Term pack

Year 9 Science

Name: ________________________

Skills in this pack

The cell, the basic unit of life
Microorganisms around us
Ecosystems and food chains
The particulate nature of matter
Elements, compounds and mixtures
Solutes, solvents and solutions
Winds, storms and cyclones
Density, and how to measure it
Forces: contact and non-contact
Pressure and how it is shared
Mirrors and lenses
Magnetic and heating effects of current

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Year 9 Science · 1 of 12

The cell, the basic unit of life

Name the parts of a cell and what each does, tell a plant cell from an animal cell, and put the levels of organisation in order.

Before you start

Six parts of a plant cell are marked out here. Take them one at a time, and each will name itself.

1. Cell wall
2. Cell membrane
3. Cytoplasm
4. Vacuole
5. Chloroplast
6. Nucleus

The cell wall and the chloroplasts are the two parts you would not find if this were an animal cell.

1.Match each level of organisation to what it is built from.
- Tissue
- Organ
- Organ system
- different tissues working together
- several organs carrying out one major body function
- a group of similar cells
2.How does the vacuole in a plant cell differ from those in an animal cell?
- a) The plant cell has many tiny vacuoles; an animal cell has one large one
- b) The plant cell has one large vacuole; an animal cell's are usually absent or small
- c) Vacuoles are found in animal cells and not in plant cells
- d) The vacuole in a plant cell is filled with chlorophyll
3.Fungal cells have a cell wall, as plant cells do. Why can a fungus still not make its own food by photosynthesis?
- a) It has no nucleus to regulate the process
- b) It has no chloroplasts
- c) Its cell wall blocks out sunlight
- d) It has no cell membrane
4.Match each part of a cell to the job it does.
- Cell membrane
- Cytoplasm
- Nucleus
- Cell wall
- an extra outer layer that stiffens the cell
- regulates what the cell does and how it grows
- separates one cell from the next and lets material in and out
- the place where most life processes happen
5.Which part is present in an onion peel cell but absent from a human cheek cell?
- a) The cell membrane
- b) The cytoplasm
- c) The cell wall
- d) The nucleus
6.The life of a complex organism begins with a single cell. Which one?
- a) A cheek cell
- b) A muscle cell
- c) The egg
- d) A nerve cell
7.Robert Hooke looked at a thin slice of cork and saw rows of small empty compartments. What did he call each one, and why does it matter?
- a) A microbe — the first use of the word in science
- b) A cell — the first use of the word in science
- c) A nucleus — the first use of the word in science
- d) A tissue — the first use of the word in science
8.This is a plant cell. Tap the part that regulates what the cell does and how it grows.
Write the number of the part.

The cell, the basic unit of life · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 2 of 12

Microorganisms around us

Name the main groups of microorganisms and say what they do for soil, food and crops.

1.Manure forms best under certain conditions. Which does the chapter name?
- a) An optimal temperature and an appropriate moisture level
- b) Direct sunlight and dry soil
- c) Freezing temperatures and standing water
- d) Complete darkness and dry conditions
2.Microalgae live in water, soil, air and on trees, and make their own food using sunlight. What does the chapter say they release while doing so?
- a) The methane in biogas
- b) More than half of the Earth's carbon dioxide
- c) The nitrogen that legumes take up
- d) More than half of the Earth's oxygen supply
3.Which bacterium ferments milk into curd, feeding on the milk sugar lactose? Give its name.
4.How do viruses differ from the other microorganisms in this chapter?
- a) They are acellular, and multiply after entering a living cell
- b) They are made of many cells rather than one
- c) They are large enough to be seen with the naked eye
- d) They make their own food using sunlight
5.Where does the chapter say microorganisms can be found?
- a) Chiefly in food that has been left out to rot
- b) In soil and air, but not inside living bodies
- c) In water, in soil, in air, and inside the bodies of plants and animals
- d) In water and soil, but not in air
6.Why do farmers grow legumes such as beans and peas in rotation with other crops?
- a) Legume roots break up hard soil so the next crop can spread its roots
- b) Legumes use less water, so more is left in the soil for the next crop
- c) Rhizobium in their root nodules adds nitrogen to the soil, leaving it healthier for the next crop
- d) Legumes drive away the pests that would attack the next crop
7.Bacteria and fungi living without oxygen can break down plant and animal waste and release a mixture of gases. What is that mixture called, and what is it mainly?
- a) Marsh gas, mainly carbon monoxide
- b) Biogas, mainly oxygen with a little nitrogen
- c) Biogas, mainly carbon dioxide with a high proportion of methane
- d) Manure gas, mainly hydrogen
8.Some microorganisms live in hot water springs and snow-cold zones. What does that tell you about them as a group?
- a) They live in extreme conditions and cannot survive moderate ones
- b) They can live in extreme conditions as well as moderate ones
- c) They can live at high temperatures but not at low ones
- d) They cannot survive anywhere that a plant cannot grow

Microorganisms around us · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 3 of 12

Ecosystems and food chains

Separate the living and non-living parts of a habitat, build a food chain, and name the three ways two organisms can live together.

1.In the food chain grass → grasshopper → frog → snake, which one is the producer?
- a) Snake
- b) Frog
- c) Grass
- d) Grasshopper
2.Food chains in an ecosystem are not really separate. What are they, taken together?
- a) A food web, because an organism may be eaten by two or more kinds of organism
- b) A community, because the chains share a habitat
- c) A population, because the chains hold organisms of the same kind
- d) A trophic level, because each chain occupies one level
3.Sort what you would find in a pond or a forest by whether it is living or not.
Groups: Biotic · Abiotic
- Soil
- Sunlight
- Grass
- Water
- Fish
4.Sort these ecosystems by whether they sit in water or on land.
Groups: Aquatic ecosystem · Terrestrial ecosystem
- A river
- A pond
- Grassland
- A forest
5.In the chain grass → grasshopper → frog → snake, the frogs disappear. What happens to the grasshoppers and the snakes?
- a) Grasshoppers increase, because nothing is eating them; snakes decrease, because their food has gone
- b) Both increase, because one fewer animal is competing for space
- c) Both stay the same, because the grass is unaffected
- d) Grasshoppers decrease and snakes increase
6.What is the difference between a population and a community?
- a) A population is the plants and a community is the animals
- b) A community is smaller than a population
- c) A population lives in water and a community on land
- d) A population is organisms of one kind in a habitat; a community is the different populations sharing it
7.Sort these animals by what they eat.
Groups: Herbivore · Carnivore · Omnivore
- Deer
- Leopard
- Hare
- Mouse
- Fox
- Crow
8.Match each pair of organisms to the kind of relationship they have.
- Honeybees and flowers
- An orchid on a tree branch
- A tick on a dog
- parasitism
- mutualism
- commensalism

Ecosystems and food chains · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 4 of 12

The particulate nature of matter

Explain the three states of matter by how tightly their particles are held and how much space sits between them.

1.Sort the three states of matter by how strongly their particles pull on one another.
Groups: Strongest attraction · Slightly weaker than in a solid · Negligible attraction
- Liquid
- Solid
- Gas
2.Match each state of matter to what it does about shape and volume.
- A solid
- A liquid
- A gas
- keeps neither shape nor volume, and spreads through the space available
- keeps a definite shape and a definite volume
- keeps a definite volume but takes the shape of its container
3.An incense stick is lit in one corner of a room and the fragrance is soon noticed across it. What does that show?
- a) The fragrance particles are pulled towards people
- b) The particles of air are moving constantly and carry the fragrance particles with them
- c) Air particles stand still while the fragrance particles push past them
- d) Smoke is heavier than air and rolls along the floor
4.Now sort the same three by how much room sits between their particles.
Groups: Least space between particles · A little more space than in a solid · Most space between particles
- Liquid
- Gas
- Solid
5.Liquids and gases share two properties that solids do not: they flow, and they do not hold a fixed shape. What are the two of them called together?
- a) Vapours
- b) Solutions
- c) Mixtures
- d) Fluids
6.Match each solid from the chapter's table to its melting point, in degrees Celsius.
- Ice
- Urea
- Iron
- 1538
- 0
- 133
7.In the chapter's table, ice melts at 0 °C and urea at 133 °C. The third solid listed melts at 1538 °C. Which solid is that? Give the one word.
8.A grain of potassium permanganate is dropped into hot water, water at room temperature and ice-cold water. Where does the colour spread fastest, and why?
- a) In the hot water, because heating makes the particles move faster
- b) In the room-temperature water, because the particles are most settled there
- c) At the same rate in each of the three, because the grain is the same size
- d) In the ice-cold water, because cold water holds more colour

The particulate nature of matter · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 5 of 12

Elements, compounds and mixtures

Tell an element from a compound from a mixture, and say which of them can be taken apart by physical means.

1.Sort these substances into the three kinds the chapter names.
Groups: Element · Compound · Mixture
- Gold
- Air
- Sodium chloride
- Sulfur
- Water
- Brass
2.Match each test done on iron and sulfur to what was seen.
- A magnet is moved over the stirred mixture of iron filings and sulfur powder
- A magnet is moved over the black mass left after heating them together
- Dilute hydrochloric acid is added to the stirred mixture
- Dilute hydrochloric acid is added to the black mass
- nothing is drawn out, because a new substance has formed
- a colourless gas with a rotten egg-like odour comes off
- the iron filings are drawn out, so the two can be separated
- a colourless gas with no smell comes off and burns with a pop
3.Could you separate the hydrogen and oxygen in water by a physical method such as filtering, evaporating or using a magnet?
- a) No — because water contains just one element to begin with
- b) No — the elements in a compound are held too tightly for any physical method
- c) Yes — evaporating the water leaves the oxygen behind
- d) Yes — a strong enough magnet pulls the hydrogen out
4.In water, what is the ratio of the number of hydrogen atoms to the number of oxygen atoms? Write it as a ratio.
5.A pure substance is one of two things. Which pair is it?
- a) A metal or a non-metal
- b) A compound or a mixture
- c) An element or a compound
- d) An element or a mixture
6.Sugar heated in a boiling tube turns brown, then black, and droplets of water appear near the open end. What does that show about sugar?
- a) It is a mixture of carbon and water stirred together
- b) It is an element, since carbon is left behind
- c) It is a compound, made of carbon, hydrogen and oxygen
- d) It is a metal, since it darkens on heating
7.These are mixtures. Sort them by whether you could pick out the separate components by eye or with a magnifying glass.
Groups: Uniform mixture · Non-uniform mixture
- Sprout salad
- Air
- Stainless steel
- Sugar dissolved in water
8.Elements divide into two families. Sort these into theirs.
Groups: Metal · Non-metal
- Gold
- Aluminium
- Iron
- Carbon
- Oxygen
- Sulfur

Elements, compounds and mixtures · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 6 of 12

Solutes, solvents and solutions

Name the solute and the solvent in a solution, tell a saturated solution from an unsaturated one, and say how temperature changes what will dissolve.

1.Why does dissolved oxygen matter in a pond?
- a) It keeps the water from freezing in winter
- b) It makes the water taste better
- c) It is what sustains the plants, fish and other organisms living in the water
- d) It stops other gases from dissolving in the water
2.Are the gases dissolved in pond water a uniform or a non-uniform mixture?
- a) Uniform, because the gases dissolve evenly through the water
- b) Non-uniform, because gases are lighter than water and float to the top
- c) Non-uniform, because a gas dissolved in a liquid can be seen bubbling
- d) Uniform, because gases have no volume of their own
3.Match each word to what it names.
- Solute
- Solvent
- Solution
- Solubility
- the substance that dissolves
- the most solute a fixed quantity of solvent will take at a given temperature
- the uniform mixture the two of them make
- the substance that does the dissolving
4.Each sip of a homemade oral rehydration solution tastes the same as the last. Why?
- a) The water dilutes both of them until neither can be tasted
- b) The sugar and salt cancel out each other's taste
- c) The sugar and salt are evenly distributed through the whole of the water
- d) The sugar settles at the bottom and the salt stays at the top
5.Alcohol and water are mixed, with rather more water than alcohol. Which is the solute?
- a) Neither, because two liquids cannot form a solution
- b) The water, because it is a liquid
- c) Both, because liquids mixed together are both solutes
- d) The alcohol, because it is the one present in the smaller amount
6.In a glass of salt water, what is the water called? Give the one word.
7.Each of these has been stirred into water. Sort them by whether the result is even throughout.
Groups: Uniform mixture · Non-uniform mixture
- Sawdust in water
- Sand in water
- Salt in water
- Chalk powder in water
8.The greatest amount of solute a fixed quantity of solvent will dissolve at a particular temperature has a one-word name. What is it?

Solutes, solvents and solutions · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 7 of 12

Winds, storms and cyclones

Trace a wind back to a difference in air pressure, and follow the chain from a rising column of warm air to a thunderstorm and a cyclone.

1.A lightning conductor is a metallic rod fixed to a building, pointed at the top and buried deep in the ground at the bottom. What is it for?
- a) To attract the charge away from the ground into the sky
- b) To give electric charge an easy path into the ground
- c) To stop lightning forming in the clouds above the building
- d) To store the charge safely inside the building
2.High-speed winds blow across the roof of a house. What happens to the air pressure above the roof, and why can that lift a weak roof off?
- a) It stays the same, and the wind lifts the roof by hitting it directly
- b) It rises above the pressure underneath the roof, and the roof is pushed up from above
- c) It drops below the pressure underneath, and the roof is pulled down
- d) It drops below the pressure underneath the roof, and the roof is pushed up from below
3.A cyclone that has come ashore gradually weakens. Why?
- a) Buildings on land block the wind and slow it down
- b) The Earth rotates more slowly over land than over sea
- c) The land is colder than the sea, so it freezes the cyclone
- d) Its source of warm moist air from the ocean has been cut off
4.Put the steps that end in a flash of lightning back into the order the chapter gives them.
- Strong winds rub water droplets against ice particles
- The insulating property of air breaks down
- Charge separates, leaving the lower part of the cloud negative
- A bright flash of lightning is seen
- The ground below becomes positively charged
5.Wind circulation goes round and round. Starting from Warm air rises, put the loop back into order.
- Warm air rises
- A low-pressure area is left behind
- That air is heated in its turn
- Cooler air from around it rushes in
6.The region of lowest pressure at the centre of a cyclone, where the wind is calm while the surrounding region is battered, is called the ___ of the cyclone. Give the one word.
7.You are caught outdoors as a thunderstorm arrives. Sort these against the chapter's advice.
Groups: Safer during lightning · To be avoided during lightning
- Crouching down in a low-lying open area
- Standing under a tall tree
- Sheltering inside a car
- Using an umbrella with a metallic rod
- Lying down flat on the ground
8.Lightning heats the air around it very rapidly. What does that produce?
- a) A second flash a moment later
- b) Hail, as the heated air freezes on cooling
- c) Rain, as the heated air condenses
- d) Thunder, as the air expands and makes a loud sound

Winds, storms and cyclones · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 8 of 12

Density, and how to measure it

Calculate density from mass and volume, find the volume of an irregular solid by displacement, and say what heating does to density.

1.A measuring cylinder has bigger marks 20 mL apart, and there are 10 small divisions between the 20 mL and 40 mL marks. What is the smallest volume it can read, in millilitres? Answer with a number.
2.Put the steps for finding the volume of an oddly shaped stone back into order.
- Tie the object with a thread and lower it slowly into the cylinder
- Fill a measuring cylinder with water and record the initial volume
- Subtract the initial volume from the final volume
- Record the final volume once the level has risen
3.A stone sculpture has a mass of 225 g and a volume of 90 cm³. What is its density, in grams per cubic centimetre? Answer with a number.
4.An object has a mass of 400 g and a volume of 40 cm³. What is its density, in grams per cubic centimetre? Answer with a number.
5.Object B has a mass of 240 g and a volume of 60 cm³. What is its density, in grams per cubic centimetre? Answer with a number.
6.A closed box is 12 cm long, 5 cm wide and 4 cm high. What is its volume, in cubic centimetres? Answer with a number.
7.Water in a measuring cylinder forms a curved surface called the meniscus. Where should you take the reading for water?
- a) At the bottom of the meniscus, looking down from above
- b) Midway up the curve, from wherever you happen to be standing
- c) At the bottom of the meniscus, with your eye level with it
- d) At the top of the meniscus, with your eye level with it
8.A substance is heated. What generally happens to its density, and why?
- a) It decreases, because the particles spread out so the volume grows while the mass stays the same
- b) It increases, because heating adds energy and so adds mass
- c) It decreases, because heating destroys some of the particles
- d) It stays the same, because density does not depend on temperature

Density, and how to measure it · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 9 of 12

Forces: contact and non-contact

Sort forces by whether they need the objects to touch, read a spring balance, and keep weight and mass apart.

1.An object is carried to the Moon. Which of these changes, and which stays put?
- a) Neither changes
- b) Its weight changes; its mass stays the same
- c) Its mass changes; its weight stays the same
- d) Both change
2.A closed empty bottle is pushed down into a bucket of water and released. It shoots back to the surface. What has pushed it?
- a) The gravitational force of the Earth, acting upwards in water
- b) Friction between the bottle and the water
- c) Upthrust, the upward force a liquid applies on an object placed in it
- d) Muscular force still stored in the bottle from the push
3.Sort these forces by whether the two objects have to be touching for the force to act.
Groups: Contact force · Non-contact force
- Muscular force
- Gravitational force
- Friction
- Magnetic force
- Electrostatic force
4.What is the SI unit of force called? Give the one word.
5.A spring balance measures up to 10 N, with a bigger mark at each newton. Which mark is at 6 N?
Mark the line with an X.
6.Two balloons are rubbed with the same woollen cloth and hung near each other. What do they do, and why?
- a) They move together, because rubbing makes both of them sticky
- b) They hang still, because rubbing wool on rubber charges neither of them
- c) They move together, because they have picked up charges of opposite kinds
- d) They move apart, because they have picked up charges of the same kind and like charges repel
7.A ball is thrown straight up. Starting from The object moves straight up, put what happens next back into order.
- It stops momentarily at the top
- The object moves straight up
- It falls back down, its speed increasing
- Its speed goes on decreasing
8.A box is pushed to the right across a table. In which direction does friction act on it?
- a) Downwards, into the table
- b) To the right, along with the push
- c) Upwards, away from the table
- d) To the left, opposite to the way the box is moving

Forces: contact and non-contact · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 10 of 12

Pressure and how it is shared

Work out pressure from a force and an area, and explain why the same force presses harder when it is spread over less of a surface.

1.Why is a household water tank put up on the roof rather than at ground level?
- a) A tank on the roof holds more water than the same tank on the ground
- b) Water becomes heavier when it is higher up
- c) A taller column of water raises the pressure at the taps, giving a better stream
- d) Water flows faster in a warm tank than a cool one
2.A wooden block rests on a table, pressing down with a force of 60 N over an area of 4 m². What is the pressure, in N/m²? Answer with a number.
3.Each of these is a way of choosing how much surface a force lands on. Sort them by the pressure that follows.
Groups: High pressure · Low pressure
- The pointed end of a nail
- A broad shoulder strap
- The sharp edge of a knife
- The broad base of a dam
4.The air above a patch of skin 15 cm by 15 cm presses down with about the same force as gravity on a 225 kg object. Why does that not crush us?
- a) Air is so light that it cannot really press on anything
- b) The air pushes upwards as much as it pushes downwards, so it cancels out
- c) The pressure inside our bodies is equal to it and balances it
- d) Our skin is too tough for air to press through
5.Match each thing you can watch happen to what it tells you about pressure.
- Water spurts from holes made in the sides of a filled bottle
- Balloons on two pipes of different widths, filled to the same level, bulge the same amount
- A rubber sucker pressed onto smooth tiles will not pull off easily
- A paper plate is harder to lift under an unfolded sheet than a folded one
- it is the height of the water column that sets the pressure, not the width
- the air outside it presses harder than the thinned-out air trapped inside
- a liquid presses on the sides of its container too, not just the bottom
- air pushes with a bigger force when it has a bigger area to push on
6.The pressure exerted by the air around us has a two-word name in the chapter. What is it?
7.A crate pushes down on a floor with a force of 900 N, spread over an area of 3 m². What is the pressure on the floor, in N/m²? Answer with a number.
8.Holes are made low down in the sides of a bottle full of water, and the tape sealing them is pulled off. What happens, and what does it show?
- a) Air rushes in through the holes, showing that liquids press outwards less than air presses inwards
- b) Nothing flows out, showing that a liquid presses downwards and not sideways
- c) Water flows out sideways, showing that a liquid presses on the sides of its container as well as the bottom
- d) Water flows out sideways, showing that liquids press hardest at the top of the container

Pressure and how it is shared · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 11 of 12

Mirrors and lenses

Tell concave from convex for both mirrors and lenses, use the laws of reflection to find an angle, and say which of them gathers a beam and which spreads it.

1.What does the image in a convex mirror look like, whatever the distance to the object?
- a) Erect and smaller than the object
- b) Erect and larger than the object
- c) Inverted and smaller than the object
- d) Inverted and the same size as the object
2.How does a concave lens differ from a convex one to look at?
- a) It is the same thickness throughout
- b) It is not transparent
- c) It is thicker at the edges than in the middle
- d) It is thicker in the middle than at the edges
3.The laws of reflection were worked out with a plane mirror. Which mirrors do they hold for?
- a) Plane and concave mirrors, but not convex ones
- b) Plane, concave and convex alike
- c) Plane mirrors and nothing else
- d) Curved mirrors, but not plane ones
4.Parallel beams of light fall on each of these. Sort them by what happens to the beams afterwards.
Groups: Converges the beam · Diverges the beam
- Convex lens
- Convex mirror
- Concave mirror
- Concave lens
5.Sunlight is directed onto a sheet of paper with a concave mirror, and the paper is moved until a small bright spot forms. What happens next, and why?
- a) The spot spreads out, because a concave mirror scatters light
- b) The paper cools down, because the mirror has taken the heat out of the light
- c) Nothing happens, because reflected light carries no heat
- d) The paper can start to burn, because the mirror has concentrated the sunlight onto that point
6.The angle between the normal and the incident ray has a three-word name. What is it?
7.Why is a convex mirror, rather than a plane one, fitted as a vehicle's side-view mirror?
- a) It shows a much wider area of the road behind
- b) It shows the traffic behind the right way up, which a plane mirror cannot
- c) It shows the traffic behind at a larger size
- d) It is cheaper to make than a plane mirror of the same size
8.You are handed a magnifying glass. Which kind of lens is it?
- a) A convex lens
- b) A concave lens
- c) A spherical mirror
- d) A plane lens

Mirrors and lenses · Year 9 Science · www.arenapublications.com/learn

Year 9 Science · 12 of 12

Magnetic and heating effects of current

Explain how a current makes a magnet and how it makes heat, and say what changes the strength of an electromagnet.

1.In the lemon cell built in the chapter, what plays the part of the electrolyte?
- a) The LED
- b) The iron nail
- c) The lemon juice
- d) The copper wire
2.A compass needle beneath a wire deflects when the switch is closed and returns when it is opened. What does the return show?
- a) The compass needle has been demagnetised by the current
- b) The current keeps flowing for a while after the switch is opened
- c) The magnetic field disappears when the current stops flowing
- d) The wire has become a permanent magnet
3.The chapter lists what the heat generated in a wire depends on. Which list is right?
- a) The temperature of the room the circuit is in
- b) The colour of the wire and the shape of the switch
- c) The material, thickness and length of the wire, and how long the current flows
- d) The material of the wire and nothing else
4.Match each change you could make to an electromagnet with what it does.
- Adding a second cell to the circuit
- Winding more turns onto the coil
- Reversing the direction of the current
- Pulling the iron nail out of the coil
- a weaker magnet, since the core is gone
- a stronger magnet without changing the current
- a larger current, so a stronger magnet
- the North and South ends swap over
5.Why should a used battery go to an e-waste facility rather than into the household bin?
- a) It can still contain acids and metals that may cause fires or harm the environment
- b) Household bins are too small for batteries
- c) It will start working again once it has been sorted
- d) A used battery is completely inert and so has no value
6.Match each part of a Voltaic cell to what it is.
- Electrodes
- Electrolyte
- A dead cell
- the liquid they are dipped in, usually a weak acid or salt solution
- two metal rods of different materials
- one whose chemicals have been used up, so it supplies no more electricity
7.The north pole of a magnetic compass is attracted towards end A of an electromagnet. Which pole is end A?
- a) South
- b) Neither — an electromagnet has no poles
- c) North
- d) Both at once
8.Nichrome, rather than copper, is used in electric heating devices. Why?
- a) Nichrome conducts electricity better than copper
- b) For a wire of the same size and length, nichrome offers higher resistance and so gives more heat
- c) Nichrome is cheaper than copper
- d) Nichrome does not conduct electricity

Magnetic and heating effects of current · Year 9 Science · www.arenapublications.com/learn

Answer keys — Year 9 Science

In the same order as the worksheets.