have different atomic numbers and mass numbers.
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2.1 Atomic structure and the Periodic Table
E
Lithium
The atomic number tells
Atomic number = 3 you how many protons
Mass number = 7 3 there are.
Li
Number of protons = 3
Number of neutrons = 7 − 3 = 4
PL
Number of electrons = 3 (always the same
as the number of protons)
Mass number = 5
B
boron
Number of protons = 11
SA
Number of neutrons =
Number of electrons =
Practice
6 The element carbon has an atomic number of 6 and a mass number
of 12.
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2 Properties of materials
E
7 Complete the table.
Element
beryllium
phosphorus
Atomic
4
15
PL
Mass
number number
Protons Neutrons Electrons
9
31
4
Electronic
structure
5 4 2,2
M
calcium 20 40
Challenge
8 As you move along the row in the Periodic Table from left to right,
SA
and then along to the next row, the atomic number and the mass
number change.
Look carefully. Describes these changes.
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2.2 Trends in Groups within the Periodic Table
E
Element:
atomic number
mass number
number of protons
number of neutrons
number of electrons
electronic structure
PL 19
20
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2 Properties of materials
1 What can you say about the number of protons in these three
metals, as you look down the group?
2 What can you say about the mass number of these three metals as
you look down the group?
E
shells.
It has two electrons in the first (inner)
3p 4n shell, and one in the second, outer shell.
This is shown as 2,1. It is called the
3
lithium
PLelectronic structure
Mass number =
Number of protons =
M
11p 12n
Number of neutrons =
Number of electrons =
sodium
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2.2 Trends in Groups within the Periodic Table
Atomic number =
Mass number =
Number of protons =
19p 20n
Number of neutrons =
E
Number of electrons =
potassium
9
PL
What is similar about their structure?
What is different about the three atoms? Try to state two differences.
M
SA
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2 Properties of materials
2 This table contains some data about the elements in Group 7 of the
Periodic Table. The elements are given in descending order.
E
bromine 35 80 −7 59 less reactive
iodine 53
a
astatine 85
PL
What trends can you see in this group of the Periodic Table?
M
b Iodine is the fourth element in this group. Would you expect
the melting point of iodine to be higher or lower than that of
bromine?
SA
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2.2 Trends in Groups within the Periodic Table
E
Element Atomic number Mass number Melting point /°C Boiling point /°C
lithium 3 7 180 1360
sodium 11 23 98 900
potassium
Group 7
Element
fluorine
chlorine
19
9
17
PL 39
−220
−101
777
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2 Properties of materials
In Group 1 the least reactive shown in the table is lithium; the most
reactive is potassium.
In Group 7 the least reactive shown in the table is bromine; the most
reactive is fluorine.
4 Describe how reactivity relates to the size of the atoms in each group.
In Group 1:
E
In Group 7:
•
•
rubidium in Group 1
iodine in Group 7.
PL
The elements that come next in each group, in order of atomic
number, are:
Reactivity:
SA
Melting point:
Boiling point:
Iodine, Group 7
Reactivity:
Melting point:
Boiling point:
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2.3 Why elements react to form compounds
E
This exercise will help you to show the difference between an atom and
an ion.
PL
electron shell with the highest energy level.
M
2 Draw a diagram to show the structure of a lithium ion.
SA
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2 Properties of materials
3 The symbol for a lithium atom is Li. What is the symbol for a
lithium ion?
E
Draw a diagram to show the structure of a fluorine ion.
PL
M
SA
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2.3 Why elements react to form compounds
1 Using the information here, draw atoms and ions of sodium and
chlorine in the spaces below.
sodium chlorine
atomic number 11 atomic number 17
mass number 23 mass number 35
sodium atom: chlorine atom:
E
sodium ion:
PL chlorine ion:
M
SA
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2 Properties of materials
E
Information you may need:
Calcium has an atomic number of 20 and a mass number of 40.
Chlorine has an atomic number of 17 and a mass number of 35.
PL
Draw diagrams to show the structures of calcium and chlorine
atoms. Make sure you label the calcium and chlorine atoms.
M
b Draw diagrams to show the ions of calcium and chlorine.
SA
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2.4 Simple and giant structures
E
PL
2.4 Simple and Giant structures
2.4A Ionic or covalent bonds
M
Focus
This exercise will help you to distinguish between ionic and covalent
substances
SA
Look at the diagrams that show the structures of two substances A and B.
Substance A Substance B
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2 Properties of materials
E
3
5
PL
Which substance has bonds where electrons are shared?
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2.4 Simple and giant structures
E
solid, liquid or Ionic or simple
Melting point / Boiling point /
Substance gas at room molecule with
°C °C
temperature? covalent bonds
potassium
770 1500
chloride
Substance X
calcium
chloride
ammonia
magnesium
−182
−77
PL −161
−34
solid ionic
M
2825 3600
oxide
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2 Properties of materials
E
7 Explain why magnesium oxide has high melting and boiling points.
8
PL
Explain why ammonia has low melting and boiling points.
M
2.4C Giant structures of carbon
SA
Challenge
In this exercise you will link the structure of diamond and graphite to
their properties.
Diamond and graphite are both giant structures formed from the
element carbon.
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2.4 Simple and giant structures
E
2
This structure represents:
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3 Forces and
energy
E
3.1 Density
3.1A Comparing densities
Focus
1
PL
In this exercise you will compare the densities of different substances.
liquid
gas
2 Marcus has four blocks, A–D, each made from a different type
SA
of wood.
All four blocks have the same volume.
The masses of the blocks are:
A 50 g
B 76 g
C 32 g
D 68 g
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3.1 Density
3 Zara has four pieces of metal, P–S, each made from a different type
of metal.
All four pieces have the same mass.
The volumes of the pieces are:
P 22 cm3 Q 35 cm3 R 19 cm3 S 27 cm3
Which piece of metal has the greatest density?
E
4 Arun has some solid blocks with different densities.
State how the density of a solid block should compare with water if
the block is to float on water.
density =
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3 Forces and energy
g/cm3
b A 170 g mass of brass that has a volume of 20 cm3.
E
c
PL
A 56 g mass of propane that has a volume of 100 cm3.
g/cm3
M
g/cm3
4 A solid cube is made from copper. The lengths of the sides of the
cube are 2.0 cm.
a Calculate the volume of the cube.
SA
cm3
b The mass of the cube is 71.2 g. Calculate the density of
the copper.
g/cm3
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3.1 Density
E
type of plastic density / g/cm3
polyethylene 0.91
polypropylene 0.94
•
•
cellulose acetate
polyvinyl chloride
water
engine oil
PL
The densities of two liquids are:
1.0 g/cm3
0.92 g/cm3
Name a type of plastic from the table that will
1.28
1.38
M
a float in both engine oil and in water
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3 Forces and energy
E
3.2 Heat and temperature
PL
M
3.2A Heat or temperature
Focus
In this exercise you will decide whether examples describe heat or
temperature.
SA
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3.2 Heat and temperature
2 Sofia has two cups of coffee. The volume of coffee in both cups is
the same.
One cup of coffee is at 55 °C.
The other cup of coffee is at 30 °C.
Which statements are true?
Tick ( ) two boxes.
E
the temperature of the coffee in each cup is the same
PL
Zara serves two bowls of soup.
In one bowl Zara puts 100 cm3 of soup at 60 °C.
In the other bowl Zara puts 200 cm3 of soup at 60 °C.
Which statements are true?
Tick ( ) two boxes.
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3 Forces and energy
2 Draw straight lines to match the quantity with the correct description.
Quantity Description
the total energy of particles in a substance
E
the average energy of particles in a substance
4
PL
In a solid, the particles vibrate about
Two solid blocks are at 20 °C. One block has double the mass of
the other block.
M
Explain how the heat and temperature of the blocks compare.
Use ideas about particles.
heat
SA
temperature
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3.2 Heat and temperature
E
the temperature of water when it is being heated.
b Name the equipment from the list that can be used to measure
2
PL
the quantity of heat added to water when it is being heated.
4000 18
5000 20
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3 Forces and energy
E
3.3 Conservation of energy
3.3A What does conservation of
energy mean?
Focus
PL
In this exercise you think about the meaning of the statement
‘conservation of energy’.
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3.3 Conversation of energy
J
E
A total of 3500 J of thermal and kinetic energy are changed.
Write down the quantity of chemical energy changed in the engine.
J
PL
3.3B The law of conservation of energy
Practice
In this exercise you apply the law of conservation of energy.
electric lamp.
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3 Forces and energy
3 Sofia takes in more chemical energy from food on days when she is
playing sports than on days when she is resting.
Use the law of conservation of energy to explain why.
E
4 An electric motor changes electrical energy into kinetic and
thermal energy.
65% of the electrical energy is changed to kinetic energy.
PL
Calculate the percentage of electrical energy changed to thermal energy.
M
%
SA
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3.3 Conversation of energy
E
2
J
PL
A motorcycle engine uses 2400 J of chemical energy in fuel.
The thermal energy changed is 1000 J.
The sound energy changed is 600 J.
The remaining energy is changed to kinetic for movement.
M
Calculate the quantity of kinetic energy changed by the engine.
SA
J
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3 Forces and energy
E
b
PL
J
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3.4 Moving from hot to cold
E
thermal energy.
1 Complete the sentence using the appropriate (best) word.
Thermal energy is transferred from a place of higher temperature
PL
to a place of <short answer line> temperature.
Draw an arrow on each of these diagrams to show the direction of
thermal energy transfer.
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3 Forces and energy
c
ice pack at 0 °C
foot at 37 °C
E
3.4B Direction of thermal
energy transfer 2
Practice
PL
In this exercise you think in more detail about thermal energy transfer.
1 Two objects are in contact. The two objects are at different
temperatures.
Describe the direction of thermal energy transfer between these
two objects.
M
2 The diagram shows three blocks of metal that are in contact with
SA
each other.
The starting temperature of each block is shown.
Draw arrows on the diagram to show the direction of thermal
energy transfer between the blocks.
20 °C 10 °C 30 °C
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3.4 Moving from hot to cold
60
50
E
40
Temperature / °C
30
20
PL Time
M
Challenge
In this exercise you make predictions about thermal energy transfer.
1 Zara’s body temperature is 37 °C.
a Explain why Zara feels cold when the air temperature is 5 °C.
SA
b Explain why Zara feels hot when the air temperature is 40 °C.
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3 Forces and energy
2 Arun fills a glass with water to drink. The temperature of the water
is 10 °C.
Arun puts ice in the water. The temperature of the ice is −15 °C.
Explain what will happen to the temperature of the water when the
ice is added.
E
3 Sofia makes a cup of hot coffee. She adds cold milk to the coffee.
Explain what happens to the temperature of the coffee and the
temperature of the milk.
PL
M
3.5 Ways of transferring
thermal energy
SA
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3.5 Ways of transferring thermal energy
1 Complete the sentences using words from the list. Each word can
be used more than once.
conduction convection radiation
a Thermal energy is transferred from the Sun to Earth by
2
d Neither
a vacuum.
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3 Forces and energy
E
1 Explain why conduction of heat occurs more easily in solids than
in gases.
2
solids.
PL
Explain why convection can occur in liquids and gases but not in
M
3 Explain why radiation can occur in a vacuum while conduction and
convection cannot occur in a vacuum.
SA
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3.5 Ways of transferring thermal energy
b Explain why the handle of the cooking pot is made from wood.
E
2 Explain why houses in hot countries are often painted white.
3
PL
Explain why clothing made from wool can help you keep warm in
cold weather.
M
4 A plastic box with shiny silver aluminium foil on the inside can be
used to keep food hot.
SA
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3 Forces and energy
E
3.6 Cooling by evaporation
3.6A How evaporation works
Focus
PL
In this exercise you think about what evaporation is and how it works.
1 Which of these describes evaporation?
Tick ( ) one box.
M
when a solid changes to a liquid
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3.6 Cooling by evaporation
Water can
evaporate at Water can only
temperatures evaporate at
much lower 100 °C
than 100 °C
E
PL
Who is correct, Sofia or Zara?
Give an example to support your answer.
M
3.6B Evaporation and cooling 1
Practice
In this exercise you think about how evaporation causes cooling.
SA
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3 Forces and energy
E
3 Arun has sweat on his face. The air temperature is 25 °C. Arun
uses a fan to blow air onto his face. The fan does not change the
temperature of the air.
PL
Explain why the fan helps Arun to cool (lose heat) faster.
M
3.6C Evaporation and cooling 2
Challenge
In this exercise you think in more detail about how evaporation
SA
causes cooling.
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3.6 Cooling by evaporation
E
3 A type of air cooler works by blowing air from the room through a
sponge soaked in water.
PL
Explain how blowing air through a sponge soaked in water lowers
the temperature of the air.
M
SA
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4 Maintaining life
4 Maintaining life
4.1 Plants and water
E
4.1A Water uptake by orange
plant seedlings
Focus
They recorded:
•
•
PL
In this exercise, you use a set of results to make conclusions.
Scientists investigated root hairs on two varieties of orange plant
seedlings, variety A and variety B.
B 800 0.02
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4.1 Plants and water
E
3 Describe what happens to water, after it has been taken up by a
root hair.
red dye
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4 Maintaining life
E
She writes her results in a table.
Temperature in °C
0
10
PL
Zara records how far the dye has travelled up each stalk.
50 3.2
60 7.0
70 8.1
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4.1 Plants and water
E
PL
M
SA
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4 Maintaining life
E
uptake
Challenge
PL
In this challenge task, you will look at some data collected by researchers
who did experiments on wheat plants. You will choose a good way to
display the data, and then make a suggestion, based on the data.
A team of scientists wanted to compare how much water is taken up by
three different varieties of wheat growing in a cold place.
They grew seedlings of each of the three varieties of wheat.
They provided all of the seedlings with the same volume of water.
M
They placed the seedlings at a temperature of 2 °C.
They measured how much water each group of seedlings had taken up
after two weeks, and again after six weeks.
The table shows the results.
SA
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4.1 Plants and water
2 Think about different ways in which you could display these results.
E
Choose one good way and display the results on the grid.
PL
M
SA
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4 Maintaining life
4 Describe how the results after six weeks are different from those
after two weeks.
E
5
grow well.
PL
Plants need to take up water so that they can photosynthesise and
Focus
Sofia set up an experiment to investigate this hypothesis:
Plants lose more water from their leaves when the temperature increases.
The diagrams show how Sofia set up her experiment.
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4.2 Transpiration
E
1 Look at Sofia’s hypothesis.
Explain why she covered the pot and soil of each plant with a
plastic bag.
2
PL
Sofia read the mass, in grams, of each plant and pot each day for
8 days.
M
These are the results that she wrote down:
Plant A: 863, 854, 845, 837, 829, 822, 814, 807
Plant B: 893, 873, 856, 837, 861, 792, 779, 761
Plant C: 842, 810, 780, 748, 714, 682, 650, 618
SA
Practice
3 Sofia decided that one of her results was anomalous.
Draw a circle around the anomalous result in your results table.
4 Draw line graphs to display Sofia’s results on the grid on the
next page.
Put time on the horizontal axis, and mass of plant and pot on
the vertical axis. You do not need to start at 0 on the y-axis.
Draw a separate line for each plant. What should you do about
the anomalous result?
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4 Maintaining life
E
PL
M
SA
Challenge
5 Sofia calculated the mean loss of mass per day for plant A like this:
mass on day 1 = 863 g
mass on day 8 = 807 g
therefore loss of mass over 7 days was 863 − 807 = 56 g
therefore the mean loss of mass per day was 56 ÷ 7 = 8 g per day.
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4.3 Excretion in humans
In the space below, calculate the mean loss of mass per day for
plant B and plant C.
E
6
PL
Use your knowledge of plants and water to suggest an explanation
for Sofia’s results.
M
SA
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4 Maintaining life
Focus
1 Complete the sentences. Use words from the list. Use each word once.
E
It dissolves in , forming a liquid called
Practice
2
PL
Complete the diagram of the excretory system.
M
right kidney
artery bringing
blood to the kidney
bladder
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